3. IB MISSION STATEMENT
The International Baccalaureate 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 organization 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. PRIMARY YEARS PROGRAMME OF IB
Ages 3-12
Develops the whole child as an inquirer
A framework guided by 6 transdisciplinary
themes of global significance, explored using
knowledge and skills.
Powerful emphasis on inquiry- based learning.
6. INQUIRY: LEARNERS
CONSTRUCTING MEANING
Inquiry: a seeking or request for truth,
information, or knowledge.
Based on the constructivist approach: learners
have beliefs about how the world works based on
their experiences and prior learning.
As we strive to make meaning in our lives, we
travel continually on a cycle of constructing,
testing, and confirming or revising our personal
models of how the world works.
8. ESSENTIAL ELEMENTS
Knowledge
Significant, relevant content we wish the students to
explore and know about, taking into consideration
their prior experience and understanding
Concepts
Powerful ideas that have relevance within the
subject areas but also transcend them and that
students must explore and re-explore in order to
develop a coherent, in-depth understanding.
Skills
Those capabilities the students need to demonstrate
to succeed in a changing, challenging world, which
may be disciplinary or transdisciplinary in nature.
9. ESSENTIAL ELEMENTS
Attitudes
Dispositions that are expressions of fundamental
values, beliefs and feelings about learning, the
environment and people
Action
Demonstrations of deeper learning in responsible
behaviour through responsible action; a
manifestation in practice of the other essential
elements
10. KNOWLEDGE:
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
What content areas could we explored in these themes?
What grade-level topics could we explore in these themes?
11. KNOWLEDGE:
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
TEKS-SCI 2.8B- identify the importance of weather and seasonal
information to make choices in clothing, activities, and
transportation
12. CONCEPTS:
QUESTIONING TEKS-SCI 2.8B- identify the importance
of weather and seasonal information to
make choices in clothing, activities, and
Form - What is it like?
transportation
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?
How can you ensure we have more in-depth questioning on our post-its?
13. LEARNER PROFILE:
IB @ HOME The attributes of the learner
profile express the values
IB learners strive to be: inherent to the IB continuum of
international education: these are
Inquirers
values that should infuse all
Knowledgeable elements of the three programmes
Thinkers and, therefore, the culture and
Communicators
ethos of all IB World Schools.
Principled IB programmes promote the
Open-minded
education of the whole person,
emphasizing intellectual,
Caring
personal, emotional and social
Risk-takers growth through all domains of
Balanced knowledge.
Reflective
14. CONTACT FOR INFORMATION
ABOUT IB AT BRIARGROVE
ELEMENTARY
Erin Van Pelt
IB Coordinator
eellswor@houstonisd.org
(713) 917-3600
