Austin Eco Bilingual Elementary Overview

Welcome to Our World of Learning at Austin Eco Bilingual IB World School

The PYP (Primary Years Programme) Framework is transdisciplinary and driven by concept acquisition and is inquiry-based. The body of knowledge studied has both local and global significance. The essential skills developed are: the ability to conduct research, communicate effectively, function successfully in different social contexts, manage health and life and to think critically and creatively. Positive attitudes such as tolerance, respect and responsibility are fostered. Opportunities for meaningful action and social service are provided.

Eco Bilingual School is proud to announce its accreditation with International Baccalaureate (IB) Primary Years Programme (PYP) for ages three to 12 years. Austin Eco Bilingual is authorized as an official IB World School for the PYP. IB World Schools share a common philosophy—a commitment to high-quality, challenging, international education—that we believe is important for our students.

The PYP focuses on the development of the whole child in the classroom and in the world outside. The IB program develops in young minds the intellectual, personal, emotional and social skills to live,  learn and work in a rapidly globalizing world. There are more than 861,000 IB students at 3,050 schools in139 countries.

Our school provides a low student-to-teacher ratio providing the benefits of child-focused learning -- highly interactive and at your child's pace versus the pace of a larger classroom.

Education is a natural process where the child explores learning environments and experiences. IB has led and guided our students, teachers and parents.  At AEBS, we strongly believe that the best results are obtained by genuine learning that is relevant to the world around students and through transdisciplinary units that are not restricted by the limits of traditional subject areas, but are supported and enriched by the integration of all subject areas.

Six Transdisciplinary Themes

It is recognized that educating students in a set of isolated subject areas, while necessary, is not sufficient. Of equal importance is the need to acquire skills in context, and to explore content that is relevant to students, and transcends the boundaries of the traditional subjects. "To be truly educated, a student must also make connections across the disciplines, discover ways to integrate the separate subjects, and ultimately relate what they learn to life" (Boyer 1995). Boyer proposed that students explore a set of themes that represent shared human experiences referred to as "core commonalities." Boyer's work has been seminal to the development of the PYP.


1. 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.

2. 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.

3. 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 aesthetic.

4. 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.

5. 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.

6. 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.
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AEBS IB learner profile

The AEBS IB learner profile is a set of learning outcomes for the 21st century and provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of our school and our AEBS community (students, parents and teachers), as a common purpose.


Curriculum Integration With AISD Standards

When possible, each of the six themes will integrate basic AISD standards all children in a given grade must be exposed to. The difference between an IB PYP program and a public school program is the level of depth with which a subject/theme is covered. In a PYP program, a theme is covered in depth over the course of six to eight weeks. In a regular public school, a particular standard may be covered in just one lesson which does not allow for deeper conceptual inquiry and learning around that subject.


For further information about the IB and its programmes visit