1. style logos should not be used.
Welcome to 6E!
Developing responsible global citizens andStandard
Red Standard Red Reversed Black leaders through academic excellence
IB Logo
(for use on red
background only)
Millions saw the apple fall,
but Newton was the one who asked why.
~Bernard M. Baruch
Logo Masthead
Mission Statement
The Mission Statement International School of Hong Kong
Canadian should be incorporated into documents where
possible. The school’s letterhead has it at the bottom of the page. The
Mission Statement can be written Information follows:
Curriculum in two forms as Evening
Tuesday, Septembercitizens and leaders through
As a statement: To develop responsible global
14, 2010
academic excellence

2. Agenda
The Inquiry Cycle
PYP: Essential Elements
Programme Overview
Numeracy
Assessment & Reporting
Community of Learners

3. What does the PYP Look Like?
What does
transdisciplinary mean?

4. Tuning In
How many in a village
of 100 would:
•speak English
•be 12 years of age or
younger
•have enough food
•go to school
•have electricity
•have access to a safe
source of water

5. Finding Out/Sorting Out
•Read your section of
the book and discuss the
data.
•How might you best
represent this data?
•Create a visual
representation of the
information to share
with others.

6. Going further /
Making Conclusions
What statements can you
make about the data you
have represented?
What conclusions can you
make about this data based
on your interpretations?
What new questions do you
have about this information?

7. Taking Action
What have I learned?
•How do I know?
•How might I use this elsewhere?
•How have I changed?

8. PYP: Essential Elements

9. PYP: Essential Elements
Knowledge

10. PYP: Essential Elements
Knowledge
significant, relevant content

11. PYP: Essential Elements
Knowledge
significant, relevant content
Concepts

12. PYP: Essential Elements
Knowledge
significant, relevant content
Concepts
powerful ideas that transcend subjects

13. PYP: Essential Elements
Knowledge
significant, relevant content
Concepts
powerful ideas that transcend subjects
Skills

14. PYP: Essential Elements
Knowledge
significant, relevant content
Concepts
powerful ideas that transcend subjects
Skills
disciplinary & transdisciplinary

15. PYP: Essential Elements
Knowledge
significant, relevant content
Concepts
powerful ideas that transcend subjects
Skills
disciplinary & transdisciplinary
Attitudes

16. PYP: Essential Elements
Knowledge
significant, relevant content
Concepts
powerful ideas that transcend subjects
Skills
disciplinary & transdisciplinary
Attitudes
expressions of values about learning

17. PYP: Essential Elements
Knowledge
significant, relevant content
Concepts
powerful ideas that transcend subjects
Skills
disciplinary & transdisciplinary
Attitudes
expressions of values about learning
Action

18. PYP: Essential Elements
Knowledge
significant, relevant content
Concepts
powerful ideas that transcend subjects
Skills
disciplinary & transdisciplinary
Attitudes
expressions of values about learning
Action
manifestation of the other elements

19. PYP: Essential Elements
Knowledge
significant, relevant content
Concepts
powerful ideas that transcend subjects
Skills
disciplinary & transdisciplinary
Attitudes
expressions of values about learning
Action
manifestation of the other elements

20. Programme Overview
How we express How we organize How the world Where we are in
Who We Are Sharing the planet
ourselves ourselves works place & time
Central; idea
Concepts
Lines of inquiry
Skills
Through the lens of
Mathematics
Stand-Alone
Mathematics
Learning Through
Language
Learning About
Language
Learning tThrough
the leans of other
disciplines

21. Numeracy in the PYP
“Inquiry is a philosophical stance rather than a set of
strategies, activities or a particular teaching method.”
~From the Ground Up, Heidi Mills

22. Numeracy in the PYP
Knowledge
•Data can be presented
effectively for valid
interpretation and
communication.
•Range, mode, median
and mean can be used to
analyse statistical data.

23. Numeracy in the PYP
Concepts
•Connection ~ What do you
already know that helps you
read and interpret this display of
data?
•Perspective ~ Who might be
interested in, or be able to use,
the results of our survey?
•Responsibility ~ How have you
collected all the relevant data?
•Reflection ~ What could you do
differently if you repeated the
survey?

