PYP In Grade OneParent Information: Wednesday 7th December 2011 Primary Years Program - International Baccalaureate
What is the PYP?“The International Baccalaureate Organization aims to developinquiring, knowledgeable and caring young people who help tocreate a better and more peaceful world through interculturalunderstanding and respect.” - International BaccalaureateOrganization 2007What this means for GSIS:This means our educational curriculum is based on internationalmindedness with a focus on learner proﬁles and attitudes. Theseproﬁles and attitudes encompass the whole curriculum area.
How the Curriculum is developed:1. Transdisciplinary Themes: These are Areas of Knowledge.These themes offer students the opportunity to explore knowledge.These themes carry over every year. There are 6 themes to becovered in a year. The 6 we cover are: Who we are, How weorganize ourselves, Sharing the Planet, How we express ourselves,Where we are in place and time and How the world works.2. Central Idea: Under the umbrella of the Transdisciplinarythemes there is a big idea. The big idea is our focus. For exampleour Transdisciplinary theme for part of this quarter was: How theworld works - the central idea or big idea underneath that is “Thesolar system is vast and complex”.
How the Curriculum is developed cont:3. Lines of inquiry: Under the umbrella of the central idea comes three orfour questions that we call lines of inquiry - these are what drives the curriculum.These questions are what we refer back to daily, to keep us focused. For example inour unit: Who we are: “Our actions affect others” our lines of inquiry are: 1.Whatare the characteristics of a good citizen? 2. What are rights and responsibilities ofcitizens? and What are choices and their effects.4. Key Concepts: The PYP has a set of eight concepts, each of which hasmajor significance in the design of the curriculum. These concepts are presented inthe form of key questions. It is these questions which give a unit of inquiry directionand purpose. These concepts are: form: What is it like?, change: How is itchanging?, perspective: What are the points of view?, function: How does itwork?, responsibility: What is our responsibility?, causation: Why is it like it is?,connection: How is it connected to other things? and reflection: How do weknow?.
Essential elements of the PYP curriculum:Knowledge: signiﬁcant, relevant content that takes into consideration their prior experienceand understanding.Concepts: ideas that have relevance within all of the children’s learning:Form - what is it like?, Function - how does is work?, Causation - why is it like it is?, Change - howis it changing?, Connection - how is it connected to other things?, Perspective - what are the pointsof view?, Responsibility - what is our responsibility? and Reﬂection - How do we know?Skills: signiﬁcant, relevant content that takes into consideration their prior experience andunderstanding.social skills: accepting responsibility, respecting others, cooperating, resolving conﬂicts, groupdecision making, communication skills: listening, speaking, reading, writing, viewing, presenting,non-verbal communication, self-management skills: gross motor skills, ﬁne motor skills, spatialawareness, organization, time management, safety, codes of behavior, research skills: formulatingquestions, observing, planning, collecting data, recording data, organizing data, interpreting data andpresenting data.Attitudes: expressions of fundamental values, beliefs and feelings about learning, theenvironment and people.Action: demonstrating deeper learning and acting on their knowledge.
Learner ProﬁlesPYP learners strive to be:Inquirers - developing natural curiosity.Knowledgeable - explore concepts and ideas and acquires deeper understanding.Thinkers - they have their own ideas using creative and critical thinking skills.Communicators - they express their ideas and information in a variety of ways.Principled - they act with honesty, fairness, a sense of justice, and with integrity.Open-minded - they understand and appreciate their own and others cultures.Caring - they show empathy, compassion and respect towards others.Risk Takers - they approach unfamiliar situations and uncertainty with courage and awillingness and attitude to ‘have a go’.Balanced - the importance of intellectual, physical and emotional balance.Reﬂective - give thoughtful consideration to their learning and experiences. Beingable to identify their strengths and limitations. Setting goals for personal development.
