International Curriculum


The Primary School Curriculum (Grade I - V) focuses upon the total growth of the developing child, in addressing social, physical, emotional and cultural needs, in addition to academic welfare. Sanskar Primary School is authorized to follow the framework of the Primary Years Program (PYP), which is the first of the programs designed by the International Baccalaureate Organisation (IBO). The framework which our curriculum is based on offers a comprehensive inquiry-based approach to teaching and learning. The curriculum is focused on teaching the ‘heart and the mind’ by respecting individual competencies, working on one's set of skills and conceptual understanding that is used to connect with the world at large. The idea is to start locally and reach globally.


In the PYP, it is recognized and appreciated that students come into the programme from various backgrounds and with a wealth of differing experiences. All teachers have a responsibility to assess student development in the context of the IB learner profile; it affects all students throughout the programme. As a school we have a responsibility on behalf of all students to assess and report on progress in the development of the attributes of the learner profile.

What, then, is a PYP school? It is a school that, regardless of location, size or constitution, strives towards developing an internationally minded person. What is an internationally minded person? It is a person who demonstrates the attributes of the IB learner profile which you can find above.

What do the students learn at Sanskar?

The aim of IB PYP programme is to develop internationally minded students who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

The IB learners strive to be:

The curriculum is built around a framework of six organizing themes. These six-week units, called Units of Inquiry, encourage the development of thinking, communication, self-management, social and research skills, at the same time they integrate the subject areas of language arts, social studies, science and mathematics, and the arts whenever possible. PYP learning is inquiry-based learning with a strong focus on conceptual understanding. It’s a framework that encourages students to not only remember and understand, but also to apply, analyze, evaluate and create. All subjects are mainly taught with Inquiry (UOI). Research and student-initiated action are distinct features of the PYP, which help students become motivated, independent learners who can make a positive impact in their community.

What does “transdisciplinary” mean in IB PYP?

Transdisciplinary is the word that IB uses to describe a discipline that applies across all disciplines - it is interconnected and can be applied across all subjects and to real life. A transdisciplinary concept stretches across Math, Science, English, Social Science and ties it all together; it is not isolated to one subject. For example, the idea of change affects Math, Science, English, Geography, Art - the IB PYP strives to demonstrate this through learning, giving understanding to a real life world. The IBO curriculum framework consists of 5 essential elements that are all transdisciplinary.

Five Essential transdisciplinary elements of IB PYP


The PYP recognizes that it is inappropriate to dictate what every child should know in an international community. The PYP has identified themes, or areas of knowledge, which are used to organize the 6 Units of Inquiry, taught from early childhood through grade 5. These Units of Inquiry provide the framework (as opposed to a text book curriculum) for a wide variety of resources to be explored in order to accomplish the objectives within each Unit of Inquiry.

Who We Are:

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where We Are in Place and Time:

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives

How We Express Ourselves:

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetics

How the World Works:

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment

How We Organize Ourselves:

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment

Sharing the Planet:

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution


There are 8 fundamental concepts expressed as key questions to propel the process of inquiry. These universal concepts drive the research units called UNITS OF INQUIRY. They also have relevance within and across all subject areas (transdisciplinary).

The 8 fundamental concepts are:

  • Form : What is it like?
  • Function: How does it work?
  • Causation: Why is it like it is?
  • Change: How is it changing?
  • Connection: How is it connected to other things?
  • Perspective: What are the points of view?
  • Reflection: How do we know?
  • Responsibility: What is our responsibility?


There are 5 sets of transdisciplinary skills acquired in the process of structured inquiry. These are:

  • Thinking
  • Communication
  • Social
  • Research
  • Self-Management


So, what actually is a “Unit of Inquiry”?

A Unit of Inquiry usually lasts for 4-6 weeks. The objective is to cover all 6 Themes throughout the year. For example, during the Unit of Inquiry “Sharing the Planet” students may spend 6 weeks looking at the resources we have in the world and how various countries use, share and dispose off these resources. Students will answer questions like: How do these resources connect people around the world? Or, how are these resources changing and what does that mean for people? These concepts and questions move across all school subjects (i.e. Math, English, Geography, etc.) and apply to real life and the world around us.

