The PYP has constructed a set of eight key concepts, which answer the question: What do we want the students to learn? Questions in each unit of inquiry can fit into one of these key concepts.
As part of the PYP, we focus on the development of positive attitudes towards people, towards the environment and towards learning. At CISB, the Attitudes are addressed explicitly throughout every aspect of our curriculum.
In addition to the concepts and attitudes, knowledge of the curriculum, and the transdisciplinary skills of research, communication, thinking and self-management, action is one of the most important. The International Student is challenged to choose his or her action based on the learning. We want to give the students the opportunity and the power to choose their actions, to act, and then reflect on these action in order to make a different in the world. The action component of the PYP involves service in the widest sense of the word: service to fellow students, to the staff, and to the community. Through such service, students are able to grow both socially and personally, developing skills such as cooperation, problem solving, conflict resolution, and creative and critical thinking. These actions are, moreover, ways in which the students exhibit their commitment to the attitudes that teachers seek to engender within the PYP classroom.
Teachers will be using a planning tool from IB. All teachers will be teaching the same unit, but inquiry allows children to come to their own understanding so what occurs in one grade 2 class may not be identical to what occurs in another grade 2 class.
Is the nature of their inquiry developing over time? Do they apply their knowledge base to new inquires? Etc.Assessing, Recording and Reporting of curriculum- We also have to report on the learner profile.
Use this to review the 5 essential elements.Knowledge, Skills, Attitudes, Actions and Concepts
Parents will be provided with individual sheets to complete and leave with us.A few will share their worries and strengths they see in the PYP
Parent PYP English Presentation
CISB PYP Parent Presentation
What do you already know? Discuss, write and share. Your ideas about the PYP Your questions about the PYP
International Baccalaureate The International Baccalaureate (IB) began in 1968 in Geneva, Switzerland IB began its Diploma Program (DP) for internationally mobile students who were preparing for university. A non-profit educational and non-governmental organization (NGO) Funded by fees from IB World Schools
IB has expanded and now consists of 3 programs.1. Primary Years Programme 3-12 year old students PreK3 – Grade 5 at CISB2. Middle Years Programme 11-16 year old students Grade 6 – 10 at CISB3. Diploma Programme 16-19 year old students Grade 11 -12 at CISB
The IB Mission Statement 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.
What does it mean to be “internationally minded” and why is it important? It is a thoughtful, critical perspective that applies to who we are and what we do. It includes how we communicate, our political awareness, cultural understanding, celebrating diversity, global awareness of global issues It is a reflection on how knowledge is constructed and applied. At CISB, we would like to focus on moving students toward becoming people who reflect the characteristics of the “Learner Profile.”
Teaching and Learning in the PYP “Commitment to structured, purposeful inquiry that engages students in their own learning.” “inquiry… is recognized as allowing students to be actively involved in their own learning and to take responsibility for that learning. Inquiry allows each students’ understanding of the world to develop in a manner and at a rate that is unique to that student.”How does PYP differ from “traditional” methods? Work in groups and share.
Traditional Teaching MethodologyTeacher Students
Constructivism theory/methodology Teachers, Students and Other Adults
The Learner Profile Inquirers Open-minded Knowledgeable Caring Thinkers Risk-takers Communicators Balanced Principled Reflective Which of these best describes your child?
PYP Curriculum Written CurriculumWhat do we want to learn? Taught CurriculumHow best will we learn? Assessed CurriculumHow will we know what we havelearned?
