3. Scope
The International Baccalaureate
Organization is a foundation that has
developed and offers three programmes
of international education:
“Primary Years Programme” (PYP)
the “Middle Years Programme”
(MYP)
“Diploma Programme”
4. An “IB World
School”
• school, that has been
authorized by the IB
Organization to offer one or
more of its programmes.
5. The purposes of the PYP
scope and sequence
documents are to:
provide a tool to inform the whole
school community about teaching
and learning in each subject area
make transparent the essential
elements of the PYP in the context of
the subject areas
clarify the role of the subject areas in
a transdisciplinary programme
7. The importance of the learner
is in the centre of educational
process
The schools curriculum
includes all student activities
The outward and forward
thinking school
9. Does the Role of the Pedagogical
Leadership Team Change over
Time?
Time-consuming
Dread, inertia, fatigue,
cynicism, of insight,
enthusiasm need to be
managed
To meet all the
requirements of the
programme
12. Role and Responsibilities of
Schools
Conform to the Rules for IB World
Schools: PYP
Follow the Education Programme aimed
at Ss in the 3-12 age group.
Schools are self-sustained for quality of
teaching of the PYP.
Schools should inform the trustees of
the PYP and how the school realizes it.
The IB organization does not guarantee
that a school will remain capable to
implement the PYP.
13. The transdisciplinary nature of the
programme
six transdisciplinary
themes.
Who we are
Where we are in
place and time
How we express
ourselves
How the world
works
How we organize
15. How do we choose to
communicate information about
assessment?
Assessment without feedback is merely
judgment
Feedback is the component of
assessment that lets us interpret the
judgment and improve our work.
16. Assessment as feedback
The teacher needs to consider:
if the nature of students’ inquiry develops
over nature
if students are becoming aware that real
problems require solutions based on the
integration of knowledge that spans and
connects many subject areas
if students are demonstrating mastery of
skills and an accumulation of a
comprehensive knowledge base to enable
them to conduct their inquiries successfully,
find solutions and solve problems
if students are demonstrating both
17. The construction of knowledge
Children should get an opportunity to:
test and revise their models
make connections between their
previous and current perceptions
construct their own meaning
18. Inquiry as a pedagogical approach
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
perceptions of events
deepening understanding through the
application of a concept
making and testing theories
researching and seeking information
21. Models of shared pedagogical leadership
Compulsory components
of all pedagogical
leadership models
Programme
Coordinator
School
principal
22. Matrix model of pedagogical leadership
Head of school
School principal
Programme coordinator
Classroom teachers Single-subject teachers
23. Responsibilities of the pedagogical leadership
team
The school should:
identify and train teachers to take on
responsibilities for pedagogical leadership
develop, in collaboration with specific interest
groups, a clear, long-term strategic plan, with
actions and a timeline for its implementation
develop and implement the school language policy
develop and implement the school assessment
policy.
24. To support the students,the school should:
ensure that the curriculum promotes students
making connections, thinking conceptually
and
critically, and reflecting on their own
learning
ensure support is available for students with
diagnosed special needs
ensure the balance between
transdisciplinary and disciplinary learning
ensure that the knowledge component of the
school curriculum is worth knowing
25. PYP
(Primary Years Programme)
A Curriculum Framework for
International Primary
Education,
created by International
Baccalaureate
26. What are the beliefs and values
that drive the PYP?
IB learner profile
27. What is curriculum?
all students should be supported to
participate in the programme to the fullest
extent possible
the school’s curriculum includes all those
student activities, academic and non-
academic, for which the school takes
responsibility, since they all have an impact
on student learning
28. Curriculum
What do we want to learn? The written curriculum
the identification of a framework of
what’s worth knowing
How best will we learn? The taught curriculum
the theory and application of good
classroom practice
How will we know what we have The assessed curriculum
learned? the theory and application of effective
assessment
29. What do we want to learn?
Essential elements of the written curriculum
Knowledge
Concepts
Skills
Attitudes
Action
30. How best will we learn?
Inquiry
Planning (list of learning objectives)
ICT (information and communication
technologies)
31. How will we know what we have
learned?
Assessment
! feedback on the learning process
32. Points for consideration
if the nature of students’ inquiry develops over
time—if they are asking questions of more depth
if students are becoming aware that real problems
require solutions based on the integration of
knowledge that spans and connects many areas
if students are demonstrating mastery of skills
if students are accumulating a comprehensive
knowledge base and can apply their understanding
to further their inquiries successfully
if students are demonstrating both independence
and an ability to work collaboratively
33. Subject areas
Language
Mathematics
Science
Social Studies
Personal, social and physical education
Arts