This document provides information about the International Baccalaureate Primary Years Programme (PYP) at Joseph D. Sharp Elementary School. The PYP focuses on developing inquiring, knowledgeable and caring learners through a transdisciplinary curriculum. It emphasizes concepts, skills, attitudes and taking action. The program aims to help students develop attributes of the PYP learner profile, including being inquirers, thinkers, risk-takers and more. The curriculum incorporates essential elements such as concepts, knowledge, skills, attitudes and action to encourage student-centered learning and understanding.
The Primary Years Programme (PYP) is a curriculum framework for students aged 3 to 12 that focuses on developing inquiring, knowledgeable and caring young people. It uses six transdisciplinary themes of global significance to structure teaching and learning. The essential elements that shape the PYP include knowledge, concepts, skills, attitudes and action. Key concepts explored across subjects include form, function, causation, change, connection and responsibility. Students engage in units of inquiry that allow them to construct meaning and develop understanding of important ideas.
The document discusses the key elements of the International Baccalaureate (IB) Primary Years Programme (PYP). It outlines the IB mission to develop inquiring, knowledgeable and caring students and encourages lifelong learning. It then explains the five essential elements of the PYP: knowledge, concepts, skills, attitudes and action. For each element, it provides examples of how they are incorporated into the classroom experience to help students become active, compassionate learners and international citizens.
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
1. The document provides an overview of the Primary Years Programme (PYP), which is one of the International Baccalaureate (IB) programmes for students aged 3 to 12.
2. The PYP focuses on developing inquiring, knowledgeable and caring young people through its transdisciplinary themes and essential elements of knowledge, concepts, skills, attitudes and action.
3. The document outlines the key components of the PYP including its definition and curriculum, transdisciplinary themes and concepts, learner profile, and authorization process for schools.
This document provides an overview of a parent workshop about the International Baccalaureate Primary Years Programme (IB PYP). The workshop agenda includes discussions about inquiry-based learning, the PYP framework, the learner profile, and approaches to learning. It also covers how parents can access the school curriculum online and involves interactive music activities where parents practice rhythms and composing their own using percussion instruments. The workshop aims to help parents learn more about the IB PYP approach and allows time for questions.
The document summarizes an International Baccalaureate (IB) Parent Teacher Organization meeting about the school becoming an IB World School. It outlines the IB mission of developing inquiring, knowledgeable and caring students. It also discusses the school's mission and emphasis on rigorous, inquiry-based learning and respect for diversity. The document then explains key aspects of the IB Primary Years Programme the school is adopting, including its inquiry-driven approach and focus on international-mindedness. It provides an overview of the curriculum changes being made to align with the IB programme, such as rewriting lessons to be more concept-based and connected.
The document discusses the International Baccalaureate Primary Years Programme (PYP) being implemented at Kennedy School. The PYP is a transdisciplinary curriculum framework for students aged 3-12 that focuses on developing the whole child through inquiry-based learning. Kennedy School aims to fully implement the PYP over the next 2-3 years, which will involve teachers receiving training and students beginning to engage in inquiry projects. The PYP focuses on developing students' knowledge, concepts, skills, attitudes and actions.
The Primary Years Programme (PYP) is a curriculum framework for students aged 3 to 12 that focuses on developing inquiring, knowledgeable and caring young people. It uses six transdisciplinary themes of global significance to structure teaching and learning. The essential elements that shape the PYP include knowledge, concepts, skills, attitudes and action. Key concepts explored across subjects include form, function, causation, change, connection and responsibility. Students engage in units of inquiry that allow them to construct meaning and develop understanding of important ideas.
The document discusses the key elements of the International Baccalaureate (IB) Primary Years Programme (PYP). It outlines the IB mission to develop inquiring, knowledgeable and caring students and encourages lifelong learning. It then explains the five essential elements of the PYP: knowledge, concepts, skills, attitudes and action. For each element, it provides examples of how they are incorporated into the classroom experience to help students become active, compassionate learners and international citizens.
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
1. The document provides an overview of the Primary Years Programme (PYP), which is one of the International Baccalaureate (IB) programmes for students aged 3 to 12.
2. The PYP focuses on developing inquiring, knowledgeable and caring young people through its transdisciplinary themes and essential elements of knowledge, concepts, skills, attitudes and action.
3. The document outlines the key components of the PYP including its definition and curriculum, transdisciplinary themes and concepts, learner profile, and authorization process for schools.
This document provides an overview of a parent workshop about the International Baccalaureate Primary Years Programme (IB PYP). The workshop agenda includes discussions about inquiry-based learning, the PYP framework, the learner profile, and approaches to learning. It also covers how parents can access the school curriculum online and involves interactive music activities where parents practice rhythms and composing their own using percussion instruments. The workshop aims to help parents learn more about the IB PYP approach and allows time for questions.
The document summarizes an International Baccalaureate (IB) Parent Teacher Organization meeting about the school becoming an IB World School. It outlines the IB mission of developing inquiring, knowledgeable and caring students. It also discusses the school's mission and emphasis on rigorous, inquiry-based learning and respect for diversity. The document then explains key aspects of the IB Primary Years Programme the school is adopting, including its inquiry-driven approach and focus on international-mindedness. It provides an overview of the curriculum changes being made to align with the IB programme, such as rewriting lessons to be more concept-based and connected.
The document discusses the International Baccalaureate Primary Years Programme (PYP) being implemented at Kennedy School. The PYP is a transdisciplinary curriculum framework for students aged 3-12 that focuses on developing the whole child through inquiry-based learning. Kennedy School aims to fully implement the PYP over the next 2-3 years, which will involve teachers receiving training and students beginning to engage in inquiry projects. The PYP focuses on developing students' knowledge, concepts, skills, attitudes and actions.
The International Baccalaureate (IB) aims to develop inquisitive, knowledgeable, and compassionate young people through international education programs. The IB Primary Years Programme (PYP) is designed for students aged 3 to 12 and focuses on developing the whole child through inquiry-based learning. The PYP uses six transdisciplinary themes to explore knowledge and skills across six subject areas. It aims to inspire a lifelong love of learning and support innovative teaching practices. Implementing the PYP at a school would require an annual $400 student fee and increased staffing for music and PE specialists to allow for collaborative teaching time.
