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IB Primary Years Programme

The Primary Years Programme (PYP) is where students aged 6 - 10 take charge of their own learning.

Through engaging Units of Inquiry, students discover the world around them and develop key skills and understandings in mathematics and literacy. Visual Arts, Music, Physical Education, and Foreign languages are taught by specialists outside of the homeroom.

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Learning Programme

The IB Primary Years Programme (PYP)

The PYP curriculum framework begins with the premise that students are agents of their own learning and partners in the learning process. It prioritizes people and their relationships to build a strong learning community.

PYP students use their initiative to take responsibility and ownership of their learning. By learning through inquiry and reflecting on their own learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner Profile to make a difference in their own lives, their communities, and beyond.

Sample Schedule

The Primary Years curriculum promotes the idea that students and teachers are partners in the learning process of discovery, connection and achievement. Students are led to become active agents of their own learning, and in collaboration with others.

Inquiry-based learning encourages students and teachers to grapple with conceptual understandings, to reflect on their work and develop their skills and the attributes of the IB Learner profile.


A typical day at TOIS Primary might look like this:

  • 8:20 Arrival at School
  • 8:30 Period 1
  • 9:15 Break 1
  • 9:25 Period 2
  • 10:10 Break 2
  • 10:30 Period 3
  • 11:15 Lunch and Recess
  • 12:15 Period 4
  • 13:00 Break 4
  • 13:05 Period 5
  • 13:50 Break 5
  • 14:00 Period 6
  • 14:45 End of Day
  • 15:00 Clubs

Units of Inquiry

A Unit of Inquiry is a 6-8 week in-depth exploration of a concept. Students inquire into a central idea or a main understanding by being guided through lines of inquiry and teacher questions.

Units of Inquiry
  • Relationships
  • Journeys & Explorations
  • Expressing Ourselves Through Stories
  • Weather
  • Planning & Decision Making
  • Waste & the Environment
Units of Inquiry
  • Healthy Choices
  • Role Models
  • Interconnectedness of Cultures
  • Matter matters
  • Navigational Tools
  • Ecosystems
Units of Inquiry
  • Human Body Systems
  • Space Exploration
  • Beliefs and Values
  • Energy
  • Jobs and Responsibilities
  • Uneven Resource Distribution
Units of Inquiry
  • Child Rights and Responsibilities
  • Migration
  • Creativity
  • Light and Sound
  • Young Entrepreneurs
  • Modernisation
Units of Inquiry
  • Changes
  • Physical Environment
  • Media
  • Force
  • Organisation in the Community
  • PYP Exhibition: Sharing the Planet


Mathematics at TOIS is looked at as a way of thinking, a tool for solving problems, and support for inquiry. TOIS Maths program leads young learners to use patterns, models, facts but furthermore, it encourages them to make their own idea to solve a problem situation and evaluate it and explain the way of thinking. While applying their mathematical reasoning to solve a real-life problem students investigate, research, discuss and justify. The whole program builds a foundation for later study of algebra. Whenever possible, the Mathematics is taught in the context of the units of inquiry.