Learner Attitudes:PYP learners strive to demonstrate:Appreciation - appreciating the wonder and beauty of the world.Commitment - being committed to their own learning, showing responsibility and selfdiscipline.Conﬁdence - having courage to take risks and applying what they have learned andmaking appropriate decisions and choices.Cooperation - working with others.Creativity - being imaginative in their thinking and using their own ideas.Curiosity - being curious about their world and interested in learning.Empathy - being able to imagine themselves in another person’s situation.Enthusiasm- enjoying their learning.Independence - thinking and acting for themselves.Integrity - being honest and demonstrating a sense of fairness.Respect - respecting themselves and others and the world around them.Tolerance - being sensitive about differences and diversity in the world and beingresponsive to the needs of others.
Tuning in:*Enables us to find out what children already know, think, and feel about thecentral idea.* It helps provide the children with a focus for what is going to happen.* To capture the children’s interest in the main focus.* It allows children to share their personal knowledge.* To help plan further experiences.For example: How the world works - Space.1. Creating an environment that captures imagination: planets up, blackmaterial around, posters, stars, pictures of planets.2. Placing books all around the room.3. Creating the class rocket.
Actively doing: finding out and sorting out:* To further stimulate the children’s curiosity.* To provide information which may answer the children’s earlier questions.* To challenge student’s prior knowledge.* To develop research skills.* To develop skills in all areas of the curriculum.* To assist students to explore some of the feelings, values, and attitudes associated with the centralidea.* To encourage the children to begin to apply the information they have gained in forming newquestions, and re-evaluate their new beliefs.* To allow children to work and develop at their own individual rates.For example: How the world works - Space.Space Projects:* Learning to research - using books, information cards, computers, pictures,other people. Using the Super Three - plan, do, review.* Being able to communicate visually (written and drawn projects)and verbally (asking questions, presenting their final research).* Covering all curriculum areas - Math (eg. data collection andrecording), Art (drawing, collage, clay, drawing), LanguageArts (writing, reading), Physical (fine motor development).
Taking action:* Helps the children to make links between their understanding and theirexperience in the real world.* To reinforce the link between school, home and the wider community.* To capture the children’s interest in the main focus.* To provide further opportunities for ongoing learning about the topic..For example: How we express ourselves- Multi-cultural.1. Being aware of the mission trips and contributing to the needs of others..2. Being aware of our sponsor child in Uganda and helping support herthrough letters and donations.
Reflection:* To help the children develop a greater sense of connection betweenthemselves and the topic.* To begin to become aware of their strengths, areas for development, likes anddislikes. To develop positive self-esteem and self awareness.* To help the children to develop stronger connections between themselves andothers and global issues.For example:Reflection can be as simple as I like................., I did not like .................,I was good at............., Next time I would like to be better at ...................
How Inquiry looks in Grade One:* Actively doing...* Exploring, wondering and questioning everyday.* Making connections between previous learning and current learning.* Finding out information and then reporting their ﬁndings.* Deepening their understandings and clarifying existing ideas ormisconceptions.* Solving problems in a variety of ways.* Reﬂecting back on what they learned,their strengths and how they canimprove next time.* Experimenting with possibilities.
Photos of Grade One in action creating Research Prior Knowledge Demonstrating the IBPresenting Learner Proﬁle of Actively doing - research. Caring. group work.