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP) for parents. It discusses:
- The history and mission of the IB organization.
- The three IB programs including the PYP for students aged 3-12.
- Key aspects of the PYP including its focus on developing international mindedness through inquiry-based learning and teaching centered around six transdisciplinary themes.
- Elements of the PYP curriculum framework including knowledge, concepts, skills, attitudes and action.
The document provides an introduction to the International Baccalaureate's Primary Years Programme (PYP) for students ages 3-12. It outlines the core principles of the PYP, which include conceptual learning, student-centered inquiry, and transdisciplinary themes. The PYP aims to develop students holistically as inquirers and lifelong learners through its focus on skills, concepts, attitudes, and taking action.
The document provides an overview of the Primary Years Programme (PYP) at AAS. It describes the origins and objectives of the PYP, including developing the whole child through a concept-based, inquiry-driven international curriculum. Key aspects of the PYP model are highlighted, such as its focus on understanding over knowledge, transdisciplinary teaching, and authentic assessment. Benefits of the PYP approach for students are listed, and ways parents can support the programme are suggested.
The Primary Years Programme (PYP) is a curriculum framework from the International Baccalaureate for students aged 3 to 12. The PYP focuses on the development of the whole child as an inquirer, both academically and socially. It is organized around six transdisciplinary themes that help students make connections between subjects. Schools that offer the PYP must be authorized by the IB and are known as IB World Schools.
This presentation summarizes the handout "Making PYP Happen", which is a basic information about Primary Years Program in International Baccalaureate schools.
Assessment is an important part of planning, teaching, and learning in the PYP. It should be varied and have a clear purpose. Traditional assessment focuses on ranking students and comparing performance through high-stakes tests, while 21st century assessment takes a more holistic approach, using multiple formats like presentations, models, and interviews to evaluate what students know and can do. In the PYP, assessments are integrated throughout a unit to gauge students' developing understanding of central ideas, and include pre-assessments, formative assessments, summative tasks, portfolios, and anecdotal records. Language and math assessments provide specific examples.
This document outlines the curriculum and approach used by Gyeonggi Suwon International School. It discusses how students learn through inquiry, collaboration, and making connections. Learning is organized around transdisciplinary themes which are explored through central ideas, lines of inquiry, and key concepts. Students acquire attitudes, skills, knowledge, and concepts. The document provides examples of transdisciplinary units and how different subject areas are incorporated. It emphasizes developing international-mindedness and the learner profile. Parents are encouraged to engage with their child's learning by discussing what they are learning, noting demonstration of learner attributes, following the classroom blog, and visiting the classroom.
The document provides guidance for planning a PYP unit using the PYP planner template. The planner consists of 9 stages to be completed before and after teaching a unit. Stage 1 involves identifying the unit's purpose by selecting a transdisciplinary theme, central idea, and summative assessment. Stage 2 involves choosing key concepts and lines of inquiry to explore the central idea. Stages 3-4 involve assessing student prior knowledge and determining how learning will be assessed. Stages 5-7 involve planning learning experiences, resources, and how skills and attributes will be developed. Stages 8-9 involve reflecting on what was learned and how to improve future units. The document explains how to complete each section of the planner to
Active Learning Strategies in EFL ClassesStella Grama
This document discusses active learning strategies that can be used in EFL (English as a Foreign Language) classes. It defines active learning as any instructional method that engages students in the learning process. Active learning is compared to passive learning, which focuses only on the cognitive aspect. The benefits of active learning include increased student involvement, interaction, and the development of various competences. Various active learning strategies are presented, such as group work, discussions, projects and games. Factors to consider when implementing these strategies include class size and content. The teacher's role shifts from presenter to facilitator. Active learning is said to lead to better student outcomes compared to passive learning.
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
Here are some essential agreements I can make with my teachers:
- Communicate openly and respectfully
- Clarify roles and responsibilities
- Maintain confidentiality
- Be a team player and support the teacher
- Seek feedback and opportunities to grow professionally
- Uphold high standards for student learning and behavior
My expectations are to assist the teacher, support students, and help create a positive learning environment through cooperation, respect and flexibility. Effective communication and teamwork are key.
The document summarizes an evaluation of the school's Primary Years Programme (PYP). It identifies the purpose of the evaluation as assessing how well the school is implementing PYP standards and practices, and identifying achievements and areas needing further development. It outlines themes for improvement identified in the evaluation, such as refining assessment strategies and measuring program success. It asks for perspectives on the results and how to better communicate the PYP to parents.
The document outlines the Primary Years Programme (PYP), a curriculum framework for international primary education from the International Baccalaureate. The PYP is driven by beliefs in international-mindedness and developing inquiring, knowledgeable and caring young people. It presents the written, taught, and assessed dimensions of the curriculum. Key aspects include focusing on knowledge, concepts, skills, attitudes and action; using inquiry-based learning; and assessing to help students construct meaning throughout the learning process.
We are learning to explore our own values and beliefs about education through readings and understand why this is important. Students will also engage with IB PYP standards and practices to gain understanding and identify challenges, completing an activity on a blog about an article and discussing standards in small groups. They will reflect on the standards activity, what another standard may mean, and how to address their identified challenges.
Principal's Presentation to Board on Norfolk High SchoolDr. James Lake
- Norfolk Senior High School's enrollment increased from 1225 students in 2010-2011 to 1273 students in 2013-2014. The percentage of students passing classes or meeting achievement benchmarks on standardized tests is a focus for improvement.
- New teachers are paired with mentors and participate in peer observations to strengthen instructional practices. Data from standardized tests such as PLAN, MAP, NeSA, and ACT are analyzed to monitor student readiness for college and guide curriculum development. PLCs help align curriculum across grades and subjects.
- The school aims to decrease failure rates by 5% per semester over three years through interventions like expanded tutoring programs, study halls, and Saturday school. This goal aims to increase the graduation rate.
The document discusses the goals and approach to teaching math at GWA. It aims for students to understand math as a way of thinking and solving problems rather than just memorizing facts. Teachers use a scope and sequence document along with various resources to teach math concepts in engaging ways. Student progress is assessed through formal tests, informal observations, and external MAP testing, which shows GWA students performing above international norms. Small group instruction allows teachers to target specific needs. The presentation addresses moving between different curricula and assessing math skills and knowledge.