  • authentic, real-life problems
  • investigation and exploration (inquiry)
  • purpose and WHY
  • problem solving skills
Maths Focus
  • Place value of 2-digit numbers
  • Addition and subtraction of 2-digit numbers
  • Repeated addition and skip counting
  • Fractions in sets of objects (equal sharing)
  • Patterns in sets
  • Measurement (length, capacity, mass, temperature and time)
  • Simple 2D and 3D shapes
  • Position and direction
  • Venn diagrams and human graphs
Maths Focus
  • Place value of 3-digit numbers
  • Ordinal numbers
  • Addition and subtraction of 3-digit numbers
  • Multiplication and division (facts up to 12s)
  • Fractions with like denominators
  • Simple decimals in monetary transactions
  • Different currencies, notes and coins
  • Number patterns
  • Standard units in measurement
  • 12 and 24-hour time
  • Lines, lines of symmetry and polygons
  • Cardinal directions and turns
  • Data handling (tally, bar graphs and pictographs)
Maths Focus
  • Place value up to thousands
  • Ordinal, cardinal, positive and negative numbers
  • Addition and subtraction of 4-digit numbers
  • Various multiplication strategies
  • Simple division with a remainder
  • Fractions with like and unlike denominators
  • Decimals up to hundredths
  • Estimation using numbers and operations
  • Area and perimeter
  • Elapsed time
  • Lines, symmetry, angles and shapes
  • Coordinates in 1st quadrant (positive x and y axis)
  • Survey and data representation
Maths Focus
  • Place value up to millions
  • Square, cube, prime, composite numbers and roman numerals
  • Addition and subtraction of large numbers
  • Multiplication and division of large numbers
  • Representation of results as decimal and fraction
  • Order of operations
  • Conversion and calculations with fractions
  • Decimals up to thousandths
  • Percentage and discounts
  • Simple algebraic equations
  • Area and perimeter of compound shapes
  • Elapsed times and time zones
  • Angle construction, measurement and calculation
  • Regular and irregular shapes, classification of shapes
  • Coordinates in 4 quadrants
  • 3 circle Venn diagram
  • Histograms, line graphs, continuums and Carroll diagrams
  • Probability and outcomes in everyday life
Maths Focus
  • Place value up to billions
  • Addition, subtraction, multiplication and division
  • Problems with exponents and mixed operations
  • Estimation and approximation using fractions, decimals and percentage
  • Ratio and proportions
  • Operations with decimals
  • Algebraic equations with a single variable
  • Metric and imperial units of measurement
  • Area, perimeter and volume of compound shapes
  • Complex schedules
  • 2D and 3D shapes and their nets
  • Construction of maps in scale (using major axis)
  • Graphical representations (also pie charts and frequency tables)
  • Tree diagrams and probability

English Language and Literacy

The Primary Language & Literacy program provides an intellectual framework to support conceptual development and critical thinking while enriching students in intercultural awareness and international mindedness.

Moving beyond the four language skills of reading, listeninng, speaking and writing, students develop clarifying ideas, apply relevant information from text, get life-long reading habits, and the skill to interpet data from various visual texts. Students develop their skills as speakers and as a listeners.

English Language and Literacy
  • Fables
  • Traditional stories
  • Personal narratives
  • Invitations
  • Dairy writing
  • Poetry (couplets and bio poems)
English Language and Literacy
  • Recount historical events
  • Informative reports
  • Letters
  • Biography
  • Procedural writing
  • Poetry (acrostic, diamante, shape poems)
English Language and Literacy
  • Play scripts
  • Newspaper articles
  • Novel study
  • Opinion-based article
  • Non-chronological reports
  • Protocol writing
  • Poetry (cinquain, limerick, tanka)
English Language and Literacy
  • Various genres (rewriting in genre of their choice)
  • Literature circle and book report
  • Persuasive writing and speech
  • Argumentative article
  • Scientific report
  • Advertisement and leaflets
  • Autobiography
  • Poetry (haiku, two verse and free verse)
English Language and Literacy
  • Genre-swap story
  • Debate
  • Brochures
  • Formal and informal letters, emails
  • Individual literature circle and book review
  • Descriptive writing
  • Poetry (appreciation, reading and reciting)

Additional Languages and Czech for Natives

Children develop language skills ​​and at the same time deepen intercultural understanding, learn about the differences in the way of life of people from other countries and their different cultural traditions. The program helps create preconditions for effective interpersonal communication, either oral or written. It develops strategic skills: formulate ideas orally and in writing, understand spoken and written language.

Native Czech Students To support Czech parents and students with the compulsory education, students from PYP1 to PYP 5 have Czech for Native lessons for 45 minutes, four times a week. The final examination is conducted in cooperation with a public school in nearby Ludgeřovice.
Non-Czech Students Non-Czech students study Czech for foreigners and Spanish as additional languages, each for 45 minutes two times a week.

Personal, Social and Physical Education

This program focuses on the physical, intellectual, emotional and social development of each child. Learners are encouraged to make choices that contribute to long-term healthy living.

