The document provides an introduction to the Primary Years Programme (PYP) of the International Baccalaureate. It discusses the key elements of the PYP including the learner profile, written, taught and assessed curriculum. The learner profile outlines desirable attributes of students including being inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. The written curriculum is organized around six transdisciplinary themes and each theme is explored through units of inquiry with central ideas. The taught curriculum makes purposeful connections across subject areas to support transdisciplinary learning.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
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1. Introduction to PYP
by Gareth Jacobson
W
hat
is
PYP?
What
is
international
m
indedness?
How
does the
learner
profile work?
Why teach for
international
mindedness?
2.
3. What does an international education mean at ISM?
4. Think of the 9 most important traits that make an
internationally minded person...
Most important
Least important
Now order your
traits in order of
importance
5. The Learner Profile - “The heart of a PYP School”
Risk-takers
Knowledgeable
R
R
R
Communicators
Thinkers
Balanced
Reflective
Open-minded
Inquirers
Caring
Principled
6. Mission
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.
8. Overview of the PYP - IB Official Video - www.youtube.com/watch?v=FOhS6viEg4w
9. “The heart of the programme”
“The brains of the programme”
10. The Iceberg Model of Culture
•Similar to an iceberg,
nine tenths of culture
operates below the
surface
•In IB schools we want
students to be working
below the surface to
a p p r e c i a t e a n d
understand cultural
s i m i l a r i t i e s a n d
differences
12. How is the PYP curriculum defined?
WRITTEN
ASSESSED TAUGHT
“All three components inform each other”
Inquiry
13. The Written curriculum
Divided into six transdisciplinary themes across the year.
• Where we are in place and time
• Who we are
• How we express ourselves
• How the world works
• How we organize ourselves
• Sharing the planet
The programme offers a balance between learning about or through the subject
areas, and learning beyond them.
14. The Written curriculum
Each of the six transdisciplinary themes is presented as a unit of inquiry.
Every unit of inquiry requires all students to come to an understanding of a
central idea. Example:
Where we are in place and time
Human migration is a response to challenge and opportunity
The programme offers a balance between learning about or through the subject
areas, and learning beyond them.
15. The Taught curriculum
HOW DOES TRANSDISCIPLINARY
LEARNING WORK?
PYP works to make
purposeful connections
between the disciplines
16. The Taught curriculum
Human migration is a response
to challenge and opportunity
LINES OF INQUIRY
• The geography of migration
• The causes of migration
• How people maintain their culture in a new
country
Language Geography
ScienceMath
ArtsPSPE
17. What might students learn
through the subjects?
Human migration is a response
to challenge and opportunity
LINES OF INQUIRY
• The geography of migration
• The causes of migration
• How people maintain their culture in a new
country
Language Geography
ScienceMath
ArtsPSPE
What positive attitudes might they develop?
18. How to
support your
child
Children learn by doing, so do activities with them
and not for them
Ask questions that help them explore their
connections to the world and to what they are learning
Use the learner profile terms
Help them become independent
Give feedback, praise their efforts, not their ego
View the class blog together
Follow up on teacher suggestions