Burning Questions from IB Parent Meeting #1eellswor
The document summarizes responses to questions from parents about Briargrove Elementary School's plans to implement the International Baccalaureate Primary Years Programme (IB PYP). Some of the key benefits outlined are that IB will promote student responsibility, inquiry-based learning, global understanding, and critical thinking skills. The school confirms that IB will not require more homework but may change how homework is organized. Class sizes will remain similar with heterogeneous groupings. Grading will be outlined in a new assessment policy and IB is globally recognized in over 1,000 schools worldwide. Support for all students, including English learners, will continue with opportunities for parents to get involved.
This document discusses inquiry learning and the characteristics of an inquiring school. It describes inquiry learning as an active approach where students investigate meaningful questions to develop skills and deep understanding. An inquiring school is characterized by students actively involved in driving their own learning through rich questions. Teachers see themselves as learners and build students' capabilities. Planning is collaborative and ongoing to meet students' evolving needs and interests. The curriculum is integrated through inquiry to help students see connections across learning areas.
The document discusses implementing differentiated instruction in schools. It emphasizes using data to inform instruction and flexibly grouping students based on their needs. Teachers should use both formal and informal assessments to understand each student's learning needs and provide appropriately challenging instruction. Effective differentiated instruction also requires clear learning goals, high quality curriculum, and ongoing professional development for teachers.
This document discusses the rationale and history of educational board games. It explains that board games are a familiar medium that facilitate face-to-face interaction and capable of a range of learning outcomes. The earliest known board game is Senet, which dates back to 3300 BCE in ancient Egypt. Board games are categorized as linear movement games, 2D pattern games, battlefield games, or combination games. Examples of different game structures that can align with educational content are also provided, such as movement through space/time matching a race game or obstacles matching blockages in a path.
The International Baccalaureate (IB) aims to develop inquisitive, knowledgeable, and compassionate young people through international education programs. The IB Primary Years Programme (PYP) is designed for students aged 3 to 12 and focuses on developing the whole child through inquiry-based learning. The PYP uses six transdisciplinary themes to explore knowledge and skills across six subject areas. It aims to inspire a lifelong love of learning and support innovative teaching practices. Implementing the PYP at a school would require an annual $400 student fee and increased staffing for music and PE specialists to allow for collaborative teaching time.
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP) for parents. It discusses:
- The history and mission of the IB organization.
- The three IB programs including the PYP for students aged 3-12.
- Key aspects of the PYP including its focus on developing international mindedness through inquiry-based learning and teaching centered around six transdisciplinary themes.
- Elements of the PYP curriculum framework including knowledge, concepts, skills, attitudes and action.
The document provides an introduction to the International Baccalaureate's Primary Years Programme (PYP) for students ages 3-12. It outlines the core principles of the PYP, which include conceptual learning, student-centered inquiry, and transdisciplinary themes. The PYP aims to develop students holistically as inquirers and lifelong learners through its focus on skills, concepts, attitudes, and taking action.
The document provides an overview of the Primary Years Programme (PYP) at AAS. It describes the origins and objectives of the PYP, including developing the whole child through a concept-based, inquiry-driven international curriculum. Key aspects of the PYP model are highlighted, such as its focus on understanding over knowledge, transdisciplinary teaching, and authentic assessment. Benefits of the PYP approach for students are listed, and ways parents can support the programme are suggested.
The Primary Years Programme (PYP) is a curriculum framework from the International Baccalaureate for students aged 3 to 12. The PYP focuses on the development of the whole child as an inquirer, both academically and socially. It is organized around six transdisciplinary themes that help students make connections between subjects. Schools that offer the PYP must be authorized by the IB and are known as IB World Schools.
This presentation summarizes the handout "Making PYP Happen", which is a basic information about Primary Years Program in International Baccalaureate schools.
Assessment is an important part of planning, teaching, and learning in the PYP. It should be varied and have a clear purpose. Traditional assessment focuses on ranking students and comparing performance through high-stakes tests, while 21st century assessment takes a more holistic approach, using multiple formats like presentations, models, and interviews to evaluate what students know and can do. In the PYP, assessments are integrated throughout a unit to gauge students' developing understanding of central ideas, and include pre-assessments, formative assessments, summative tasks, portfolios, and anecdotal records. Language and math assessments provide specific examples.
This document outlines the curriculum and approach used by Gyeonggi Suwon International School. It discusses how students learn through inquiry, collaboration, and making connections. Learning is organized around transdisciplinary themes which are explored through central ideas, lines of inquiry, and key concepts. Students acquire attitudes, skills, knowledge, and concepts. The document provides examples of transdisciplinary units and how different subject areas are incorporated. It emphasizes developing international-mindedness and the learner profile. Parents are encouraged to engage with their child's learning by discussing what they are learning, noting demonstration of learner attributes, following the classroom blog, and visiting the classroom.
The document provides guidance for planning a PYP unit using the PYP planner template. The planner consists of 9 stages to be completed before and after teaching a unit. Stage 1 involves identifying the unit's purpose by selecting a transdisciplinary theme, central idea, and summative assessment. Stage 2 involves choosing key concepts and lines of inquiry to explore the central idea. Stages 3-4 involve assessing student prior knowledge and determining how learning will be assessed. Stages 5-7 involve planning learning experiences, resources, and how skills and attributes will be developed. Stages 8-9 involve reflecting on what was learned and how to improve future units. The document explains how to complete each section of the planner to
Active Learning Strategies in EFL ClassesStella Grama
This document discusses active learning strategies that can be used in EFL (English as a Foreign Language) classes. It defines active learning as any instructional method that engages students in the learning process. Active learning is compared to passive learning, which focuses only on the cognitive aspect. The benefits of active learning include increased student involvement, interaction, and the development of various competences. Various active learning strategies are presented, such as group work, discussions, projects and games. Factors to consider when implementing these strategies include class size and content. The teacher's role shifts from presenter to facilitator. Active learning is said to lead to better student outcomes compared to passive learning.
