Primary Years Programme (PYP)

Ages 3 to 12 — Early Years & Primary School (Grades 1–6)

The IB Primary Years Programme (PYP) at KEIS is a joyful, rigorous and internationally recognised curriculum framework for children aged 3 to 12. It places children’s natural curiosity at the heart of every learning experience — teaching them not only what to think, but how to think, how to ask meaningful questions, and how to take action in the world around them.

At KEIS, the PYP runs across two developmental phases: Early Years (ages 3–6) and Primary School (Grades 1–6, ages 6–12). Both phases share the same IB philosophy but are tailored to the specific developmental needs of each age group. KEIS received full IB PYP authorisation in June 2022.

What Makes the PYP Different?

The PYP is a transdisciplinary programme. Rather than learning subjects in isolation, students explore big ideas called Units of Inquiry that connect Mathematics, Language, Science, Social Studies, the Arts and Physical Education into a coherent, meaningful whole.

A class of 8-year-olds exploring the theme ‘How the World Works’ might investigate ecosystems, measure biodiversity using maths, write informational books in English and Slovak, create artwork inspired by nature, and then take action by setting up a classroom composting initiative. This is the PYP at work — learning that is relevant, connected and real.

At the heart of the PYP is student agency: the belief that children are capable of directing their own learning with the right support. PYP students at KEIS develop a strong sense of identity, self-belief and responsibility for their own growth.

Early Years — Kindergarten (Ages 3 to 6)

Full English Immersion from Day One

From the age of three, children at KEIS are fully immersed in English — not as a subject to be taught, but as the natural language of their entire school day. English is used in play, conversations, songs, stories, outdoor time and daily routines. Children absorb it the same way they learned their mother tongue: through meaningful, repeated exposure in real situations.

Children do not need any prior English when they join. Our Early Years teachers are experienced in welcoming complete beginners. Through visual aids, gestures, music, stories and short phrases, children typically begin responding in English within a few weeks, and are communicating confidently within a few months. This early language foundation significantly eases their transition into Grade 1.

IB Early Years — More Than a Kindergarten

Standard kindergartens focus primarily on social development, basic cognitive habits and adaptation. IB Early Years goes further:

• Children learn to think, not just to receive information — asking questions, forming ideas, testing them out
• Natural curiosity is cultivated and celebrated, never suppressed
• Independence, self-expression and creativity are actively developed
• Learning is connected across areas — language, maths, science, arts and movement are explored together
• The full English environment is a natural medium for learning, not an add-on subject

Teachers in Early Years carefully observe children’s interests and shape the learning environment to maximise inquiry and exploration. The result: children who not only know new things, but know how to think about them.

Technology in Early Years

Technology is used only when it enhances learning — for example, to document thinking, revisit ideas, or support inquiry in meaningful, developmentally appropriate ways. It does not dominate the environment; priority remains on social interaction, exploration, and real-world experiences, with digital tools used selectively and in balance to support well-being.

Primary School (Ages 6 to 12, Grades 1–6)

Building on the Early Years Foundation

Primary School at KEIS (Grades 1–6, ages 6–12) continues and deepens the PYP framework. Students who come through our Early Years enter Grade 1 already curious, confident in English, and excited about learning. New students joining in Grade 1 or later are warmly supported and quickly integrated.

The same transdisciplinary approach continues — but with increasing academic rigour, more independent research, deeper subject knowledge and growing self-management skills. By Grade 6, students are well prepared for the intellectual demands of the IB Middle Years Programme.

Subjects in Primary School

All subjects in Primary School are integrated through the Programme of Inquiry. The subject areas covered are:

• English Language & Literature — main language of instruction
• Mathematics — taught using the Singapore Math approach
• Science
• Social Studies
• Slovak Language & Literature (for native speakers) / Slovak Language Acquisition (for non-native speakers)
• Spanish Language Acquisition (from Grade 3)
• Arts — Music, Drama, Dance, Visual Arts and Design
• Physical, Social and Personal Education (PSPE)

Singapore Mathematics

Mathematics in Primary School at KEIS is taught using the internationally acclaimed Singapore Math method — recognised worldwide for developing deep conceptual understanding and strong problem-solving skills.

