The document provides information about Briargrove Elementary School's journey to becoming an International Baccalaureate Primary Years Programme (PYP) school. It discusses the mission of the IB and how it aligns with Briargrove's mission. It also outlines the essential elements of the PYP, including its six transdisciplinary themes explored through units of inquiry. Teachers are encouraged to integrate subjects and plan student-driven inquiries based on concepts rather than topics.

1. BRIARGROVE
ELEMENTARY: JOURNEY TO
INTERNATIONAL
BACCALAUREATE (IB).
Primary Years Programme (PYP)
March 21, 2013

2. PRIZES
 Who can name a learner profile attribute?

3. IB AND BRIARGROVE MISSION
STATEMENTS
 The International Baccalaureate aims to develop inquiring, knowledgeable
and caring young people who help to create a better and more peaceful
world through intercultural understanding and respect.
 To this end the organization works with schools, governments and
international organizations to develop challenging programmes of
international education and rigorous assessment.
 These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people,
with their differences, can also be right.
 The mission of Briargrove Elementary is to cultivate the development of
principled, knowledgeable, and balanced inquirers through diverse and
rigorous investigations in a safe, supportive environment. We aim to foster
globally-minded citizens and lifelong learners, thus contributing to a
better world and future for all.

4. QUESTIONS- ASSESSING PRIOR
KNOWLEDGE

5. PRIMARY YEARS PROGRAMME OF IB
 Ages 3-12
 Develops the whole child as an inquirer
 A framework guided by 6 transdisciplinary
themes of global significance, explored using
knowledge and skills.
 Powerful emphasis on inquiry- based learning.

6. ESSENTIAL ELEMENTS OF THE PYP
 Knowledge
Significant, relevant content we wish the
students to explore and know about, taking into
consideration their prior experience and
understanding
 Concepts
 Skills
 Attitudes
 Action

7. KNOWLEDGE:
UNITS OF INQUIRY (UOI)
 The knowledge component of the written curriculum is determined by
the belief that there are areas of knowledge that, while important for
any student, are especially significant in schools that aim to promote
international-mindedness on the part of their students.
 Who we are
 Where we are in place and time
 How we express ourselves
Transdisciplinary
 How the world works Themes
 How we organize ourselves
 Sharing the planet

8. KNOWLEDGE:
PROGRAMME OF INQUIRY (POI)
The programme of inquiry (POI) consists of six units of inquiry
(UOI)—one for each transdisciplinary theme- at each grade
level:
Transdisciplinary Themes
 Who we are
 Where we are in place and time
 How we express ourselves
 How the world works
 How we organize ourselves
 Sharing the planet
 The school ensures that there is a coherent, horizontally and
vertically articulated programme of inquiry.
 Focus on concept driven planning versus topic driven planning

9. KNOWLEDGE:
UNITS OF INQUIRY (UOI)
 Each Unit of Inquiry (UOI) usually lasts for 6‐8 weeks
 Objective is to cover all 6 UOIs in a school year
 In order to help students make meaningful connections, the subjects of
science, physical and social education, social studies, language, mathematics,
and the arts are integrated wherever possible.
 Teachers are encouraged to plan inquiries with a high level of involvement on
the part of the students.
 All UOIs will integrate the Texas Essential Knowledge and Skills and
Planning Guides from HISD.
By providing students with this approach, the program aims to further the
acquisition of knowledge and skills in the context of an ongoing search for
meaning and understanding.

10. KNOWLEDGE:
TRANSDISCIPLINARY THEMES-
PLANNING ACTIVITY
1.Organize each TEKS under a theme.
Transdisciplinary Themes
2.Collaborate with your team. Use one another as
 Who we are a “thinking mirror”.
 Where we are in place and time 3.When all TEKS are categorized, choose one
theme.
 How we express ourselves 4.What activities, learning experiences, and
 How the world works resources would your team like to use to guide
students through this UOI?
 How we organize ourselves 5.Record these ideas on your chart paper.
 Sharing the planet 6.When finished, name your UOI.
Inquiries and activities will be based on the concepts addressed by
each TEKS, not the topic of the TEKS.

11. LEARNER PROFILE:
IB @ HOME The attributes of the learner
profile express the values
IB learners strive to be: inherent to the IB continuum of
international education: these are
 Inquirers
values that should infuse all
 Knowledgeable elements of the three programmes
 Thinkers and, therefore, the culture and
 Communicators
ethos of all IB World Schools.
 Principled IB programmes promote the
 Open-minded
education of the whole person,
emphasizing intellectual,
 Caring
personal, emotional and social
 Risk-takers growth through all domains of
 Balanced knowledge.
 Reflective

12. LEARNER PROFILE:
IB @ HOME
Wikispace: PYP Library

13. CONTACT FOR INFORMATION
ABOUT IB AT BRIARGROVE
ELEMENTARY
Erin Van Pelt
IB Coordinator
eellswor@houstonisd.org
(713) 917-3600