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
Here are some essential agreements I can make with my teachers:
- Communicate openly and respectfully
- Clarify roles and responsibilities
- Maintain confidentiality
- Be a team player and support the teacher
- Seek feedback and opportunities to grow professionally
- Uphold high standards for student learning and behavior
My expectations are to assist the teacher, support students, and help create a positive learning environment through cooperation, respect and flexibility. Effective communication and teamwork are key.
The document summarizes an evaluation of the school's Primary Years Programme (PYP). It identifies the purpose of the evaluation as assessing how well the school is implementing PYP standards and practices, and identifying achievements and areas needing further development. It outlines themes for improvement identified in the evaluation, such as refining assessment strategies and measuring program success. It asks for perspectives on the results and how to better communicate the PYP to parents.
The document outlines the Primary Years Programme (PYP), a curriculum framework for international primary education from the International Baccalaureate. The PYP is driven by beliefs in international-mindedness and developing inquiring, knowledgeable and caring young people. It presents the written, taught, and assessed dimensions of the curriculum. Key aspects include focusing on knowledge, concepts, skills, attitudes and action; using inquiry-based learning; and assessing to help students construct meaning throughout the learning process.
We are learning to explore our own values and beliefs about education through readings and understand why this is important. Students will also engage with IB PYP standards and practices to gain understanding and identify challenges, completing an activity on a blog about an article and discussing standards in small groups. They will reflect on the standards activity, what another standard may mean, and how to address their identified challenges.
Principal's Presentation to Board on Norfolk High SchoolDr. James Lake
- Norfolk Senior High School's enrollment increased from 1225 students in 2010-2011 to 1273 students in 2013-2014. The percentage of students passing classes or meeting achievement benchmarks on standardized tests is a focus for improvement.
- New teachers are paired with mentors and participate in peer observations to strengthen instructional practices. Data from standardized tests such as PLAN, MAP, NeSA, and ACT are analyzed to monitor student readiness for college and guide curriculum development. PLCs help align curriculum across grades and subjects.
- The school aims to decrease failure rates by 5% per semester over three years through interventions like expanded tutoring programs, study halls, and Saturday school. This goal aims to increase the graduation rate.
The document discusses the goals and approach to teaching math at GWA. It aims for students to understand math as a way of thinking and solving problems rather than just memorizing facts. Teachers use a scope and sequence document along with various resources to teach math concepts in engaging ways. Student progress is assessed through formal tests, informal observations, and external MAP testing, which shows GWA students performing above international norms. Small group instruction allows teachers to target specific needs. The presentation addresses moving between different curricula and assessing math skills and knowledge.
Burning Questions from IB Parent Meeting #1eellswor
The document summarizes responses to questions from parents about Briargrove Elementary School's plans to implement the International Baccalaureate Primary Years Programme (IB PYP). Some of the key benefits outlined are that IB will promote student responsibility, inquiry-based learning, global understanding, and critical thinking skills. The school confirms that IB will not require more homework but may change how homework is organized. Class sizes will remain similar with heterogeneous groupings. Grading will be outlined in a new assessment policy and IB is globally recognized in over 1,000 schools worldwide. Support for all students, including English learners, will continue with opportunities for parents to get involved.
This document discusses inquiry learning and the characteristics of an inquiring school. It describes inquiry learning as an active approach where students investigate meaningful questions to develop skills and deep understanding. An inquiring school is characterized by students actively involved in driving their own learning through rich questions. Teachers see themselves as learners and build students' capabilities. Planning is collaborative and ongoing to meet students' evolving needs and interests. The curriculum is integrated through inquiry to help students see connections across learning areas.
The document discusses implementing differentiated instruction in schools. It emphasizes using data to inform instruction and flexibly grouping students based on their needs. Teachers should use both formal and informal assessments to understand each student's learning needs and provide appropriately challenging instruction. Effective differentiated instruction also requires clear learning goals, high quality curriculum, and ongoing professional development for teachers.
This document discusses the rationale and history of educational board games. It explains that board games are a familiar medium that facilitate face-to-face interaction and capable of a range of learning outcomes. The earliest known board game is Senet, which dates back to 3300 BCE in ancient Egypt. Board games are categorized as linear movement games, 2D pattern games, battlefield games, or combination games. Examples of different game structures that can align with educational content are also provided, such as movement through space/time matching a race game or obstacles matching blockages in a path.
O documento discute a importância da educação para o desenvolvimento da sociedade e do indivíduo. A educação promove o progresso social e econômico ao capacitar as pessoas com conhecimento e habilidades. Uma população educada é essencial para o crescimento sustentável de uma nação.
The document discusses promoting a personal brand through defining key traits, purpose, and benefits to others. It provides a formula for exploring one's personal brand and an example. It then lists tools for promoting a powerful personal brand through email marketing, communities, and live events. The overall message is about shaping one's reputation and standing out through strategic personal branding.
The document introduces BlueBox Payroll, a payroll module. It discusses BlueBox's development approach to address gaps in existing payroll offerings through rapid application development, scalability, flexibility, and global applicability. It outlines the key components of the payroll module, including the payroll toolbar, earnings, benefits, deductions, tax tables, outputs, payslips, and integration with other modules. Future plans include additional payroll run types and reports, bank exports, personnel management features, and HR accounting.
Active learning strategies like project-based and image-based learning were discussed for use in the classroom and online. Voicethread, a collaborative multimedia tool, was highlighted where users can add comments and media to slides to facilitate conversations around topics. The document provided background on active learning approaches and detailed how Voicethread works as an online, high-tech active learning strategy through examples of registering and using the platform to continue conversations.
A four-page document illustrating the Departement of the Aisne's great potential for your gite, guest house, unusual places to stay or small hotel projects. You will also find all the assistance contacts you may need to make your project real !
1) A professor fills an empty mayonnaise jar with golf balls to represent important things in life like family, health, and passions. He then adds pebbles to represent other matters like job and home. Sand fills the gaps to represent small stuff.
2) When coffee is poured into the full jar, it represents having room for friends.
3) The lesson is to prioritize important people and activities ("golf balls") over less important tasks ("sand") to have a meaningful life, but also make room for relationships ("coffee").
