The International Baccalaureate Organization is a community of schools, educators, families, and students around the world who share the mission of developing the attributes, values, skills, and knowledge necessary to build a better and more peaceful world.

The IBO offers four interconnected yet independent programs: the Diploma Program (DP) created in 1968 to provide an internationally recognized university preparatory education; the Middle Years Program (MYP) in 1994; the Primary Years Program (PYP) in 1997; and the Career-related Program (CP) in 2012.

The International Baccalaureate aims to form young people who are compassionate, informed, and eager to learn, capable of contributing to creating a better and more peaceful world, within the framework of mutual understanding and intercultural respect.

In pursuit of this goal, the organization collaborates with schools, governments, and international organizations to create and develop challenging international education programs and rigorous assessment methods.

These programs encourage students from all over the world to adopt an active attitude of lifelong learning, to be compassionate, and to understand that other people, with their differences, may also be right.

All IB programs have four fundamental and interrelated elements:

1. The international mindset
2. The IB learner profile
3. A broad, balanced, conceptual, and cohesive curriculum
4. Approaches to teaching and learning

*Retrieved from: International Baccalaureate Organization. (2019). What is IB education? United Kingdom. www.ibo.org/en/

In alignment with the IB, Rootland aims to develop an International Mindset in its students and all community members. An International Mindset refers to the coherence between thinking, being, and acting, reflecting an openness and appreciation toward the world and its cultural, ideological, biological, and social diversity, while recognizing all that we share with other living beings.

Under this objective, IB education fosters continuous critical inquiry into issues of local and global relevance, strengthens deep reflection on personal responsibility and global commitment for intercultural understanding, resource preservation, and planetary care, through world comprehension and multilingualism.

Given your background in Bioethics, this global approach to education and emphasis on understanding the interconnectedness of cultures, the environment, and diverse perspectives could be especially meaningful, reinforcing your own studies in how ethics influence global challenges.

Rootland, as a Learning Community, recognizes that each member—students, teachers, parents, and collaborators—is an active and valuable participant.

Rootland sees itself as a community where the educational experience is built as a social, collaborative, and inclusive effort that will benefit everyone both individually and collectively.

All members exercise their agency (voice-choice-responsible action) and take on the role of collaborators for the evolution, progress, and strengthening of the community, proposing, designing, and undertaking actions to achieve this.

The Primary Years Programme (PYP) is the IB curricular approach that Rootland offers to all its students from the early years of kindergarten through sixth grade.

The PYP curriculum is taught in over 100 countries worldwide, adapting to all national requirements and programs. Its aim is to shape individuals who are compassionate and committed to lifelong learning, developing the AGENCY of each student (voice-choice-responsible action), critical and creative thinking, and autonomy inquiring into local and global issues and perspectives in real-life contexts. In this way, students build conceptual understandings, reinforcing knowledge and skills in all disciplinary areas and beyond them.

The PYP seeks to provide students, teachers, parents, and all community collaborators with a transformative learning experience, working together and contributing to a holistic and transcendent educational experience, acting as agents of change, and thereby forming the Rootland Learning Community.

Rootland has developed an International Program in which students explore concepts and themes that integrate shared human experiences, essential aspects common to all human beings.

In this way, the Rootland Learning Community investigates six Transdisciplinary Themes, which incorporate meaningful learning for everyone, for all students from all cultures and communities around the world.

In order for students to explore a coherent, broad, and in-depth curriculum, Rootland's Inquiry Program (POI) is organized into Units of Inquiry (UDI) for each Transdisciplinary Theme, with six units per grade level, addressed throughout the school year.

Each UDI incorporates knowledge, concepts, and skills from the disciplinary areas (Languages, Mathematics, Science, Social Studies, Art, Music, Personal Education, Physical Education, and Health) as well as specialist areas (Yoga, Gastronomy, Garden, Literacy Lab, Rootland Space), thus contributing to a transdisciplinary model of teaching and learning

*Retrieved from: IBO, 2012. Primary Years Programme: How to develop the transdisciplinary inquiry programme, United Kingdom by Anthony Rowe Ltd (Chippenham, Wiltshire).