Curriculum

  • Child using workbook on table

"Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water." - Loris Malaguzzi

IB PYP Framework

Magic Years utilizes the IB Primary Years Programme (PYP) as a framework for our curriculum. This framework helps guide what we believe children should know and be able to do. It draws on research and best practices from a range of top-notch educational systems.

We have further enhanced this framework by integrating the best practices of curricula suitable for an early years program, such as the Reggio Emilia approach, The Creative Curriculum, Hidden Gems and First Steps. Consequently, our curriculum is broad, transdisciplinary, meaningful and focused on enduring understandings.

Developmental Appropriate Practice

At Magic Years we use the IB PYP framework in a developmentally appropriate way based on what we want young children to learn. Our developmentally appropriate practice takes into consideration knowledge of child development and learning, knowledge of what is individually appropriate and knowledge of what is culturally important. Adopting this approach, we have made it possible for even our youngest students below the age of 3 to benefit from the IB PYP framework.

Curriculum Goals

Our curriculum at Magic Years enables children to:

  • Be given time and space to “learn through inquiry”.
  • Experience a broad range of enrichment classes extending beyond the classroom to enhance learning engagements.
  • Have an opportunity to grow and develop within an international program that supports current research and best practice in teaching and learning.
  • Work with educators who implement the standards and practices of the IB PYP.
  • Access a range of educational programs that build on skill development, socialization and team collaboration.
  • Strengthen individual talents and connect classroom experience to the outside world.
  • Develop a love and joy of learning that comes from meaningful experiences
  • Reflect on what they have learned and take ownership of their own learning.
  • View learning as an integrated process transcending the traditional subject-based approach.