The document discusses the 2005 film "A Cock and Bull Story" directed by Michael Winterbottom and analyzes its postmodern features. It notes the film's breaking of the fourth wall, nonlinear narrative, lack of realism, self-referentiality, and metatextuality. These postmodern techniques are used for comedy purposes and to reward the cultural capital of the intended audience. The document confirms Winterbottom's status as a postmodern auteur due to his use of postmodern styles across multiple films, including "A Cock and Bull Story."
This document summarizes a presentation given at the European Wind Energy Conference on navigating interconnection and transmission processes in major US electricity markets. It provides an overview of key transmission policy issues, the Federal Energy Regulatory Commission's generator interconnection process, and regional interconnection processes in MISO, SPP, CAISO, PJM, and ERCOT. It also discusses challenges such as queue clogging and the importance of industry organizations in responding to barriers to wind energy development.
The document provides information about NASA's educational resources. It includes a list of NASA's regional educator resource centers across the United States that offer access to NASA educational materials for educators. The centers are associated with specific NASA field centers and provide contact information including addresses and phone numbers. It also provides background information on NASA's Central Operation of Resources for educators and the NASA portal website which serves as a gateway for educational information and resources.
This document provides instructions for citizen scientists to help professional astronomers study the bright star Epsilon Aurigae by monitoring its changing brightness over time. Epsilon Aurigae dims and brightens every 27 years for reasons unknown. It is too bright to observe with most large telescopes, so amateur observations are needed. Participants are guided on how to locate Epsilon Aurigae using star charts, measure its brightness, and submit their data to help researchers better understand this enigmatic binary star system. Thousands of citizen scientists are invited to participate in one of the largest citizen science projects in history.
The document discusses astronomy and is from the website secondastronomy.org. It appears to be about astronomy topics but provides little other contextual information in the single line of text. The website aims to discuss astronomy but the short document does not give many details on its specific focus or content.
This document provides information on various automotive media brands owned by Source Interlink Media, including magazines, websites, and events. It details the audience sizes, demographics, and areas of focus for brands in the Motor Trend Automotive Group, Performance Automotive & Street Rod Group, International/Tuner Group, Truck & Off-Road Group, and Motorcycle Group. It also provides website traffic statistics and summaries of individual brand profiles to help marketers choose the right media for their needs.
The Moon formed about 4.45 billion years ago from debris ejected when a large object collided with Earth. It has since been shaped primarily by relentless bombardment from impacts. Exploration of the Moon began with telescopic observations in the 1600s and recent robotic missions have revealed much about its geology and origins, but many questions remain unanswered, motivating continued exploration including future human missions.
The document outlines the 5 essential elements of the PYP (Primary Years Programme): knowledge, concepts, attitudes, skills, and action. It describes each element in detail, noting that knowledge explores important ideas across subject areas, concepts promote higher-level thinking, attitudes aim to develop values like appreciation and cooperation, skills include thinking, social, communication and research abilities, and action involves applying learning to help others. Together, these elements work to develop international-mindedness in students.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, areas of interaction, communities and service, human ingenuity, and environments. Assessment in the MYP uses criterion-related assessment and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning skills, intercultural awareness, communication skills, and subject knowledge through five interactive areas: arts, human ingenuity, environments, health and social studies. Assessment in the MYP uses criterion-related rubrics and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts like exploration of real-world issues. Assessment in the MYP includes criterion-related internal and external assessments to evaluate student understanding and provide feedback to improve teaching.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, action, reflection, human ingenuity, and environments. Assessment includes both internal and external components to evaluate student understanding and ensure the holistic nature of the program.
The document discusses key aspects of the International Baccalaureate (IB) Middle Years Programme (MYP). It outlines requirements for schools implementing the MYP, including developing the curriculum as a whole-school activity and articulating it with other IB programmes. It also discusses the IB's role in supporting schools and validating their assessments. The MYP aims to develop inquiring, knowledgeable and caring students through an interdisciplinary curriculum framework.
Silverton Primary School is located in Noble Park North, Victoria, Australia. It has 373 students from diverse backgrounds. The school uses an open plan design with learning centers instead of traditional classrooms. It focuses on developing students' valuable learning habits like being thinkers, communicators, inquirers and risk-takers. The school emphasizes team teaching, student-centered learning, inquiry-based learning, and integrating ICT throughout the curriculum. Professional development for teachers is research-based and focused on innovative practices.
This document discusses concept-based learning in the PYP. It defines concepts as big ideas that are enduring, universal and help make sense of the world. There are 7 key concepts in the PYP: form, function, causation, change, connection, perspective and responsibility. Concepts are important as they add coherence to the curriculum and help students engage with complex ideas. Concept-based teaching focuses on conceptual understandings and empowers students. Teachers can promote conceptual understandings through carefully crafted questions and by modeling conceptual thinking.
This document provides a summary and critique of the New Brunswick Grade 4 Mathematics curriculum. It outlines the curriculum's goals of developing mathematically literate students and key aspects like emphasizing teaching strategies, assessments, and individualized learning. Both pros and cons are discussed. While the curriculum encourages learner-centered practices, it is argued that knowledge standards focus more on content mastery over meaningful learning. Additionally, there is a tug-of-war between learner-centered and social efficiency ideologies in both instruction and learning. The conclusion states that combining best practices with curriculum support from confident educators can help develop fluent, numerate students prepared for life challenges.
Practicum in language lane 462.- a brief summary , dr. shadia y. banjar.docxDr. Shadia Banjar
The document provides information on teaching skills, translation skills, and evaluating teaching. It discusses critical thinking, elements of good teaching including scholarship, integrity and communicating with students. It also outlines teaching methods, course design principles, and techniques for evaluating one's own teaching, including self-monitoring, student feedback, and using outside observers. Translation is defined as both the process of translating and the translated text or product. Teaching translation should balance theory and practice.
The Middle Years Programme (MYP) at Sreenidhi International School aims to develop inquiring, knowledgeable and caring students. The MYP provides an internationally-minded curriculum framework that encourages students to make connections between school subjects and the real world. It focuses on developing skills like communication, intercultural understanding and global engagement that are important for students to become leaders in today's world. The MYP assessment model is criterion-related and aims to evaluate students' conceptual understanding and acquired skills through open-ended tasks and projects.
