2. Appreciation Research Commitment Where we are in place Thinking of
•Acquisition
•Formulating questions Formative and time
Form •Observing Function
knowledge
Assessment •Comprehension
Integrity •Planning Independence •Application
•Collecting data
Communication •Organizing data
•Listening
Transdisciplinary •Analysis
•Synthesis
Skills Tolerance
•Interpreting data •Evaluation
•Speaking •Presenting research
•Reading findings Programme How we organize ourselves•Dialectical thought
•Metacognition
•Writing
•Viewing
Confidence of Inquiry Empathy
Perspective Self Management
•Presenting
•Non-verbal
ATTITUDES Creativity •Gross motor
CONCEPTS
Respect •Fine motor
Transdisciplinary •Spatial awareness
•Organization
How the world works
Connection Themes
•Time management
Cooperation •Safety
Curiosity Social •Healthy lifestyle
•Accepting responsibility •Codes of behaviour
Sharing the Planet •Respecting others Responsibility •Informed choices
Confidence •Cooperating
•Resolving conflict How we express ourselves
Change •Group decision making Enthusiasm Causation
Who we are •Adopting a variety of roles
3. Primary Years Programme
The International Baccalaureate programme
for students who are 3-12 years old
Established in 1997, after the MYP 1994 and
DP in 1968
There are currently 835 PYP schools in the
world.
9. Teaching and Learning
- Inquiry, conceptually-
driven, constructivist, transdisciplinary, forma
tive assessment, learner taking
responsibility, reflective, life-long learning
Systems and structures
- Collaboration, ongoing professional
development, reporting, resourcing,
10. Interested school – March 2008
Preliminary Visit – September 2008
Candidate Status – October 2008
Pre-Authorization – February 2010
Authorization Visit– September 2011
Authorization Status – November 2011
Evaluation / Verification – September 2016
11. Based on Standards and Practices
Philosophy
Leadership and structure
Resources and Support
Collaborative Planning
Written Curriculum
Teaching and Learning
Assessment
12.
13. 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
14. Form – What is it like?
Function – How does it work?
Causation – Why is it like it is?
Connection – How is it connected to other
things?
Change – How is it changing?
Perspective – What are the points of view?
Responsibility – What is our responsibility?
Reflection – How do we know?
15. Thinking
Social
Communication
Research
Self-management
17. An explicit expectation is that successful
inquiry will lead to responsible action –
initiated by the student as a result of the
learning process.
Units of inquiry that are
significant, relevant, engaging and relevant
provide students with opportunities to
engage in purposeful and beneficial action.
18.
19. TD 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
Theme An inquiry An inquiry into An inquiry into An inquiry into An inquiry into An inquiry into
into the nature of the self; orientation in place and time; the ways in which we discover and express the natural world and its laws; the interconnectedness of human-made rights and responsibilities in the struggle to
beliefs and values; personal histories; ideas, feelings, nature, culture, beliefs and the interaction between the natural world systems and communities; share finite resources with other people and
personal, physical, mental, social and spiritual homes and journeys; values; (physical and biological) and human societies; the structure and function of organizations; with other living things;
health; the discoveries, explorations and migrations of the ways in which we reflect on, extend and how humans use their understanding of societal decision-making; communities and the relationships within and
human relationships including families, humankind; enjoy our creativity; scientific principles; economic activities and their impact on between them;
friends, communities, and cultures; rights and the relationships between and the our appreciation of the aesthetic. the impact of scientific and technological humankind and the environment. access to equal opportunities;
responsibilities; interconnectedness of individuals and advances on society and on the environment. peace and conflict resolution.
what it means to be human. civilizations, from local and global
perspectives.
Central Creating and
Idea Changes in the earth Digital media changes Biodiversity relies on
Exploration leads to responding to art
Choices people make and its atmosphere the way in which maintaining an
discovery, opportunity develops an
affect their health and have impact on the people access interdependent
and new understanding of
well-being. way people live their information and balance of organisms
understandings. others and the world
lives. connect to each other. within systems.
around us.
Key Function Causation Perspective Causation Change Causation
Concepts
Form Perspective Reflection Change Connection Function
Reflection Responsibility Form Connection Responsibility Connection
Related Well-being, balance, Discovery, exploration creativity, perception, Networks balance, biodiversity,
Concepts Geology, adaptation,
influence bias/interpretation, ethics, communication interdependence
climate change, (energy)
aesthetics
Lines of What wellness is Reasons for How arts can be How the How connecting Ways in which
inquiry How the choices exploration a reflection of different with others is ecosystems,
we make affect (historical and societal values components of changing biomes and
our health and personal) and issues the earth are How digital environments
wellbeing How The contexts in interrelated media is used or are
Different explorations which artworks Why the Earth organised interdependent
sources of have taken place were created has changed and Evaluating How human
information that over time * How learning about the is continuing to information interaction with
help us make The arts develops appreciation change Our the environment
choices consequences of Personal Human response responsibility in can affect the
exploration preference in to the Earth’s virtual balance of
appreciation of changes environments systems
arts The
consequences of
imbalance within
ecosystems
21. 3. How might we know what we have learned? 4. How best might we learn?
This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to
encourage the students to engage with the inquiries and address the driving
What are the possible ways of assessing students’ prior knowledge and skills?
questions?
What evidence will we look for?
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for? What opportunities will occur for transdisciplinary skills development and for
the development of the attributes of the learner profile?
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
22. 6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students’ What were the learning experiences that enabled students to:
understanding of the central idea. The reflections of all teachers involved in the
• develop an understanding of the concepts identified in “What do we want to
planning and teaching of the inquiry should be included.
learn?”
How you could improve on the assessment task(s) so that you would have a
more accurate picture of each student’s understanding of the central idea.
• demonstrate the learning and application of particular transdisciplinary skills?
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
• develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.
23. 8. What student-initiated inquiries arose from the learning? 9. Teacher notes
Record a range of student-initiated inquiries and student questions and
highlight any that were incorporated into the teaching and learning.
At this point teachers should go back to box 2 “What do we want to learn?” and
highlight the teacher questions/provocations that were most effective in driving
the inquiries.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their
ability to reflect, to choose and to act.