The approach uses a three-stage Concrete–Pictorial–Abstract (CPA) progression:

• Concrete: students first manipulate real physical objects — blocks, counters, number rods — to explore mathematical concepts hands-on
• Pictorial: students then represent the same ideas through pictures, diagrams and visual models
• Abstract: finally, students work confidently with numbers and symbols, having built genuine understanding

Rather than rushing through a wide range of topics with surface-level understanding, Singapore Math ensures every child genuinely masters each concept before moving on. This mastery-based approach aligns directly with the PYP philosophy of inquiry and conceptual learning, and produces lasting mathematical confidence and strong problem-solving ability.

The Six Transdisciplinary Themes

All PYP learning is organised around six globally relevant transdisciplinary themes. Each year, classes explore four to six Units of Inquiry built on these themes:

• Who We Are — identity, health, relationships, beliefs and personal development
• Where We Are in Place and Time — history, geography, heritage, migration and discovery
• How We Express Ourselves — creativity, communication, the arts, culture and self-expression
• How the World Works — the natural world, science, technology and human interaction with the environment
• How We Organise Ourselves — communities, systems, government, economics and global interconnectedness
• Sharing the Planet — rights and responsibilities, sustainability, the environment and global citizenship

In Early Years, students explore four of these themes per year, chosen to be concrete and age-appropriate. In Primary School, all six themes are explored across the six years, progressively deepening as children grow.

English Language Support (EAL)

KEIS welcomes students with little or no English at all Primary grade levels. International teachers create fully inclusive classrooms where every child can access learning regardless of language level. For students who need additional support, dedicated EAL (English as an Additional Language) lessons are provided. Within a few months of joining, most children are communicating confidently; within one to two years, they are fully participating academically.

Assessment in Primary School

Assessment in the PYP at KEIS is continuous, formative and transparently communicated — never a surprise. Teachers provide ongoing written and verbal feedback throughout the year. Throughout each Unit of Inquiry, ongoing assessment is an integral, continuous process where teachers gather evidence of learning through observations, conversations, and student work to inform teaching and support next steps. It focuses on understanding each learner’s progress, providing timely feedback, and promoting reflection and growth.

Importantly, the PYP does not use traditional numerical marks or letter grades. Assessment is descriptive and indicator-based, reflecting where each student is on a developmental continuum relative to age-appropriate expectations. KEIS subject-specific achievement indicators describe progress across four developmental stages:

• Emerging — Student can share one or a few basic ideas. Student needs significant support and scaffolding to build understanding.
• Developing — Student can share multiple ideas independently or with minimal support, but is not yet able to connect them together clearly.
• Demonstrating — Student can share a range of ideas and clearly explain the links, connections, and relationships between them.
• Extending — Student can connect learning to other known concepts, real-life experiences, and different subject areas. Student can use these connections to explain patterns and form new ideas, leading to more abstract understanding.

Written teacher commentary accompanies all formal assessments, explaining what the student does well and what to focus on next. At the end of the school year, families receive comprehensive report cards combining descriptive assessment and subject-specific indicators across both academic and social-emotional dimensions. Official Slovak report cards (vysvedčenie) are also issued annually.

Technology in Primary School

Each Primary student has access to an Apple tablet. Teachers use interactive multi-touch displays, AR and VR tools, and carefully selected educational apps and databases. Technology is integrated naturally into learning — as a tool for inquiry, creation and communication. Screen time is managed in line with age-appropriate recommendations. Information technology is not taught as a separate subject but is a natural part of daily learning across all subjects.

The PYP Exhibition

The PYP Exhibition is the culminating milestone of the Primary Years Programme, completed by every student in their final year of Primary School (Grade 6, age 11–12). It is a significant academic and personal milestone — and an important step in the IB research journey that leads through the MYP Personal Project and into the DP Extended Essay.

Each student independently selects a topic that genuinely matters to them and connects it to one of the six transdisciplinary themes. They develop a central idea, conduct sustained original research, create a physical or digital exhibition, and then present their work — and their entire learning journey — to the wider school community. The Exhibition is not a single piece of work but a culminating demonstration of everything the student has learned about how to inquire, how to think and how to communicate meaningfully.