This document discusses teachers reflecting on their practice and using socially just pedagogies. It emphasizes reflecting on teaching identity and position of privilege to work for social change. Socially just pedagogies aim to bridge gaps for students and make the education system more equitable. The document provides examples of reflective practices, socially just pedagogies, and how theory can inform reflection to help address social inequalities students may face.
This document discusses pedagogy, curriculum, and assessment. It begins by asking what outcomes schools desire from education and what kinds of learning and teaching will help achieve those outcomes. It emphasizes that curriculum is a form of pedagogy and leadership is needed to create the right teaching and learning culture. The document discusses threshold concepts, backward design of curriculum, and creating a new assessment system without levels that focuses on effort, progress towards skills, and subject competencies. It proposes reporting student progress using words that describe attainment thresholds and comparing performance to baselines to determine progress.
This document discusses personal and professional qualities of teachers as well as different philosophies of education including essentialism, perennialism, existentialism, progressivism, reconstructionism, behaviorism, and constructivism. It provides descriptions of each philosophy's aims of education, the role of education, focus in the curriculum, and curriculum trends. The document also discusses the teacher's philosophy of education and includes samples of teaching philosophy statements. It poses questions to test understanding of the different educational philosophies.
This document provides a summary and critique of the New Brunswick Grade 4 Mathematics curriculum. It describes the curriculum's goals of developing mathematically literate students and key aspects like emphasizing problem solving, reasoning skills, and adapting instruction to meet diverse student needs. Both pros and cons are discussed. While the curriculum encourages learner-centered teaching strategies, it is noted that some activities still reflect a scholar academic ideology and standardized algorithms are preferred over models/pictures. In conclusion, combining best practices with curriculum support from numeracy specialists could help develop students' mathematical literacy.
The document outlines the Graduate Teacher Standards that the author's teaching portfolio addresses. It includes a teaching philosophy statement focusing on inclusive education and developing each student. It then addresses each standard through evidence in the portfolio such as lesson plans, assessments, use of technology, and reflections that demonstrate understanding of how students learn, catering to diverse needs, effective goal setting, using resources and communication. The evidence provided shows the author's development in applying research-informed teaching practices.
The document discusses the objectives of science teaching. It defines objectives as specific, measurable goals that are attainable and vary between subjects. The key objectives of teaching science include developing better understanding of the nature of science, acquiring skills, fostering scientific attitudes like curiosity and critical thinking, training in the scientific method, cultivating interest and appreciation for science, helping students fit into society, and guiding career choices. Specific objectives outlined include understanding concepts, gaining skills like observation and problem-solving, appreciating science in daily life, promoting cooperation, and arousing curiosity in young learners. Objectives should be determined by people's needs and involve practical learning to develop scientific attitudes.
The PYP focuses on developing the whole child through relevant and engaging inquiry-based learning. It has 4 pillars: promoting international-mindedness, inquiry-based learning, constructivism, and transdisciplinarity. Students strive to develop attributes of the IB learner profile. The PYP emphasizes big concepts, interactive learning, student-initiated assessment, and group work over traditional skills-based, textbook-driven instruction with an emphasis on correct answers and individual work. The 5 essential elements are developing lifelong learners through concept-based and action-oriented learning focused on understanding. Units of inquiry explore concepts across transdisciplinary themes to develop understanding of ourselves, our world, and how to take responsible action.
This document discusses culturally responsive teaching strategies for Pasifika (Pacific Islander) students in New Zealand. It notes that Pasifika students often face educational disparities. Effective teaching acknowledges students' cultural identities and values, rather than assigning them identities. Teachers should develop multidimensional classrooms that value multiple abilities and learning styles. They should also establish inclusive norms, assign competence to students of all backgrounds, and ensure all students feel responsible for each other's learning. The goal is for classrooms to affirm Pasifika students' cultural values and position all students as competent contributors.
This document provides a curriculum framework for the International Baccalaureate's Primary Years Programme (PYP), which aims to develop international-mindedness in primary students. The framework outlines the PYP's beliefs about how children learn best through authentic, transdisciplinary inquiry. It describes the essential elements of the written, taught, and assessed curriculum, including knowledge, concepts, skills, attitudes and action. The framework is intended as a guide for PYP schools to plan teaching and learning, assessment, and implement changes to fully realize the PYP approach.
The document provides guidance for evaluating the EU-UNAWE astronomy awareness programme. It outlines domains of learning including motivation, scientific skills, knowledge, and intercultural attitudes. Evaluation methods are suggested to gather evidence from children and teachers. For children, options include pre-and post-activity drawings, observations during games or activities, and optional surveys. For teachers, a survey is provided. The goal is to demonstrate the programme's impacts in a way that combines data from different locations and activities.
Astronomy curricula for different ages and cultural backgroundsJacekKupras
This document outlines astronomy curricula for different age groups and cultural backgrounds developed by EUNAWE Germany. It provides guidelines for teaching astronomy concepts to children ages 4-10 in a developmentally appropriate way that links both mythical and scientific thinking. Younger children ages 4-6 focus on observational skills and classification through stories and pretend play. Children ages 6-8 learn about the earth, sun, moon and planets through models and explanations while inspiring curiosity in astronomy. For ages 8-10, the curriculum emphasizes abstract thinking through hands-on observations, models, explanations and biographies of astronomers while introducing more advanced topics like other solar systems. The overall approach aims to foster interest in science, global citizenship and intercultural understanding.
EU-Universe Awareness uses astronomy to encourage children's interest in science and technology and foster global citizenship. Its Universe in a Box program provides hands-on activities and materials to teach difficult astronomy concepts simply to children ages 4-10. The program aims to help children understand their place in the greater universe through activities on the moon, earth, sun, planets, and constellations while promoting respect for other cultures and environmental stewardship. Universe in a Box uses a modular approach with inquiry-based learning to gradually expand children's worldview.
