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.

1. CISB PYP Parent
Presentation

3. What do you already know?
 Discuss, write and share.
Your ideas about the PYP Your questions about the PYP

4. International
Baccalaureate
 The International Baccalaureate (IB) began in 1968 in
Geneva, Switzerland
 IB began its Diploma Program (DP) for internationally
mobile students who were preparing for university.
 A non-profit educational and non-governmental
organization (NGO)
 Funded by fees from IB World Schools

5. IB has expanded and now consists of 3 programs.
1. Primary Years Programme
3-12 year old students
PreK3 – Grade 5 at CISB
2. Middle Years Programme
11-16 year old students
Grade 6 – 10 at CISB
3. Diploma Programme
16-19 year old students
Grade 11 -12 at CISB

6. The 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.

7. What does it mean to be “internationally
minded” and why is it important?
 It is a thoughtful, critical perspective that applies to
who we are and what we do.
 It includes how we communicate, our political
awareness, cultural understanding, celebrating
diversity, global awareness of global issues
 It is a reflection on how knowledge is constructed and
applied. At CISB, we would like to focus on moving
students toward becoming people who reflect the
characteristics of the “Learner Profile.”

8. International Mindedness
“The learner profile is central to the PYP definition of
what it means to be internationally minded, and it
directs schools to focus on the learning. IB World
Schools should be proud to send out into the world
students who exemplify the attributes expressed in this
profile.”
Making the PYP Happen, p. 2 ©IBO 2007

9. Teaching and Learning in the PYP
 “Commitment to structured, purposeful inquiry that
engages students in their own learning.”
 “inquiry… is recognized as allowing students to be
actively involved in their own learning and to take
responsibility for that learning. Inquiry allows each
students’ understanding of the world to develop in a
manner and at a rate that is unique to that student.”
How does PYP differ from “traditional” methods? Work in groups and share.

10. Traditional Teaching Methodology
Teacher
Students

11. Constructivism theory/methodology
Teachers, Students and Other Adults

12. The Learner Profile
 Inquirers  Open-minded
 Knowledgeable  Caring
 Thinkers  Risk-takers
 Communicators  Balanced
 Principled  Reflective
Which of these best describes your child?

13. PYP Curriculum
 Written Curriculum
What do we want to learn?
 Taught Curriculum
How best will we learn?
 Assessed Curriculum
How will we know what we have
learned?

15. Essential elements: How are they described in the PYP
curriculum?
 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.
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16. Essential elements: How are they described in the PYP
curriculum?
 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
Page 16

17. Knowledge: What are the PYP transdisciplinary themes?
 Who we are
Inquiry into the nature of the self; beliefs
and values; person, physical, mental, social
and spiritual health; human relationships
including families, friends, communities,
and cultures; rights and responsibilities;
what it means to be human.
 Where we are in place and time
Inquiry into orientation in place and time;
personal histories; homes and journeys; the
discoveries, explorations and migrations of
humankind; the relationship between and
the interconnectedness of individuals and
civilizations, from local and global
perspectives.
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18. Knowledge: What are the PYP transdisciplinary themes?
 How we express ourselves  How we organize ourselves
Inquiry into the ways in which we discover Inquiry into the interconnectedness of
and express ideas, feelings, nature, human-made systems and communities;
culture, beliefs and values; the ways in the structure and function of
which we reflect on, extend and enjoy our organizations; societal decision-making;
creativity; our appreciation of the economic activities and their impact on
aesthetic. humankind and the environment.
 How the world works  Sharing the planet
Inquiry into the natural world and its laws, Inquiry into rights and responsibilities in
the interaction between the natural world the struggle to share finite resources with
(physical and biological) and human other people and with other living things;
societies; how humans use their communities and the relationship within
understanding of scientific principles; the and between them; access to equal
impact of scientific and technological opportunities; peace and conflict
advances on society and on the resolution.
environment.
Page 18

19. Concepts
 Form – What is it like?  Connection – How is it
connected other things?
 Function – How does it
work?  Perspective – What are the
points of view?
 Causation – Why is it like it
is?  Responsibility – What is
our responsibility?
 Change – How is it
changing?  Reflection – How do we
know?

