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Primary Years Programme IB

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Primary Years Programme IB

  1. 1. Primary Years Programme
  2. 2. International Baccalaureate General Regulations
  3. 3. ScopeThe 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. 4. An “IB World School”• school, that has been authorized by the IB Organization to offer one or more of its programmes.
  5. 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
  6. 6. What it means to be an IB World School
  7. 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
  8. 8. Application Process Consideration phase Candidate phase Authorization phase
  9. 9. Does the Role of the PedagogicalLeadership Team Change overTime?  Time-consuming  Dread, inertia, fatigue, cynicism, of insight, enthusiasm need to be managed To meet all the requirements of the programme
  10. 10. IB Learner Profile
  11. 11. Role and Responsibilities of Schools
  12. 12. Role and Responsibilities ofSchools 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. 13. The transdisciplinary nature of the programmesix transdisciplinary themes. Who we are Where we are in place and time How we express ourselves How the world works How we organize
  14. 14. International-mindedness in thePYPopportunities: to learn about world issues to get involved in activities that encourage responsible citizenship
  15. 15. How do we choose tocommunicate information aboutassessment? Assessment without feedback is merely judgment Feedback is the component of assessment that lets us interpret the judgment and improve our work.
  16. 16. Assessment as feedbackThe 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. 17. The construction of knowledgeChildren should get an opportunity to: test and revise their models make connections between their previous and current perceptions construct their own meaning
  18. 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
  19. 19. The ProcessInquiry Action
  20. 20. A concept-driven curriculum
  21. 21. Models of shared pedagogical leadership Compulsory components of all pedagogical leadership models Programme Coordinator School principal
  22. 22. Matrix model of pedagogical leadership Head of school School principal Programme coordinator Classroom teachers Single-subject teachers
  23. 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. 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. 25. PYP(Primary Years Programme) A Curriculum Framework for International Primary Education, created by International Baccalaureate
  26. 26. What are the beliefs and valuesthat drive the PYP? IB learner profile
  27. 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. 28. CurriculumWhat do we want to learn? The written curriculum the identification of a framework of what’s worth knowingHow best will we learn? The taught curriculum the theory and application of good classroom practiceHow will we know what we have The assessed curriculumlearned? the theory and application of effective assessment
  29. 29. What do we want to learn?Essential elements of the written curriculum  Knowledge  Concepts  Skills  Attitudes  Action
  30. 30. How best will we learn? Inquiry Planning (list of learning objectives) ICT (information and communication technologies)
  31. 31. How will we know what we havelearned? Assessment ! feedback on the learning process
  32. 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. 33. Subject areas Language Mathematics Science Social Studies Personal, social and physical education Arts

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