And, how does Sanskar implement these Units of Inquiry?

These Units of Inquiry form the Sanskar Program of Inquiry on which our teachers build students’ concepts, knowledge, and skills. The themes provide the structure to articulate subject -specific knowledge from Pre-Primary to Grade 5. With the IB PYP, however,the priority is not on using a set of textbooks, but rather the emphasis is on a wide variety of resources from which teachers and students extract knowledge, develop understanding, and explore ways of applying that to real life.

Why less use of textbooks?

The IB PYP philosophy believes that students learn best through authentic inquiry. While there is certainly a place in the curriculum for some use of textbooks and workbooks, Sanskar uses a wide range of primary and secondary resources that cater best to its students’ individual needs and learning styles. Textbooks do so much of the work for a child that they inhibit development of the critical thinking skills necessary to become a successful life-long learner. The IB PYP also recognizes that it is not knowledge alone that makes a learner successful, but the skills and attitudes they develop along the way.

How are students at SANSKAR SCHOOL Assessed?

Students at Sanskar School are assessed in a variety of ways, including written tests, projects, oral presentations and written reports. Assessment in IB PYP is “criterion referenced.” This means students are scored against standards and using a rubric, not against each other. The rubric states what the criteria are for the assignment and what the score will be for addressing or not addressing each point in that criteria. The rubric allows students to take ownership of their effort and learning.

Please tell me what is a RUBRIC?

A rubric defines what are the standards or requirements that need to be accomplished in order to achieve the overall target or goal. Students should be able to use rubrics in many of the same ways that teachers use them - to clarify the standards for a quality performance, and to guide ongoing feedback about progress towords those standards.

Explain to me a little more about how my child will be assessed at SANSKAR SCHOOL?

At SANSKAR SCHOOL, each Unit of Inquiry allows students opportunities to demonstrate that learning is taking place—that there are shifts, if you will, in their understanding. This may look different across all subject areas—however, this shift in understanding is not always best demonstrated through a piece of written work or a traditional exam. Students may be asked to put together a final project, draw, act out a performance, do a presentation, or some other way to show what they have learned. The goal is for our students to demonstrate that learning has taken place by showing what they understand and how they are applying that understanding to real life and the world around them. At SANSKAR SCHOOL, we believe that assessment is the continuation of the learning process. It is NOT assessment of learning, but it is assessment for learning. The IB views assessment as needing to be authentic, essential, rich, engaging, and feasible—it should incorporate students in the process of evaluating their learning. “Formative” assessment is interwoven into the daily lessons and learning—this ongoing process of “checking in” between teachers and students, helps both teachers and students find out what they already know, in order to plan for the next stage of learning. “Formative” assessment and teaching are directly linked; effective learning cannot take place without one or the other. “Summative” assessment takes place at the end of the teaching and learning process—this is the time that students have the opportunity to demonstrate their understanding and application of what has been learned.

How can parents help students with school work?

Follow up daily with your child to see what homework they have. Help reinforce at home the lessons learnt in class and fulfill the requirements for the next day daily. Help your ward schedule time so they don’t feel overburdened. Realize that you will probably help them with (not do) some of their larger projects. Most parents find pleasure or pride in helping their child grow in this way.

How can I, as a PARENT, get involved in the PYP?

Volunteer to become a Primary Resource Parent by filling in a “Parent as Primary Resource” voucher and share your expertise. Ask children about the theme, central idea, and concepts that they are inquiring into. Show interest in their units of inquiry and plan activities around them whenever you can. Encourage your children to “find out” rather than telling them answers. Ask children about the Learner Profile attributes – point them out in other people, in yourself, in your children’s actions and speech. In terms of keeping contacts you are always welcome at Sanskar. We need your support and assistance to make our school ever greater.

For more information please visit at:

Address : 117-121, Vishwamitra Marg, Hanuman Nagar Ext., Sirsi Road, Jaipur - 302012,
TEL : +91-0141-2246189 I +91-0141-2357844 I +91-0141-2245602 , EMAIL:
This website is owned and maintained by "Sanskar School".