Curiosity is a car-sized Mars rover launching in 2011 to explore Gale Crater using a variety of scientific instruments. It will characterize the planet's geology and climate, assess biological potential, and prepare for future human exploration. Curiosity will use a sky crane maneuver for the first precise landing on Mars and employ a nuclear power source to investigate rocks and soil with tools including cameras, a laser, spectrometers, and a drill. The rover is expected to operate for one Martian year, relaying data to Earth via orbiters to further understand if Mars could have supported microbial life.
The document describes a 21st Century Skills Map created by The Partnership in cooperation with the National Science Teachers Association to illustrate the intersection between 21st Century Skills and the core subject of Science. The map was developed through extensive research and feedback from educators and business leaders. It provides examples of how skills like critical thinking, creativity, collaboration, and communication can be integrated into Science learning at various grade levels. The goal is to help students advance their learning in core subjects and prepare for the future.
The document contains details of images taken by camera 3644 to 3697 from March 22, 2012 to April 6, 2012. It lists the date, time, orbit number, camera status and location photographed for each image taken. Many entries note the camera system was unavailable and list locations in Africa, Australia, South America and elsewhere.
This document provides an introduction to a guide for teaching computational thinking concepts through creative computing with Scratch. The guide is organized as a series of 20 sessions covering 5 topics. It introduces Scratch and design-based learning approaches. The document outlines the structure and content of the guide, as well as its origins from workshops hosted by the Scratch team.
WorldWide Telescope w gimnazjalnym projekcie edukacyjnym
IB Primary Years Program
1. Joseph D. Sharp Elementary School
IB/PYP
International Baccalaureate/Primary Years Programme
Parent Presentation
2. IBO: A Brief History
• International schools for American diplomats’ children in
native cultures.
• Prepare students to gain admission to university.
• Formally established as an organization in 1968 based
in Geneva, Switzerland.
• The Diploma Programme, for students in the final two
years of school before university.
• The Middle Years Programme (MYP) is for students
aged 11 to 16 established in 1992.
• The Primary Years Programme (PYP) is for students
aged 3 to 12 established in 1997.
3. Primary Years Programme (PYP)
• Provides an opportunity for learners to construct
meaning, principally through concept-driven inquiry.
• Traditional academic subjects are part of the programme
but it emphasizes the interrelatedness of knowledge and
skills through a transdisciplinary programme of inquiry.
• The PYP focuses on the heart as well as the mind and
addresses social, physical, emotional and cultural needs
as well as academic ones.
• PYP schools have various student populations in all types
of schools including the public, private, charter, and
magnet schools. Student populations are transient
and/or stable.
• Natural fit with standards-based practices.
• Exists in already high achieving schools or as a catalyst
for school improvement plan.
• Flexibility in language of instruction and languages taught.
4. International Baccalaureate
Organization Mission Statement
Through comprehensive and balanced curricula coupled
with challenging assessments, the IBO aims to assist
schools in their endeavors to develop the individual
talents of young people and teach them to relate the
experience of the classroom to the realities of the world
outside. Beyond intellectual rigour and high academic
standards, strong emphasis is placed on the ideals of
international understanding and responsible citizenship, to
the end that IB students may become critical and
compassionate thinkers, lifelong learners and informed
participants in local and world affairs, conscious of the
shared humanity that binds all people together while
respecting the variety of cultures of attitudes that makes
for the richness of life.
5. Internationalism: the PYP
Perspective
• Reflects a range of
interrelated factors (the
student profile).
• Focus is on student learning.
• Prepare students for
successful participation in a
global society.
• Value-laden.
7. PYP Student Profile
• Inquirers: Their natural curiosity has
been nurtured. They have acquired
the skills necessary to conduct
purposeful, constructive research.
They actively enjoy learning and this
love of learning will be sustained
throughout their lives.
8. PYP Student Profile
• Thinkers: They exercise initiative
in applying thinking skills critically
and creatively to make sound
decisions and to solve complex
problems.
9. PYP Student Profile
• Communicators: They receive
and express ideas and
information confidently in more
than one language, including the
language of mathematical
symbols.
10. PYP Student Profile
• Risk-takers: They approach
unfamiliar situations without anxiety
and have the confidence and
independence of spirit to explore new
roles, ideas and strategies. They are
courageous and articulate in
defending those things in which they
believe.
11. PYP Student Profile
• Knowledgeable: They have spent
time in our schools exploring
themes which have global
relevance and importance. In so
doing, they have acquired a
critical mass of significant
knowledge.
12. PYP Student Profile
• Principled: They have a sound
grasp of the principles of
moral reasoning. They have
integrity, honesty and a sense
of fairness and justice.
13. PYP Student Profile
• Caring: They show sensitivity
to the needs and feelings of
others. They have a sense of
personal commitment to
action and service.
14. PYP Student Profile
• Open-minded: They respect the
views, values and traditions of
other individuals and cultures and
are accustomed to seeking and
considering a range of points of
view.
15. PYP Student Profile
• Well-balanced: They
understand the importance of
physical and mental balance
and personal well-being.
16. PYP Student Profile
• Reflective: They give thoughtful
consideration to their own
learning and analyze their
personal strengths and
weaknesses in a constructive
manner.
17. WHAT IS
CURRICULUM?
Include all student
activities, academic and
non-academic since
they have an impact on
student learning.
18. Three Interrelated
Components
1. The written curriculum.
The identification of student learning within a
curriculum framework. The expression of teacher’s
ideas on paper.
2. The taught curriculum.
The theory and application of good classroom
practice. Examination and continued re-examination
of practice. Continued professional development.
3. The learned curriculum.
The theory and application of effective assessment.
Meaningful assessment brings balance to our work
and reminds us of its purpose.
19. Learners Constructing Meaning
What do we How best will
want to learn? we learn?
Written curriculum Taught Curriculum
How will we
know what
we learned?
Learned curriculum
20. What do we want
to learn?
The Written
Curriculum
21. PYP Uses WE in
These Questions
Everyone is a learner, the
entire school community
Teachers must continue to
learn about the content in
which we are engaged and
our own practice.
22. The Written Curriculum
The Essential Elements
• Concepts: Powerful ideas that have relevance within
and across the disciplines in which students must
explore and re-explore in order to develop
understanding.
• Knowledge: Significant, relevant, subject matter we
wish the students to explore and know about.
• Skills: Those things that the students need to be able to
do to succeed in a changing, challenging world.
