Student agency is not a new trend in education. Rather, it represents a purposeful shift from traditional, teacher-directed instruction toward more meaningful, student-centred learning experiences. In the past, many of us experienced classrooms where learning was largely instructed and controlled by the teacher. In the Primary Years Programme (PYP), however, students are positioned as active participants in their own learning journey. So, what does it look like to foster student agency in the classroom? In a Grade 2 classroom at BINUS SCHOOL Surabaya, agency begins with small yet intentional steps. During a unit of inquiry under the transdisciplinary theme, “How the World Works”, students were invited to explore different biomes. Instead of assigning what they will inquire into, the teacher created space for student voice and choice. Students selected biomes based on their interests – some were drawn to the icy mystery of the tundra, others to alpine landscapes, and one to the richness of the boreal forest. The classroom quickly transformed into a hub of inquiry. Students demonstrated curiosity, enthusiasm, and ownership as they conducted their research. The learning intention was clear: gather information and persuade peers by presenting the most compelling biome. Seated in a circle, students took turns presenting their findings. This was more than simply sharing information; it was an opportunity to develop Approaches to Learning (ATL) skills, particularly communication and social skills. Students articulated their ideas, listened actively to others, and engaged in respectful discussions. An essential agreement guided the process: everyone would remain open-minded. Students understood that their role was not only to share their thinking but also to consider different perspectives. At the end of the session, the class voted and collectively selected the alpine biome as their focus for further inquiry. What stood out was not the final choice, but the process. Students demonstrated attributes of the IB Learner Profile. They were open-minded, communicators, and principled. Even those whose choices were not selected accepted the outcome with understanding and respect. A similar example unfolded during a unit under the transdisciplinary theme, “Where We Are in Place and Time”. Students explored multiple texts and were given the autonomy to decide which story they wished to study further. After thoughtful discussion, the class collectively selected “The Journey” as the focus for a class review project, recognizing its depth in both narrative and visual storytelling. These experiences highlight that student agency is not simply about giving students freedom. Rather, it is about creating a learning environment where choice is meaningful, voice is valued, and ownership of learning is shared. When teachers and students co-construct the learning experience, the classroom becomes more than a place of instruction – it becomes a community of inquiry. Through agency, students deepen their understanding while also building confidence, developing independence, and taking responsibility for their learning. In the PYP, agency is not a destination. It is a journey – one that begins with small steps and grows into powerful learning experiences. BINUS SCHOOL Surabaya is committed to providing the best international learning environment in Surabaya, East Java, with a high quality curriculum and internationally qualified teachers, from Early Years through to the Secondary Programme. BINUS SCHOOL Surabaya empowers the future with digital excellence, personalised learning experiences, and a strong focus on student wellbeing. By: Yulianti Primary Class Teacher BINUS SCHOOL Surabaya