The complete map of your child's learning.
Every unit, every central idea, every line of inquiry, from age three to the end of primary school. Most schools keep this document internal. We publish ours, because you should be able to see exactly what your child will explore with us, and why.
Two spines run through every year.
We set out to educate the whole child: a sharp, curious mind and a capable, kind human being. Those are two different projects, and we run them deliberately in parallel.
Concepts that build a thinker
A young child is capable of far more than is often expected. Our science and social understanding climb early and keep climbing: why things fall and grip, what everything is made of, how Earth moves within the solar system, the laws of motion, how societies are governed, how money and trade work, and how India came to be. By the end of primary school, an Infinia child can reason about why the world behaves as it does.
Skills that build a capable adult
Running through every year is a ladder of real life skills: using cutlery and table manners, dressing and grooming, tying laces and a tie, road safety, cooking a simple meal, handling money and budgeting, speaking in public, and, in the final year, planning and running a small real enterprise. You will find these in the life skills row of every unit. See the full ladder, age by age →
Six themes that return every year.
Rather than memorising facts in isolation, children investigate big ideas across six transdisciplinary themes. Each year the same themes come back at a deeper level, so understanding compounds rather than resets. Seven thinking concepts run underneath them: form, function, causation, change, connection, responsibility and perspective, balanced across each year.
Who We Are
An inquiry into identity as individuals and as part of a collective through physical, emotional, social and spiritual health and well-being; relationships and belonging; learning and growing.
Where We Are in Place and Time
An inquiry into histories and orientation in place, space and time through periods, events and artefacts; communities, heritage, culture and environment; natural and human drivers of movement, adaptation and transformation.
How We Express Ourselves
An inquiry into the diversity of voice, perspectives and expression through inspiration, imagination and creativity; personal, social and cultural modes and practices of communication; intentions, perceptions, interpretations and responses.
How the World Works
An inquiry into understandings of the world and phenomena through patterns, cycles and systems; diverse practices, methods and tools; discovery, design and innovation, and their possibilities and impacts.
How We Organize Ourselves
An inquiry into systems, structures and networks through interactions within and between social and ecological systems; approaches to livelihoods and trade practices and their intended and unintended consequences; representation, collaboration and decision-making.
Sharing the Planet
An inquiry into the interdependence of human and natural worlds through rights, responsibilities and the dignity of all; pathways to just, peaceful and reimagined futures; nature, complexity, coexistence and wisdom.
Curious how a theme and a concept actually become a central idea? Try building one yourself →
Every unit, every grade.
Select a year group. In each line of inquiry, the word in brackets names the thinking concept behind it.
Read them in full.
Our IB policy documents and the complete programme of inquiry, exactly as approved by the steering committees for the 2026-27 academic year.
Programme of Inquiry 2026-27
Assessment Policy
Language Policy
A map is not the journey.
This document tells you what your child will explore. A morning in a classroom shows you how it actually feels to be taught this way.