• Attitudes: Dispositions which are expressions of
fundamental values, beliefs, and feelings about
learning, the environment, and people.
• Action: Demonstrations of deeper learning in
responsible behavior through positive action and
service; a manifestation in practice of the other
essential elements.
23. What attitudes does the PYP
suggest that schools should
encourage?
• Appreciation • Empathy
• Commitment • Enthusiasm
• Confidence • Independence
• Cooperation • Integrity
• Creativity • Respect
• Curiosity • Tolerance
26. Confidence
Feeling confident in their ability
as learners, have the courage to
take risks, applying what they
have learned and making
appropriate decisions and choices.
27. Cooperation
Cooperating,
collaborating and
leading or following as a
situation demands.
28. Creativity
Being creative and
imaginative in their
thinking and in their
approach to problems
and dilemmas.
29. Curiosity
Being curious of the
nature of learning and
of the world, its people
and cultures.
37. Why include concepts as
an essential element of
the written curriculum?
• A good curriculum offers a balance
between the acquisition of essential
skills and knowledge and the search
for meaning. Education is without
meaning if students never acquire
deep understanding.
38. Why include concepts as
an essential element?
• Education for understanding, with a focus
on important ideas, has often been
sacrificed to a superficial introduction to
isolated facts and skills. The pressure to
cover the syllabus and the expansion of
the curriculum have resulted in many
students leaving school without ever
really understanding. Perfect match of
PYP and standards-based practices.
39. Why include concepts as
an essential element?
• By starting with the students’ prior
knowledge, and by confronting and
extending their early conceptions, we
begin to promote real understanding.
40. Why include concepts as
an essential element?
• The exploration and re-exploration of
concepts leads students towards a sense
of the essence of each discipline and an
appreciation of ideas which transcend
disciplinary barriers. If concepts are
approached from a range of perspectives,
students can gradually arrive at a deeper
understanding. Broad concept rather
than a theme.
41. Why include concepts as
an essential element?
• Transdisciplinary units structured
around concepts provide a
context in which students can
understand and, at the same
time, acquire essential
knowledge, skills and attitudes.
42. TRANSDISCIPLINARY SKILLS
Thinking
Social Research Communication Self-management
•Not taught separately
• Used in meaningful situations
page 33: Making the PYP Happen
43. SUMMARY: Essential
Beliefs of Concepts
• Powerful ideas
• Great significance within each discipline
and transcend disciplinary barriers
• Provide structure for explanation of
significant content
• Student exploration
• Acquire and practice essential knowledge
• Reach a deep understanding
44. PYP Conceptual Framework
for the Curriculum
• Clusters of important ideas which can usefully be
grouped under a set of overarching concepts, each
of which has major significance, regardless of time
or place, within and across disciplines
• Not the ONLY concepts worth exploring
• Serve as labels for clusters of interesting ideas
• Taken together, form a powerful set of ideas
which drive the teacher/student research projects,
the units of inquiry.
• Units of inquiry: the heart of the PYP curriculum
45. Which concepts were chosen and why?
• Major significance in 1. Form
the design of a 2. Function
trandisciplinary 3. Causation
curriculum
4. Change
5. Connection
6. Perspective
7. Responsibility
8. Reflection
46. In what sense do these concepts
drive the curriculum?
• Structured, purposeful inquiry is a powerful
vehicle for real learning
• Promotes genuine understanding
• Challenges students to engage with important
ideas
• Present key concepts in the form of open-ended
questions
• Concepts liberate the thinking in the classroom
• Suggest a range of further questions
• Questions lead to productive lines of inquiry
55. SUMMARY: PYP Key Concepts and
Related Questions
• Form: What is it like?
• 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?
56. KNOWLEDGE: What do we
want the students to know?
• Provides students with a shared experience and
body of knowledge on which to build and reflect
• Ensures better continuity of learning, avoiding
redundancy and omissions
• Provides a focus for collaboration among
teachers, both homeroom and omissions
• Provides a focus for professional development
• Reduces the pressure of curriculum coverage.
Greater vertical articulation. Greater depth
• Provides a rationale for resource acquisition
57. PYP Areas of Knowledge
Themes
• Have significance for all students, all cultures
• Offer students the opportunity to explore
knowledge which is of genuine importance in
understanding the human condition
• Address the field of knowledge that facilitate
transdisciplinary planning and teaching
• Will be revisited throughout the students’ year of
schooling. An articulated curriculum content
58. These themes, as well as the
student profile, provide the
organizing structure for the
school’s framework of content—
The
Program
of
Inquiry
59. In selecting individual units,
structured around the PYP
planner, each unit should be:
• Significant: contributing to an
understanding of meaningful, important
life experiences
• Relevant: linked to the students’ prior
knowledge and experience, placing
learning in a more meaningful context
• Engaging: potential to interest students
and engage them in their own learning
• Challenging: potential to extend prior
knowledge and experience of the students
60. THE PYP PROGRAM OF
INQUIRY
ORGANIZING 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
61. 1. Who we are
• An inquiry into
An exploration of the nature of the self;
of our beliefs and values; of personal,
physical, mental, social and spiritual
health; of our families, friends,
communities and cultures; of our rights
and responsibilities; of what it means to
be human.
62. 2. Where we are in place
and time
• An inquiry into
An exploration of our orientation in
place and time; of our personal
histories; of history and geography
from local and global perspectives; of
our homes and journeys; of the
discoveries, explorations and
migrations of humankind; of the
contributions of individuals and
civilizations.
63. 3. How we express ourselves
• An inquiry into
An exploration of the ways in
which we discover and
express our nature, ideas,
feelings, beliefs and values
through language and the
arts.
64. 4. How the world works
• An inquiry into
An exploration of the
physical and material
world; of natural and
human-made
phenomena; of the world
of science and
technology.
65. 5. How we organize
ourselves
• An inquiry into
An exploration of human
systems and communities; of
the world of work, its nature
and its value; of employment
and unemployment and their
impact on us and the world
around us.
66. 6. Sharing the planet
• An inquiry into
An exploration of our rights
and responsibilities as we
strive to share finite
resources with other people
and with other living things;
of communities and of the
relationships within and
between them.