Well-being is supported through three interactive strands:

  • Identity: developing an understanding of one’s own beliefs and values, in order to successfully cope with situations of change
  • Active living: understanding the attributes of a balanced, healthy lifestyle, the body’s potential for movement and expression, prevention of illness, making healthy choices, and evaluating consequences
  • Interactions: appreciating the environment
Physical Education Personal and Social Education
Personal, Social and Physical Education
  • Obstacle course and means of travelling
  • Basketball and ball-handling skills (rolling, throwing, passing, receiving)
  • Yoga stories, movement, space and expression
  • Gymnastics and basic movement actions (leading to forward roll)
  • Running and jumping (with and without jumping rope)
  • Badminton and striking skills
  • Perseverance
  • Positive thoughts and attitudes
  • Asking for help and clarification
  • Interacting with others
  • Personal identity and others
  • Taking turns
Personal, Social and Physical Education
  • Running sprint and relays, jumping and throwing
  • Handball and ball-handling skills (throwing at target, passing, receiving)
  • Dance, balance and coordination
  • Badminton doubles and striking skills
  • Body shapes and travelling (direction, level, speed and effort)
  • Fitness and orienteering
  • Belief in abilities and goals
  • Other’s perspectives and views
  • Cooperation and co-construction
  • Awareness of emotions and emotional regulation
  • Personal growth
  • Impact of actions
  • Reflection on achievement and its value
Personal, Social and Physical Education
  • Running, jumping with take off from one and two feet and over-arm throwing
  • Basketball, ball-handling skills (throwing and catching while moving) and use of space
  • Personal fitness to develop body awareness and strength and safety
  • Dances with frequent formation changes, individually and in groups
  • Badminton doubles, its rules and keeping scores
  • Gymnastics with more complex movements and actions with weight transference
  • Embracing optimism, positive attitude and interactions
  • Intrinsic motivation
  • Adaptation to a variety of roles
  • Commitment to community and its shared goals
  • Recognition of personal qualities, strengths and limitations
  • Discuss ideas, ask questions and reflect
Personal, Social and Physical Education
  • Personal fitness to develop strength, posture, body tension and flexibility
  • Floorball and carrying and striking skills
  • Vaults (control in take-off, flight and landing), movement and travel
  • Football and kicking skills
  • Walking, jogging and running (pace and performance analysis)
  • Dance with frequent formation changes, melodic and rhythmic stimuli
  • Personal wellbeing
  • Accept and appreciate cultures, experiences and perspectives
  • Reparation and conflict resolution
  • Cope with adversity
  • Reflect to build on performance
Personal, Social and Physical Education
  • Creating safe sequences and setting goals in personal fitness
  • Floorball and carrying and striking skills, tactics and strategies in games
  • Vaults and quality of performance (extension, body tension and body shapes)
  • Football, kicking skills and use of space
  • Running (speed, strength, control and coordination) and performance analysis
  • Develop and perform a range of dances
  • Cope with adversity
  • Accept and appreciate cultures, experiences and perspectives
  • Self-worth and society
  • Emotional awareness and personal skills
  • Reparation and conflict resolution
  • Reflect to build on performance

PYP 1 to PYP 5 students participate in PSPE lessons twice a week for 45 minutes. Lessons take place in the gym or outside.


Guides the student through vocal, instrumental, musical movement and listening activities to understand the art of music, to actively perceive music and singing and their use as an independent means of communication. There is a strong emphasis on creative process and exploration of music in connection with individual interest and focus.

The program reflects the strands of performance, music literacy, improvising and creating, instrumentation and appreciation.

  • Singing short melodies and echoes
  • Performance dynamics
  • Simple rhythm patterns
  • Exploration of sound-making materials and instruments
  • Responding imaginatively to music
  • Singing a widening repertoire with increasing vocal control
  • Perform in groups
  • Notation of simple rhythm patterns, beat times
  • Body percussion, inventing simple musical pieces
  • Families of instruments
  • Tones, sounds and sound pictures
  • Pitch, pulse differences and simple accompaniment in singing
  • Record compositions on electronic media
  • Notation of simple melodic patterns
  • Improvisation through voice, percussion, instruments
  • Awareness of musical elements
  • Single and combined sounds
  • Singing with control, confidence and expression
  • Music, its function and historical context
  • Performing with appropriate dynamics, tempo and timbre
  • Contour of melodies
  • Pentatonic tunes
  • Response to various styles and genres
  • Singing with phrasing, wider vocal range, diction and posture
  • Standard and non-standard notation
  • Beats, unison and harmonic parts in music
  • Analysis and reflection on compositions
  • Playing a range of instruments
  • Form, elements and structure of musical pieces

PYP 1 to PYP 5 students participate in Music lessons twice a week for 45 minutes. Lessons take place in the Music Room.

