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The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
The Primary Years: Basis for Practice
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The Primary Years: Basis for Practice

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  • 1. A Basis For Practice Part I
  • 2. The IBO mission statement
    • The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
  • 3. The IBO mission statement
    • The International Baccalaureate Organization 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 IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
  • 4. The IBO mission statement
    • The International Baccalaureate Organization 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 IBO 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.
  • 5. The PYP is the beginning of a lifelong journey
  • 6. Lifelong Learners
    • The expectation is for students to attain:
    • Knowledge
    • Skills
    • Attitudes
    • Conceptual Understanding
    • … and take meaningful Action
  • 7. Lifelong Learners
    • The 5 essential elements encourage students to become:
    • Inquirers
    • Thinkers
    • Communicators
    • Risk-takers
  • 8. Lifelong Learners
    • The students will go into the outside world as:
    • Knowledgeable
    • Principled
    • Open-minded
    • Caring
    • Balanced
    • Reflective … International Citizens.
  • 9. “ Learning does not stop at the school gates”
    • The traditional ‘Knowledge’ approach to teaching (or teaching for tests) prepares students for success in school.
    • The PYP 5 elements approach to teaching prepares students for success in life.
    • Learning continues indefinitely as the students have the ‘tools’ to continuously build upon their prior knowledge.
  • 10. The IBO mission statement
    • The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
    • 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.
  • 11. The IBO mission statement & The Learner Profile
    • The International Baccalaureate Organization aims to develop inquiring , knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect .
    • 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.
  • 12.
    • The International Baccalaureate Organization aims to develop inquiring , knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect .
    • 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.
    In groups, please paraphrase the mission statement in your own words, and prepare to present it to the class.
  • 13. “ Life's a journey, not a destination” – Steven Tyler
    • We can see that the IBO mission statement represents where we want our students to be when they leave school.
  • 14. “ Life's a journey, not a destination” – Steven Tyler
    • We can see that the IBO mission statement represents where we want our students to be when they leave school.
    • The IBO mission statement is our principal goal.
  • 15. “ Life's a journey, not a destination” – Steven Tyler
    • We can see that the IBO mission statement represents where we want our students to be when they leave school.
    • The IBO mission statement is our principal goal.
    • Everything we do in the classroom, the school community, and the outside community should lead us in this direction.
  • 16. “ Life's a journey, not a destination” – Steven Tyler
    • We can see that the IBO mission statement represents where we want our students to be when they leave school.
    • The IBO mission statement is our principal goal.
    • Everything we do in the classroom, the school community, and the outside community should lead us in this direction.
    • Then, our students will be ready to embark on their lifelong journeys.
  • 17.
    • We have established our goal, but how do we get there?
  • 18.
    • We have established our goal, but how do we get there?
    • In pairs, consider what you already know about the PYP and prepare to share with the class.
  • 19.  
  • 20. The 5 essential elements: Knowledge Concepts Skills Attitudes Action
  • 21. Knowledge: Relevant content that we want the students to explore. We activate prior knowledge and experience. Students build on prior knowledge to gain a greater understanding.
  • 22. Knowledge: Knowledge is explored through 6 transdisciplinary themes. Essentially, the chosen themes represent common human experience and common responsibility to others and our planet.
  • 23. Knowledge: The goal is to use all six subjects to explore each theme. The percentage of each subject will vary depending on which theme we choose.
  • 24. Knowledge: The goal is to use all six subjects to explore each theme. The percentage of each subject will vary depending on which theme we choose. Language* Social Studies* Mathematics* Science* Arts PSPE (and ICT and ESL)
  • 25. Skills: Through our subject teaching our students will gain the skills needed to become lifelong learners. Some skills are subject specific, but many are transdisciplinary. Language* Social Studies* Mathematics* Science* Arts PSPE (and ICT and ESL)
  • 26. Skills: Through our subject teaching our students will gain the skills needed to become lifelong learners. Some skills are subject specific, but many are transdisciplinary. Thinking Skills Social Skills Communication Skills Self-management Skills Research Skills
  • 27. Concepts: Concepts are used to direct the inquiry. They provide direction for teachers and students. Concepts as questions encourage even more questions.