The PYP Exhibition is assessed against KEIS-developed success criteria by the homeroom teacher. It demonstrates that the student can sustain independent inquiry over time, make genuine connections between learning and the real world, and take responsibility for their own intellectual work. Students often describe it as one of the most memorable and empowering experiences of their primary school years.

Pathway to the Middle Years Programme

Students completing Grade 6 at KEIS transition directly into the IB Middle Years Programme (MYP), which begins in Grade 7. The PYP is specifically designed as the first stage of the IB continuum: the inquiry habits, English fluency, mathematical foundations and learning-how-to-learn skills developed through the PYP provide exactly the platform the MYP requires.

The transition is natural and carefully supported. KEIS students entering Grade 7 already know the IB approach, the language of learning and the expectations of the programme. They have completed the PYP Exhibition — a significant independent research experience — and are ready for the more structured, concept-based demands that follow.

For students joining KEIS at Grade 7 entry from other schools or systems, please see the Middle Years Programme page for admissions information.

Frequently Asked Questions — PYP

Q: My child has never been to school before. Is KEIS Kindergarten the right place to start?

Absolutely. Our Early Years programme is specifically designed for children aged 3 who have never been in a school setting. The environment is warm, play-based and nurturing. Teachers are trained to work with children who have no English and no prior school experience. The transition into our Kindergarten is gentle and carefully supported.

Q: How quickly will my child pick up English?

Young children are remarkably effective language learners, especially in a full-immersion environment. Most children begin responding in English within a few weeks and are communicating confidently within a few months. By the end of the first school year, the majority of children are fully functional in English for everyday communication. Academic English develops over the following years with ongoing teacher support.

Q: What if my child is Slovak and I want them to maintain a strong Slovak language foundation?

This is something KEIS takes very seriously. Slovak Language & Literature is a dedicated core subject throughout all year groups, taught by qualified Slovak language teachers. In Primary School, Slovak is also woven into our Programme of Inquiry transdisciplinarily. Students graduate from KEIS with strong Slovak language skills alongside their English fluency.

Q: Is the IB PYP officially recognised in Slovakia?

Yes. KEIS is fully accredited by the Slovak Ministry of Education and operates as Súkromná spojená škola, Poľná 1, Košice. Students receive official Slovak report cards (vysvedčenie) at the end of each school year. The IB PYP is delivered under an official permit to teach according to international programmes in English, fully within Slovak legislation.

Q: What is Singapore Math, and how is it different from what my child would learn in a Slovak school?

Singapore Math is an internationally acclaimed approach that prioritises deep understanding over speed and memorisation. Unlike traditional Slovak programmes, which often emphasise a wide range of topics and procedural repetition, Singapore Math focuses on thoroughly mastering key concepts using the Concrete–Pictorial–Abstract method. Students develop genuine mathematical reasoning and strong problem-solving skills that serve them well into secondary school and beyond.

Q: How are children assessed in PYP? Are there traditional marks or grades?

In the PYP, there are no traditional numerical marks or letter grades. Assessment is descriptive and indicator-based — teachers use four developmental stages (Emerging, Developing, Demonstrating, Excelling) to describe where each child is relative to age-appropriate expectations, accompanied by written commentary. This approach makes assessment informative and growth-oriented rather than comparative. Official Slovak report cards with indicators are issued annually. Numerical grading begins in Grade 7 with the MYP.

Q: What is the PYP Exhibition and when does it happen?

The PYP Exhibition takes place at the end of Grade 6 (age 11–12). Each student independently selects a topic of personal significance, connects it to one of the IB transdisciplinary themes, conducts sustained research and presents their work to the school community. It is the culminating assessment of the PYP — a significant independent academic inquiry project — and directly prepares them for the MYP Personal Project and, eventually, the DP Extended Essay.

Q: What happens if my family relocates mid-year? Can my child join KEIS partway through a school year?

Yes. KEIS welcomes students throughout the year, subject to available places. We are specifically designed as an international school to accommodate the realities of internationally mobile families. New students are individually assessed on arrival and a tailored integration plan is created. With a supportive team and small class sizes, most children settle in quickly and comfortably.