Job Description – Associate Primary Years Programme Coordinator (APYPC)

Designation: Associate Primary Years Programme Coordinator

Reporting To: PYP Coordinator / Head of Academics / Head of School

About the Role

The Associate Primary Years Programme Coordinator (APYPC) will support the effective implementation, development, and continuous improvement of the IB Primary Years Programme (PYP) across the Primary School.

The APYPC will work closely with the PYP Coordinator, Primary Leadership Team, teachers, specialist teachers, and other stakeholders to ensure that the principles and practices of the IB PYP are meaningfully embedded in curriculum planning, teaching, learning, assessment, and student wellbeing.

The role requires a strong understanding of inquiry-based learning, concept-driven curriculum, transdisciplinary learning, learner agency, assessment for learning, and the IB Learner Profile.

Key Responsibilities

1. PYP Curriculum & Programme Implementation

Support the PYP Coordinator in the effective implementation of the IB PYP framework.
Support teachers in understanding and applying the PYP philosophy, principles, and approaches to teaching and learning.
Assist in reviewing and developing the school's Programme of Inquiry.
Support the development of transdisciplinary learning experiences and ensure appropriate alignment between units of inquiry and subject-specific learning.
Monitor curriculum planning to ensure alignment with school and IB expectations.
Support horizontal and vertical curriculum articulation across Primary Years.
Identify gaps, overlaps, and opportunities for greater curriculum coherence.
Contribute to curriculum review and programme evaluation processes.

2. Teacher Support & Pedagogical Leadership

Work alongside teachers to strengthen inquiry-based and concept-driven teaching practices.
Provide guidance on:
Inquiry-based learning
Conceptual understanding
Student agency
Differentiation
Assessment for learning
Reflection and metacognition
Approaches to Learning (ATL)
Learner Profile development
Support teachers in planning authentic learning engagements.
Facilitate collaborative planning meetings and professional conversations.
Observe classroom practices and provide constructive developmental feedback.
Identify areas where teachers require additional support and coordinate appropriate interventions.

3. Planning & Collaborative Practice

Support grade-level teams in effective collaborative planning.
Facilitate discussions around central ideas, lines of inquiry, key concepts, learner outcomes, and assessment.
Encourage teachers to use student questions, interests, prior knowledge, and learning evidence to inform planning.
Ensure appropriate integration of subjects and specialist areas within transdisciplinary learning.
Support teachers in maintaining high-quality planning documentation.

4. Assessment & Learning Evidence

Support the development of effective assessment practices across the Primary School.
Promote the use of formative assessment to inform teaching and learning.
Support teachers in designing meaningful assessment tasks and success criteria.
Monitor the effective use of assessment evidence to identify student learning needs.
Encourage documentation of student learning through portfolios, reflections, learning stories, student work, and other appropriate evidence.
Support moderation and standardisation practices where appropriate.
Contribute to the review of assessment policies and practices.

5. Professional Development

Identify professional development needs related to PYP implementation.
Support the PYP Coordinator in planning and facilitating internal professional development.
Conduct workshops, sharing sessions, learning walks, and professional learning communities where appropriate.
Encourage teachers to share effective practices and engage in professional inquiry.
Support new teachers in understanding the school's PYP practices and expectations.
Maintain awareness of current developments in IB pedagogy and Primary education.

6. Student Agency & Wellbeing

Promote student agency, voice, choice, and ownership of learning.
Support teachers in creating environments that encourage curiosity, questioning, reflection, and independent thinking.
Work with teachers and pastoral teams to address learning and behavioural concerns appropriately.
Support the integration of social-emotional learning and wellbeing within the PYP.
Encourage meaningful student participation in learning design and reflection.

7. Parent & Community Engagement

Support the PYP Coordinator in communicating the PYP philosophy and practices to parents.
Participate in parent orientation programmes and PYP information sessions.
Help parents understand inquiry-based learning, assessment practices, student agency, and the purpose of transdisciplinary learning.
Respond appropriately to curriculum-related parent queries and concerns.
Support opportunities for parents and the wider community to contribute to student learning.

8. IB Documentation & Programme Evaluation

Assist with maintaining documentation required for effective PYP implementation.
Support the PYP Coordinator during IB evaluation and programme development processes.
Contribute to evidence collection and programme self-study.
Maintain records related to curriculum planning, professional development, assessment, and programme initiatives.
Support the implementation of action plans arising from programme evaluation.

9. Leadership & Collaboration

Work collaboratively with the PYP Coordinator and Primary Leadership Team.
Build positive professional relationships with teachers and support staff.
Act as a link between the PYP Coordinator and grade-level teams when required.
Support the resolution of curriculum and pedagogical challenges.
Demonstrate professional integrity, confidentiality, initiative, and accountability.
Step in for the PYP Coordinator on designated responsibilities when required.

10. Continuous Improvement

Contribute to school-wide initiatives related to teaching, learning, assessment, inclusion, and student wellbeing.
Use feedback, student learning evidence, teacher reflections, and programme data to identify areas for improvement.
Promote a culture of reflection, collaboration, innovation, and continuous professional growth.
Support the development of initiatives that strengthen the school's PYP implementation and learning culture.

Key Performance Indicators (KPIs)

The APYPC's performance may be evaluated against:

Quality of PYP implementation across assigned grades/areas.
Quality and consistency of collaborative planning.
Teacher support and pedagogical development.
Effective implementation of inquiry-based and concept-driven learning.
Quality of assessment practices and use of learning evidence.
Teacher engagement in professional development.
Evidence of student agency and learner ownership.
Effective curriculum articulation and progression.
Parent understanding and engagement with the PYP.
Contribution to IB evaluation and programme development.
Successful implementation of agreed PYP action plans.
Contribution to a collaborative and reflective professional culture.

Qualifications & Experience

Essential

Bachelor's or Master's degree in Education or a relevant field.
Teaching qualification recognised by the relevant educational authority.
Significant teaching experience in the Primary Years.
Strong understanding of the IB PYP framework and philosophy.
Experience with inquiry-based and concept-driven learning.
Strong understanding of assessment for learning.
Excellent communication and interpersonal skills.
Demonstrated ability to work collaboratively with teachers and school leaders.

Desirable

IB PYP workshop/training experience.
Previous experience as a PYP Year Level/Grade Level Leader, PYP Team Leader, Curriculum Coordinator, or similar leadership role.
Experience supporting teacher professional development.
Experience with IB programme evaluation or self-study.
Experience in curriculum development and documentation.

Core Competencies

IB/PYP Knowledge & Application
Pedagogical Leadership
Curriculum Development
Inquiry-Based Learning
Teacher Coaching & Mentoring
Assessment Literacy
Collaborative Planning
Communication & Relationship Building
Professional Development
Student Agency & Wellbeing
Problem Solving
Reflective Practice
Organisation & Documentation
Change & Continuous Improvement

Role Expectation

The APYPC is expected to be a pedagogical leader and facilitator rather than primarily an administrative role. The individual should be visible in classrooms, actively engaged with teachers and students, and able to translate IB philosophy into meaningful day-to-day teaching and learning practices.

The APYPC should demonstrate the ability to lead through influence, build teacher capacity, facilitate reflective dialogue, and support consistent implementation of the PYP across the Primary School.

IB Associate Primary Years Programme Coordinator