  • 28. Concepts: Concepts are used to direct the inquiry. They provide direction for teachers and students. Concepts as questions encourage even more questions. Form Function Causation Change Connection Perspective Responsibility Reflection
  • 29. Form – What is it like? Function – How does it work? Causation – Why is it like it is? Change – How is it changing? Connection – How is it connected to other things? Perspective – What are the points of view? Responsibility – What is our responsibility? Reflection – How do we know?
  • 30. Let’s not forget character development!
  • 31. Imagine the most knowledgeable and skilled person in the world.
  • 32. This person could be a business leader, a national leader, or any person with the decision making power to change people’s lives, or to affect the environment.
  • 33. Now imagine the effects of decisions made by: A person with good character. A person with bad character.
  • 34. Personal character development
    • The PYP focuses equally on knowledge, skills, understanding and attitudes. Attitudes prepare the students to use their knowledge, skills and understanding to make informed choices.
  • 35. Attitudes:
    • Appreciation
    • Commitment
    • Confidence
    • Cooperation
    • Creativity
    • Curiosity
    • Empathy
    • Enthusiasm
    • Independence
    • Integrity
    • Respect
    • Tolerance
  • 36. Action:
    • “ A manifestation in practice of the other essential elements”
    • Action is the ultimate goal. We want our students to be able to use their knowledge, skills, understanding, and good character to take actions that will improve the life of others and make the world a better place to live in.
  • 37. When planning a unit of inquiry, we should include the 5 elements.
  • 38.
    • Knowledge comes from exploring the unit theme.
    When planning a unit of inquiry, we should include the 5 elements.
  • 39.
    • Knowledge comes from exploring the unit theme.
    • We explore the themes through our subjects.
    When planning a unit of inquiry, we should include the 5 elements.
  • 40.
    • Knowledge comes from exploring the unit theme.
    • We explore the themes through our subjects.
    • We use concept questions to guide our inquiry.
    When planning a unit of inquiry, we should include the 5 elements.
  • 41.
    • Knowledge comes from exploring the unit theme.
    • We explore the themes through our subjects.
    • We use concept questions to guide our inquiry.
    • Students gain important skills to help them inquire effectively.
    When planning a unit of inquiry, we should include the 5 elements.
  • 42.
    • Knowledge comes from exploring the unit theme.
    • We explore the themes through our subjects.
    • We use concept questions to guide our inquiry.
    • Students gain important skills to help them inquire effectively.
    • Students display positive characteristics by employing positive attitudes during their inquiry.
    When planning a unit of inquiry, we should include the 5 elements.
  • 43.
    • Knowledge comes from exploring the unit theme.
    • We explore the themes through our subjects.
    • We use concept questions to guide our inquiry.
    • Students gain important skills to help them inquire effectively.
    • Students display positive characteristics by employing positive attitudes during their inquiry.
    • Students demonstrate true understanding of the above elements through taking action.
    When planning a unit of inquiry, we should include the 5 elements.
  • 44. Central Idea Lines of Inquiry Teacher’s Questions
  • 45. Making a central idea
    • There are six 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
  • 46. Transdisciplinary themes
    • They are called transdisciplinary themes because they can be explored using the following disciplines (subjects):
    • Language*
    • Mathematics*
    • Science*
    • Social Studies*
  • 47. Transdisciplinary themes
    • In addition, the inquiry process, activities, and assessments can be supported by:
    • Art (Drama, Music, Dance, Visual Arts)
    • ICT
    • English (as a second language)
    • PSPE
  • 48. Who we are
    • We begin with the theme. We then pay close attention to the theme description.