20. Social Skills Thinking Communicatio Research Self
Skills n Skills Skills Management
Skills
Accepting Acquisition of Listening Formulating Gross /Fine Motor
Responsibility knowledge Questions
Respecting others Comprehension Speaking Observing Spatial Awareness
Cooperating Application Reading Planning Organization
Resolving Conflict Analysis Writing Collecting Data Time Management
Group decision Synthesis Non-Verbal Recording Data Safety
making
Adopting a variety Evaluation Organizing Data Healthy Lifestyles
of group roles
Dialectical Interpreting Data Codes of
Though Behaviour
Metacognition Presenting Informed Choices
Research findings

21. Attitude Changes Everything
 Appreciation  Empathy
 Commitment  Enthusiasm
 Confidence  Independence
 Cooperation  Integrity
 Creativity  Respect
 Curiosity  Tolerance

22. Action
 Successful inquiry will lead
to responsible action that is
initiated by the student
 It is intended that the
person taking the
experience and that the
process of taking action or
not will contribute to each
student establishing a
personal set of values.

23. Inquiry is the leading pedagogical
approach of PYP
 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 perception of
events

24.  Deepening understanding through the application
of a concept
 Making and testing theories
 Researching and seeking information
 Taking and defending a position
 Solving problems in a variety of ways.

25.  There is a place for drill and practice in the classroom,
but IB believes that concept based teaching is the
most substantial form of learning.
 Planning is done collaboratively using the PYP
planner which is structured around a central idea and
lines of inquiry.
 Planning in and out of the units of inquiry should be
done on the PYP planner.

26. The Assessed Curriculum
 Program standards and practices, overall learning
outcomes and subject-specific overall expectations
are assessed
 The process of inquiry and the products of inquiry are
also assessed
 Summative Assessment and formative assessment
will be used

27. Methods of Assessment
Many methods of assessment will be used to provide a
balanced view of the child such as:
 Observations
 Performance assessment of tasks with established criteria that
are authentic challenges and problems
 Selected response assessments such as tests and quizzes
 Open-ended tasks in which children are presented with a
stimulus and asked to communicate an original response
 Portfolios of children’s work.

29. 6 Months
Interested
School
Consideration
Candidate January 2011
Phase School
C
a
12-18 Months n
d
i
d
a
t February 2012
e
P
12-18 Months h
a
5 Years s
e
April 2013
3 Years
IB World
School
Authorization
Phase

30. Why is PYP important at our school?
CISB students
• Will be taught WHY they should know something
• Will learn HOW it connects to other subjects and the world around them
• They will experience high quality teaching and learning
• Will have great opportunities to study for college/university worldwide, and
opportunities to make friends with other students at IB schools around the world.

31. Why PYP for CISB?
 Structured inquiry as the vehicle for learning
 Six transdisciplinarythemes provide the framework for exploration and
construction of knowledge
 Students develop an understanding of important concepts, acquire essential
skills and knowledge, develop particular attitudes and learn to take socially
responsible action.
 International standards for measuring teaching and learning
 Challenging academic programs
 A global professional network for educators to learn effective classroom
practices and teaching strategies
 Curriculum framework, program evaluation and mentoring
 Smoother transition to the Middle Years Programme (MYP

32. Let’s Reflect
 What worries do you have about the programme?
 What strengths do you see in the programme?

33. Sources used in compiling this presentation
 www.ibo.org
 Mrs. Jade Harrold – PYP Presentation
 Making the PYP Happen- A curriculum Framework for an International
education
 Making the PYP Happen- Pedagogical Leadership in the PYP
 Primary Years Programme A Basis for Practice
 Western Academy of Beijing – Curriculum Framework
 Dubai International Academy – PYP Presentation