Unit One: Who we are:Central Idea: Our actions affect othersKey Concepts:Form - What is a citizen? What are the qualities of a good citizen?Causation - how do our actions affect others? How are we affected by the actions of others? How do werespond/react to other peoples actions?Responsiblitiy -What are our rights of a citizen? What responsibilities comes with those rights?Transdisciplinary skills: Unit oneSocial Skills: Respecting others, accepting responsibility, Who we are cooperating, resolving conflict.Communication skills: Listening, SpeakingSelf management skills: Codes of behavior, Informed choicesResearch skills: Presenting research findings.Learner Profiles: Principled, Balanced, ReflectiveAttitudes: Appreciation, Respect, Tolerance, Integrity
Unit Two: How the world works:Central Idea: The solar system is vast and complex.Key Concepts:Form - What is the solar system.Connection - What is the relationship between the sun, moon andearth? What is the Earth’s relationship with other planets? Makeconnections about our solar system eg. The sun is a star.Change -How has people’s knowledge of space changed over time?How has your knowledge changed?Transdisciplinary skills:Research skills: Super 3: Plan, Do, Review, observing, Recording data,Organizing data, Interpreting data.Communication skills: Listening, Speaking, Writing, PresentingSocial skills: Acquisition of knowledge, ComprehensionLearner Profiles: Knowledge, Inquirers, CommunicatorsAttitudes: Curiosity, Enthusiasm, Confidence
Unit Three: How we express ourselves:Central Idea: People around the world express their culture in different ways.Key Concepts:Form - What is culture.Reflection - How do people express their culture in different countries?How do we express our culture?Perspective - How are we different and similar?Transdisciplinary skills:Research skills: Super 3: Plan, Do, Review, observing, Recording data,Organizing data, Interpreting data.Communication skills: Listening, Speaking, Writing, PresentingThinking Skills: Acquisition of knowledge, ComprehensionLearner Profiles: Reflective, Inquirers, Open MindedAttitudes: Respect, Empathy, Tolerance
Unit Four: How we organize ourselves:Central Idea: Transportation impacts people and the environment.Key Concepts:Form - What is transport?Function - How does certain transport work? What is the purpose of certain transport?Change - How has transport changed over the years? How has transportchanged our world?Transdisciplinary skills:Research skills: Super 3: Plan, Do, Review, observing, Recording data,Organizing data, Interpreting data.Communication skills: Listening, Speaking, Writing, PresentingThinking Skills: Acquisition of knowledge, Comprehension, Metacognition, Evaluation skillsSocial Skills: Cooperating, group decision makingLearner Profiles: Inquirers, Thinkers, Open MindedAttitudes: Cooperation, Creativity, Curiosity, Enthusiasm
Unit Five: Where we are in place and time:Central Idea: The development of global perspectives is supported throughunderstanding our place in the world according to others.Key Concepts:Function- different types of maps and their purpose. The function of the different parts of a map (keyor legend, scale, compass rose, title)Connection - Using different skills to find places on a map. Connecting and applying their mappingskills to create their maps.Reflective- Students apply their knowledge when writing and reading directions in a map.Transdisciplinary skills:Research skills: Observing, Recording data, Organizing data, Interpreting data, Presenting researchfindings, Formulating questionsThinking skills: Acquisition of knowledge, Comprehension, Application, Analysis, Evaluation,MetacognitionCommunication skills: Listening, Speaking, Writing, Viewing, PresentingSocial skills: Respecting others, Cooperating, Accepting responsibility,Cooperating, Group decision-makingLearner Profiles: Reflective, thinkers, knowledgeableAttitudes: Creativity, Cooperation
Unit Six: Sharing the Planet:Central Idea: Mini Beasts play a role in our lives.Key Concepts:form- What are mini beasts? What are the differences between insects, bugs and spiders?connection- What are the effects of mini beasts in our ecosystem?change- How do mini beasts change? (life cycles, growth patterns) What impact would the lose of allmini beasts have on people?Transdisciplinary skills:Thinking skills: Acquisition of knowledge, Comprehension, Application, Evaluation, Research skills,Organizing data, Interpreting data, Presenting research findingsResearch skills: Observing, Recording data, Organizing data, Interpreting data, Presenting researchfindings, Formulating questionsCommunication skills: Listening, Speaking, Writing, Viewing, PresentingLearner Profiles: Knowledgeable, CaringAttitudes: Enthusiasm, Appreciation, Curiosity
How can you as parents help?Parents can: Using the learner Proﬁles and Attitudes language Keep informed about at home. Identifying and what unit is being reporting back to me covered through reading when you notice your our class newsletter, viewing your child’s work child demonstrating the at school, logging onto proﬁles and attitudes - the site. using the passport. When action occurs at Support and encourage home report back to me. your child by showing an Make sure your child is interest in what they are aware of the connection learning at school. they have made between school and home.