Essential elements: How are they described in the PYP curriculum? Knowledge Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding Concepts Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re- explore in order to develop a coherent, in- depth understanding. Skills Those capabilities the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature. Page 15
Essential elements: How are they described in the PYP curriculum? Attitudes Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people Action Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements Page 16
Knowledge: What are the PYP transdisciplinary themes? Who we are Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Page 17
Knowledge: What are the PYP transdisciplinary themes? How we express ourselves How we organize ourselves Inquiry into the ways in which we discover Inquiry into the interconnectedness of and express ideas, feelings, nature, human-made systems and communities; culture, beliefs and values; the ways in the structure and function of which we reflect on, extend and enjoy our organizations; societal decision-making; creativity; our appreciation of the economic activities and their impact on aesthetic. humankind and the environment. How the world works Sharing the planet Inquiry into the natural world and its laws, Inquiry into rights and responsibilities in the interaction between the natural world the struggle to share finite resources with (physical and biological) and human other people and with other living things; societies; how humans use their communities and the relationship within understanding of scientific principles; the and between them; access to equal impact of scientific and technological opportunities; peace and conflict advances on society and on the resolution. environment. Page 18
Concepts Form – What is it like? Connection – How is it connected other things? Function – How does it work? Perspective – What are the points of view? Causation – Why is it like it is? Responsibility – What is our responsibility? Change – How is it changing? Reflection – How do we know?
Social Skills Thinking Communicatio Research Self Skills n Skills Skills Management SkillsAccepting Acquisition of Listening Formulating Gross /Fine MotorResponsibility knowledge QuestionsRespecting others Comprehension Speaking Observing Spatial AwarenessCooperating Application Reading Planning OrganizationResolving Conflict Analysis Writing Collecting Data Time ManagementGroup decision Synthesis Non-Verbal Recording Data SafetymakingAdopting a variety Evaluation Organizing Data Healthy Lifestylesof group roles Dialectical Interpreting Data Codes of Though Behaviour Metacognition Presenting Informed Choices Research findings
Action Successful inquiry will lead to responsible action that is initiated by the student It is intended that the person taking the experience and that the process of taking action or not will contribute to each student establishing a personal set of values.
Inquiry is the leading pedagogical approach of PYP Exploring, wondering and questioning Experimenting and playing with possibilities Making connections between previous learning and current learning Making predictions and acting purposefully to see what happens Collecting data and reporting findings Clarifying existing ideas and reappraising perception of events
Deepening understanding through the application of a concept Making and testing theories Researching and seeking information Taking and defending a position Solving problems in a variety of ways.
There is a place for drill and practice in the classroom, but IB believes that concept based teaching is the most substantial form of learning. Planning is done collaboratively using the PYP planner which is structured around a central idea and lines of inquiry. Planning in and out of the units of inquiry should be done on the PYP planner.
The Assessed Curriculum Program standards and practices, overall learning outcomes and subject-specific overall expectations are assessed The process of inquiry and the products of inquiry are also assessed Summative Assessment and formative assessment will be used
Methods of AssessmentMany methods of assessment will be used to provide abalanced view of the child such as: Observations Performance assessment of tasks with established criteria that are authentic challenges and problems Selected response assessments such as tests and quizzes Open-ended tasks in which children are presented with a stimulus and asked to communicate an original response Portfolios of children’s work.
6 MonthsInterested School Consideration Candidate January 2011 Phase School C a 12-18 Months n d i d a t February 2012 e P 12-18 Months h a 5 Years s e April 2013 3 Years IB World School Authorization Phase
Why is PYP important at our school?CISB students• Will be taught WHY they should know something• Will learn HOW it connects to other subjects and the world around them• They will experience high quality teaching and learning• Will have great opportunities to study for college/university worldwide, andopportunities to make friends with other students at IB schools around the world.
Why PYP for CISB? Structured inquiry as the vehicle for learning Six transdisciplinarythemes provide the framework for exploration and construction of knowledge Students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action. International standards for measuring teaching and learning Challenging academic programs A global professional network for educators to learn effective classroom practices and teaching strategies Curriculum framework, program evaluation and mentoring Smoother transition to the Middle Years Programme (MYP
Let’s Reflect What worries do you have about the programme? What strengths do you see in the programme?
Sources used in compiling this presentation www.ibo.org Mrs. Jade Harrold – PYP Presentation Making the PYP Happen- A curriculum Framework for an International education Making the PYP Happen- Pedagogical Leadership in the PYP Primary Years Programme A Basis for Practice Western Academy of Beijing – Curriculum Framework Dubai International Academy – PYP Presentation