The Programme of Inquiry is the backbone of the Primary Years Programme at ZIS. It is organised around six transdisciplinary themes: Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organise Ourselves, and Sharing the Planet. These themes reflect issues of global importance and allow students to connect their learning across disciplines. Teachers plan using a concept-driven approach and backward design to ensure that the curriculum is balanced, engaging, and challenging.

The Common Core State Standards for English Language Arts and Mathematics are integrated to ensure academic rigour. As students’ progress through the Programme of Inquiry, they demonstrate and develop the full range of IB Learner Profile attributes: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. This ensures that learning is both academically strong and personally transformative.

PYP

Programme of Inquiry

English as the Language of Instruction

At our school, English is the language of instruction. It provides a shared foundation for learning and helps our diverse international community grow together.

Learning Chinese: CAL and CFL

We celebrate Chinese language and culture through two learning pathways: Chinese as a First Language (CFL) for native speakers, and Chinese as an Additional Language (CAL) for new learners. Both pathways nurture communication skills, cultural identity, and intercultural understanding.

Multilingual Learning and International-Mindedness

Students are encouraged to draw on all their languages when exploring ideas. This thoughtful use of translanguaging supports learning while keeping English as the main language of learning at school. By embracing multilingualism, we foster international-mindedness and ensure every child feels a sense of belonging.

Language Development

In The PYP

Assessment

Purpose of Assessment

Assessment in the Primary Years Programme is an ongoing process of gathering, analysing, reflecting, and acting on evidence of learning. Its purpose is to inform teaching and support learners in understanding what they know, what they can do, and what their next steps will be.

Learner Involvement

Students are active participants in assessment. They co-construct learning goals and success criteria with their teachers, reflect on their progress, and act on feedback from peers and teachers to move learning forward.

A Culture of Assessment

In the PYP, assessment is varied, authentic, and developmental. It values both the learning process and the outcomes, and involves teachers, learners, and families working together. By embedding assessment for, of, and as learning, we build capable, self-regulated learners who are prepared for lifelong learning.

Reporting

Overview

In the PYP, reporting provides a full picture of each child’s learning journey. Families receive two written reports each year (Semester One and Semester Two), complemented by student-led conferences and portfolios.

Academic Growth

Reports describe progress in language, mathematics, units of inquiry, and specialist subjects. Teachers highlight knowledge, skills, and conceptual understanding, with strengths and next steps that show how students apply learning in different contexts.

Partnership In Learning

Portfolios complement reports by giving students voice in documenting their growth over time. Together, reports and portfolios support ongoing dialogue between teachers, parents, and students to guide each learner’s next steps.

ASSESSMENT & Reporting Access. Reflect. Grow. Together

Unique Features

Continuum

The PYP at Zhuhai International School (ZIS) is distinctive for its focus on agency, action, and international-mindedness. Students are given voice, choice, and ownership in their learning, building confidence and responsibility. Action is an integral part of learning, encouraging children to apply their knowledge in ways that make a positive difference to themselves and others.

The ten IB Learner Profile attributes underpin the programme, helping students develop the qualities needed to thrive as courageous, caring, and capable global citizens. As students move through the programme, they take on projects that bring their learning together in meaningful ways. In Grade 4, students participate in a mini-exhibition, building skills in research, collaboration, and presentation. In Grade 5, they complete the PYP Exhibition, an in-depth, student-led inquiry into issues of local and global importance. These experiences allow students to demonstrate their growth and share their learning with the wider community.