Visual Arts

Art education is based on creative activities – creation, perception and interpretation. These activities make it possible to develop and apply one’s own perception, feeling, imagination, fantasy, and invention. Students work not only with traditional and verified visual images, but also newly emerging in the current fine arts and visual media. Creative activities are based on experimentation, which leads students to the courage and desire to personally apply unique feelings and experiences and to engage in the process of creation and communication at their appropriate level.

At the same time visual art gives students opportunities to experience, broaden, deepen their knowledge and skills gained in the units of inquiry.

Visual Arts
  • Simple artwork with lines and shapes
  • Colours (blending, shading, warm and cool colours)
  • Animals and their movement in drawings
  • Drawing elements of a journey
  • Pattern and collage
  • Clay sculptures with simple details
Visual Arts
  • Complex artwork with lines and shapes
  • Colour and feelings
  • Clay sculptures with fine details
  • Portrait and self-portrait
  • Texture
  • Recycled art project
Visual Arts
  • Artistic professions
  • Symmetry and paper cutting
  • Action figure drawing
  • Negative and positive space and tessellation
  • Public art with a message
  • Art throughout history
Visual Arts
  • Lettering and fonts
  • Colour and pop art
  • Expressing movement through art
  • Still-life artwork
  • Recycled art
  • Radial symmetry design
Visual Arts
  • Patterns in traditional art
  • One-point perspective
  • Figure sculpture
  • Graffiti art
  • Portrait
  • Exhibition (personal art project)

PYP 1 to PYP 5 students participate in Visual Art lessons once a week for 90 minutes (block lessons). Lessons take place in the Art Room.

Learning Support Services

EAL - English as an Additional Language

Many students who join TOIS speak little or no English. Our English as an Additional Language (EAL) Programme helps students new to the English language become confident and proficient users of the language, with the aim of supporting academic progress and integrating students into the daily social life of the school as quickly as possible. EAL specialists and teachers work closely together to support language development of EAL students, focusing on cultivating the four language strands of reading, writing, speaking and listening.

Student Well-Being

Student well-being is an absolute priority. Learners are supported when adapting to a new class environment. The SWB Coordinator and Special Educational Needs (SEN) specialists provide pedagogical counselling if needed and perform screening and diagnostics of specific learning disabilities. A team is created of the student, parents and teachers to support and maximise potential.


Students from PYP1 to PYP5 participate in the Library Lessons once a week, for 45 minutes. The lessons take place in the Primary Library.

LIbrary lessons are focused on:

  • mother tongue support with multilingual resources
  • fostering passion for reading, research and inquiry
  • development of information literacy
  • utilising library as a resource centre

PYP Librarian supports homeroom teachers in tracking student reading progress using PM Benchmark kit, twice a year.


As ICT is taking an increasingly more important role in the world, it is an integral part of teaching and learning at our school as well. It is used purposefully and meangingfully across all subjects, enhancing inquiry, student cooperation and organisation. At the same time, the students are taking first steps in becoming responsible and knowledgeable digital citizens with the support of our ICT curriculum.


The PYP focuses on the development of the whole child, and encourages students to find out about themselves and the world around them. PYP Units of Inquiry allow learners to make connections on an intellectual, emotional, social and physical level.


Inquiry-based learning leads young people to think about big ideas, to ask questions, and think critically and reflectively. Students make meaningful connections through authentic learning, and at the same time, meet specific curricular standards.


Students have many different ways to experience a sense of accomplishment, whether in Mathematics and Literacy, in the Sciences, the Arts, Physical Education, Foreign Languages, special school events, or extra-curricular clubs.

What They Say

The PYP programme has helped my child to blossom. The teachers are very communicative with me, and allow me to be a part of the learning process with my child.

— A TOIS Parent with a child

in PYP

I really liked the Unit of Inquiry on Energy. It was so much cooler than the way we learned at my old school.

— A TOIS Learner

in the PYP

Once you teach the IB PYP, you never want to go back to teaching the old way again. The students are genuinely inpsired to take control of their learning, and we have a lot of fun on the journey together!

— TOIS PYP Teacher