Primary Years Programme (PYP): Grades 1–4
The Role of ATL Skills in Student Development within the Primary Years Programme (PYP)
Approaches to Learning (ATL) play a key role in the Primary Years Programme (PYP), the primary programme of the International Baccalaureate (IB). ATL consists of five interconnected groups of skills: thinking, research, communication, social and self-management skills. They are integrated throughout the learning process and connected with the attributes of the IB Learner Profile. ATL skills provide students with the following key benefits.
1. Development of Thinking Skills: Thinking skills include critical and creative thinking, the transfer of knowledge and reflection. They teach children to analyze information, identify connections and draw well-founded conclusions. Students do not simply memorize facts but learn to examine problems from different perspectives, which is important for their intellectual development.
2. Development of Research Skills: Inquiry-based learning is at the heart of the PYP: particular attention is given to questions formulated by the students themselves. Research skills help students find answers to these questions by collecting, selecting and evaluating information, verifying its reliability and drawing conclusions. In this way, curiosity and confidence in their own abilities are developed.
3. Development of Communication Skills: Students learn to listen, express their thoughts clearly in oral and written form, provide arguments to support their opinions and present the results of their work. Learning becomes more interactive and engaging, which supports a high level of motivation and participation.
4. Development of Self-Management Skills and Metacognition: Self-management skills help students organize their time and tasks, set goals, manage emotions and maintain perseverance. Reflection teaches children to evaluate their own thinking and learning processes. They ask themselves questions such as: “Why do I think this?”, “What evidence do I have?”, and “What else do I need to learn?” This develops self-regulation and independence, which are essential for continuous growth.
5. Empathy and Collaboration: Social skills teach children to respect different perspectives, demonstrate empathy, reach agreements, distribute roles and resolve conflicts. They are closely connected with such IB Learner Profile attributes as “Open-minded” and “Caring.” By working in groups, students learn to cooperate and make decisions collectively.
Transdisciplinary Learning
Transdisciplinary learning is the foundation of the PYP learning model. Knowledge is not divided into isolated subjects: students explore ideas that are meaningful to them and to the world and that extend beyond individual disciplines. Subject-specific knowledge and skills are used as tools for understanding these ideas.
Learning is organized around six transdisciplinary themes:
- 1. Who We Are
- 2. Where We Are in Place and Time
- 3. How We Express Ourselves
- 4. How the World Works
- 5. How We Organize Ourselves
- 6. Sharing the Planet
Based on these themes, the school develops a Programme of Inquiry. It consists of Units of Inquiry, each of which lasts several weeks. Beginning at the age of five, students in Grades 1–4 study one unit from each of the six themes every year.
Within the Units of Inquiry, six PYP subject areas are integrated: language, mathematics, science, social studies, the arts, and personal, social and physical education (PSPE). For example, in a unit under the theme “Sharing the Planet,” students may measure and analyze data in mathematics, study ecosystems in science, write appeals in language, and create posters in the arts. At the same time, certain subject-specific knowledge and skills are taught separately when they cannot be naturally incorporated into a unit.
PYP Programme in the 2026–2027 Academic Year
The school has successfully completed the Authorization Visit for the PYP programme and is now preparing for the Evaluation Visit, which will take place in the 2029–2030 academic year. The main areas of work carried out within the programme requirements include:
- Professional development courses for primary school teachers;
- Development and implementation of an Action Plan for introducing the core standards and elements of the PYP;
- Development and implementation of the Programme of Inquiry, including the creation and use of Unit Planners;
- Development and implementation of an assessment system;
- Beginning work on an important PYP project — the PYP Exhibition;
- Equipping the library with resources, including multimedia materials and books, providing professional development courses for the librarian, and developing and implementing an Action Plan for the library.
Academic Load
| Language and Literature | |
| 1 | Alphabet and Mother Tongue |
| 2 | Kazakh Language |
| 3 | Literary Reading |
| 4 | Russian Language |
| 5 | Foreign Language |
| Mathematics and Informatics | |
| 6 | Mathematics |
| 7 | Digital Literacy and Artificial Intelligence |
| Natural Sciences | |
| 8 | Natural Sciences |
| People and Society | |
| 9 | Social Studies |
| Technology and Arts | |
| 10 | Music |
| 11 | Handicrafts |
| 12 | Visual Arts |
| Physical Education | |
| 13 | Physical Education |
Assessment System
As of September 1, 2026, updated assessment rules are in effect in primary schools in the Republic of Kazakhstan. They introduce changes to the Standard Rules for Monitoring Students’ Academic Achievement, approved by Order No. 125 of the Minister of Education and Science of the Republic of Kazakhstan dated March 18, 2008. Assessment remains criterion-referenced: students’ academic achievements are assessed according to learning objectives and pre-established criteria.
