Origins: ISCP – a group of international educators created the International Schools Curriculum Project as a response to the growing international school population. It is a curriculum framework with an emphasis on international-mindedness. Inquiry: a pedagogical approach; we use structured inquiry – see the inquiry cycle later… Constructivism: promotes the construction of knowledge and allows students to make connections with life outside of school, building on previous knowledge; differentiation. Transdisciplinarity: framed from the work of Ernest L. Boyer who says, “a truly educated person must make connections across disciplines, discover ways to integrate the separate subjects and ultimately relate what they learn to life.”
The IBO introduced the DP in 1968, the PYP was added in 1992, adopted from the work of the ISCP.
We discussed the strengths of the children and areas that they could be stretched.
Concept based learning: key concepts and related concepts link with other subjects to develop a deep understanding. Knowledge is used as the vehicle to reach understanding. For example, learning about the causes behind war and the concept of needs and wants that lead to war, rather than the focus on memorizing facts around a particular war. With the concept as the driving focus of the unit, students have options for inquiry into different content (interest based) that builds the same understanding of the concept, as well as creating a platform for differentiation. Through this process, students develop essential skills, knowledge and understanding. Which ultimately, we hope, leads to action – using their learning.
The PYP endeavors to strike a balance between the transdisciplinary programme of inquiry and the traditional subjects. All science, social studies and personal, social education is taught through the Programme of Inquiry, which is organized around six transdisciplinary themes. The understanding of these themes is developed each year through the units of inquiry. Subjects support inquiry and are linked to life (work of Ernest L. Boyer). Basic skills are not ignored – literacy and math skills are essential to learning.
Our happy learner in the middle – ultimately the 5 essential elements in the PYP work together to develop this internationally-minded, life-long learner who embodies the Learner Profile!
A synthesis of all of the elements with our learner constructing meaning in the middle. Benchmarks are found in the written curriculum.
A scaffold used by the classroom teachers to guide the inquiry process – pre-assessment and front-loading of ideas begin at the “tuning in” stage and the inquiry progresses from there.
The POI is found on the AAS school website under the ES link.
Hope this helps! Please let me know if you have any questions! Vania Brumley PYP Coordinator [email_address]
The PYP at AAS An introductory workshop for parents January 31, 2012
What is the PyP? What do you want/need to know about it?
Some differences between traditional teaching and the PYP Traditional Classroom PYP classroom Curriculum begins with parts of the whole. Emphasizes basic skills. Curriculum emphasizes big concepts, beginning with the whole and expanding to include parts. Strict adherence to fixed curriculum is highly valued Pursuit of student questions and interests is valued Materials are primarily textbooks and workbooks Materials include primary sources and manipulatives Learning is based on repetition Learning is interactive, building on what the student already knows Teachers disseminate information to students; students are recipients of knowledge Teachers have a dialogue with students, helping students construct their own knowledge Teacher’s role is directive, rooted in authority Teacher’s role is interactive, rooted in leadership Assessment is through testing, correct answers Assessment includes student work, observation, points of view, as well as tests. Process is as important as product. Knowledge is seen as inert Knowledge is seen as dynamic, ever changing with our experiences Students work primarily alone Students work primarily in groups
Focus on skills, attitudes and concepts (Five essential elements)
ESSENTIAL ELEMENTS -Who we are -How the world works -Where we are in time and place -Sharing the planet -How we organize ourselves -How we express ourselves KNOWLEDGE ATTITUDES ACTION SKILLS CONCEPTS
The Units of Inquiry When we work on our units, we learn about other countries, cultures, ways to take action, and ways we can share the planet with other people and other living things. We learn ways to express ourselves, we learn about who we are, how our world works, and how our world is organized.