  • 49. Who we are
    • We begin with the theme. We then pay close attention to the theme description.
    • “ An inquiry into the nature of the self; beliefs and values: personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human”
  • 50. Who we are
    • Analyze the description
  • 51. Who we are
    • Analyze the description
    • Look at which subject areas are most suitable (attempt to include all subject areas – though each subject area will need different attention depending on which theme you are exploring)
  • 52. Who we are
    • Analyze the description
    • Look at which subject areas are most suitable (attempt to include all subject areas – though each subject area will need different attention depending on which theme you are exploring)
    • Analyze the subject scope and sequence documents (the school’s curriculum documents)
  • 53. Who we are
    • Analyze the description
    • Look at which subject areas are most suitable (attempt to include all subject areas – though each subject area will need different attention depending on which theme you are exploring)
    • Analyze the subject scope and sequence documents (the school’s curriculum documents)
    • Plan an age/level appropriate unit of inquiry
  • 54. Who we are
    • “ An inquiry into the nature of the self; beliefs and values: personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human”
  • 55. Who we are
    • “ An inquiry into the nature of the self; beliefs and values: personal, physical , mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human”
  • 56. Who we are
    • “ An inquiry into the nature of the self; beliefs and values: personal, physical, mental, social and spiritual health; human relationships including families, friends , communities, and cultures; rights and responsibilities; what it means to be human”
  • 57. Who we are
    • “ An inquiry into the nature of the self; beliefs and values: personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures ; rights and responsibilities; what it means to be human”
  • 58. Who we are
    • “ An inquiry into the nature of the self; beliefs and values: personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities ; what it means to be human”
  • 59. Who we are
    • “ An inquiry into the nature of the self; beliefs and values : personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human”
  • 60. 6 year Programme of Inquiry (POI)
    • The hope is that the entire description of the theme will be explored as the students progress through their primary years.
  • 61. 6 year Programme of Inquiry (POI)
    • The hope is that the entire description of the theme will be explored as the students progress through their primary years.
    • We should always aim to build on our students’ current understanding, prior learning and previous experiences.
  • 62. 6 year Programme of Inquiry (POI)
    • The hope is that the entire description of the theme will be explored as the students progress through their primary years.
    • We should always aim to build on our students’ current understanding, prior learning and previous experiences.
    • The POI should be ‘connected’ from level to level.
  • 63. The central idea:
    • Sample Grade 4:
    • “ Our skeletal and muscular systems affect the way we move and grow”
  • 64. The central idea:
    • Sample Grade 4:
    • “ Our skeletal and muscular systems affect the way we move and grow”
    Language Art Drama Physical Education Science Mathematics ICT
  • 65. How do we structure the inquiry?
    • Sample Grade 4:
    • “ Our skeletal and muscular systems affect the way we move and grow”
  • 66. How do we structure the inquiry?
    • We select 3 appropriate concepts to help guide the inquiry process*
    • *You can also use additional related concepts
  • 67. The central idea:
    • Sample Grade 4:
    • “ Our skeletal and muscular systems affect the way we move and grow”
    Form Function Connection
  • 68. Lines of inquiry
    • An inquiry into:
    • What skeletal and muscular systems are
    • How the skeletal and muscular systems work in our body
    • Looking after our skeletal and muscular systems
    Form Function Connection
  • 69. Teacher’s questions
    • What is the skeletal system?
    • What is the muscular system?
    • How do these systems work?
    • How is our lifestyle connected to maintaining healthy systems?
    Form Function Connection
  • 70. Important:
    • For the unit of inquiry and the programme of inquiry to be successful, we need to:
    • Plan collaboratively with all subject teachers
    • Meet regularly with teachers from other grades
    • Check that we are covering all the areas in the theme descriptions
    • Check that we are covering all areas in the school’s scope and sequence documents
    • Use the concepts to ‘drive’ the curriculum
  • 71. A Basis For Practice Part I Thank You

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