Grade 1
No grades are given. The teacher monitors each student’s progress and provides feedback.
Grades 2–4
Assessment of academic achievement consists of two components.
Formative assessment is conducted throughout the term on a scale from 1 to 10 points. Scores are entered in students’ completed work and in the BilimClass electronic journal, and the teacher may provide an explanation. The main purpose of formative assessment is to provide timely feedback that helps students understand what they are doing well and what they need to work on.
Interim assessment has replaced summative assessment for a unit (SOR) and for a term (SOCH). It is conducted in the form of a full lesson-length assessment:
- in language — dictation and reading comprehension tasks;
- in literary reading — retelling or essay writing and text-based tasks;
- in mathematics — a test covering computational skills, problem-solving and reasoning;
- project-based and practical work may also be included.
Maximum score for interim assessment:
- Grade 2 — 12 points;
- Grade 3 — 14 points;
- Grade 4 — 16 points.
The term grade consists of two equal components: 50% formative assessment and 50% interim assessment. The final result is calculated automatically in the electronic journal, making the result transparent to teachers, students and parents.
Arts, Aesthetic and Physical Education Subjects
Music, visual arts, handicrafts, physical education and digital literacy in Grades 2–4 are also assessed: formatively throughout the term and through one interim assessment per term, without separate tests. Assessment is conducted during regular lessons.
PYP Criteria
Fully Achieved (FA) — 5
The student fully achieves the learning objectives and skills and understands all meanings. The student can apply their knowledge and skills. Through critical thinking, the student arrives at a specific solution and can communicate the solution clearly. In the learning process, the student demonstrates independence and can work individually.
Mostly Achieved (MA) — 4
The student achieves most of the learning objectives and skills and understands most meanings. Difficulties may sometimes arise when applying knowledge and skills. The student often arrives at a specific solution through critical thinking and can communicate the solution clearly, although difficulties may sometimes occur. In the learning process, the student demonstrates independence but sometimes seeks assistance from the teacher.
Partially Achieved (PA) — 3
The student partially achieves the learning objectives and skills and experiences difficulties in understanding meanings. Difficulties arise when applying knowledge and skills. The student attempts to arrive at a specific solution. The student experiences difficulties in communicating the solution clearly but is in the process of learning. In the learning process, the student frequently seeks assistance from the teacher.
Not Achieved (NA) — 2
The student has not achieved most of the learning objectives and skills and experiences difficulties in understanding meanings. The student experiences difficulties in applying knowledge and skills and cannot arrive at the correct solution. In the learning process, the student relies on the teacher for assistance.
Not Assessed — NA
The student is not assessed because the programme section indicated in the report was not covered with the student, or because the student was absent from the lesson.
Conversion of PYP Criteria into State Standard Grades
| PYP Criterion | Indicator | Percentage | Grade |
|---|---|---|---|
| Not Achieved (NA) | Unsatisfactory | 0–39% | 2 |
| Partially Achieved (PA) | Satisfactory | 40–64% | 3 |
| Mostly Achieved (MA) | Good | 65–84% | 4 |
| Fully Achieved (FA) | Excellent | 85–100% | 5 |
Programme of Inquiry 2026–2027
- Term 1: 02.09–23.10 (8 weeks)
- Term 2: 02.11–25.12 (8 weeks)
- Term 3: 11.01–19.03 (10 weeks)
- Term 4: 29.03–21.05 (8 weeks)
| Grade | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | Unit 6 |
|---|---|---|---|---|---|---|
| Period | 02.09–09.10 | 12.10–20.11 | 23.11–25.12 | 11.01–19.02 | 22.02–09.04 | 12.04–21.05 |
| Grade 1 | My School | My Family and Friends | Our World | Earth and Space | Secrets of Time | My Safety |
| Grade 2 | My Values | People and Nature | Air and Water | Holidays and Traditions | Force and Motion | Communities |
| Grade 3 | Bio World | Health | Life as the Basis of Existence | Arts | Yesterday, Today, Tomorrow | Laws of Nature and Human Life |
| Grade 4 | Nature of My Homeland | Cultural Heritage | Natural Resources | Technologies | My Creative World | Civilization — PYP Exhibition |
Each unit follows the inquiry cycle: Tuning in → Finding out → Sorting out → Going further → Making conclusions → Taking action.
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Қазақ тілі 
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