24. Numeracy in the PYP
Skills ~ disciplinary
•analyse, make predictions
and infer from a set of data
•identify, describe, explain
and calculate range, median,
mode and mean of a set of
data
•design a survey and
systematically collect, record,
organize and display in a bar
graph, circle graph and line
graph

25. Numeracy in the PYP
Skills ~ transdisciplinary
•communication skills, such
as viewing and presenting
•social skills, such as group
decision-making, accepting
responsibility, cooperating
•self-management skills,
such as organization

26. Numeracy in the PYP
Attitudes
•Curiosity ~ Is this true?
How can we find out?
•Cooperation ~ How can we
best work together to collect,
record, organize, interpret
and present our data?

27. Numeracy in the PYP
Action
•What questions might I
consider the next time I view
data presented in the
newspaper?
•How might I share my new
understanding with others?
•How might this
understanding be of benefit
to others?

28. the Class Website
http://sites.cdnis.edu.hk/teachers/jenniferfenton/

29. Assessment & Reporting
Focus on the learner and learning
Formative and Summative assessments
Variety of tools & strategies
Portfolio
Progress Reports
3 Way Learning Reviews
Learning Journeys

30. )*+%%,@!!
B$&!#8.8;%5%*%&,!*$&!,*1+&)*!$8,!8#<1%-&+!%)!/-+&-!*/!.-&.8-&!*$&(!0/-!5%0&5/)6!5&8-)%)6!!
Assessment & Reporting
!
-"'&.,/0"'+"(@!!
C8'%)6!(8+&!,&),&!8)+!+&'&5/.&+!8##1-8*&!(&8)%)6!/0!8)!%+&8!/-!#/)#&.*7!*$&!,*1+&)*!%,!*$&-&0/-&!
8;5&!*/!&D.58%)7!,1../-*7!E1,*%0F7!*$&/-%G&!8;/1*!8)+H/-!+&0&)+!%*!
!
! +33&#4(),/5! 8%%0,/5!! 67(%%9,/5!!
673%(040,#/2! 673%(040,#/2! 673%(040,#/2!
! !
I&(/),*-8*&,!8!;42,(!5&'&5! I&(/),*-8*&,!*$&!&%<=,&%9! I&(/),*-8*&,!8)!49-4/(%9!
:-%&4**!
/0!#/(.&*&)#F! 5&'&5!/0!#/(.&*&)#F! 5&'&5!/0!#/(.&*&)#F!!
!
J)/45&+6&!%,!,$/4)! K-&8+*$!/0!3)/45&+6&!%,! ?&%490)!4/9!9%30)!/0!
>/#$*%95%!
*$-/16$!*$&!-&#855!/0!2#.%! &'%+&)*!*$-/16$!*$&!-&#855! 3)/45&+6&!%,!%70%/2,-%L!!!!
%+&8,!8)+!08#*,!8)+!*$&!1,&! /0!%+&8,!8)+!08#*,!8)+!*$&! A.&#%0%#!*&-(%)/5/6F!%,!1,&+!
/0!2#.%!,.&#%0%#! 4((=&40%!1,&!/0!,.&#%0%#! 4((=&40%*@!%)!#/)*&D*!
*&-(%)/5/6F!! *&-(%)/5/6F!!
A3%55,!8-&!+&(/),*-8*&+! A3%55,!8-&!+&(/),*-8*&+! A3%55,!8-&!+&(/),*-8*&+!
4$&)!8..5F%)6!5&8-)%)6!%)! 4$&)!8..5F%)6!5&8-)%)6!%)! *$-/16$!*$&!*-8),0&-!/0!
'A,**2!
B4.,*,4&!#/)*&D*,7!*$/16$! B4.,*,4&!#/)*&D*,! 5&8-)%)6!*/!/%$!#/)*&D*,!
2=33#&0!(8F!;&!-&<1%-&+!
:)+&-,*8)+%)6!%,!,$/4)! :)+&-,*8)+%)6!%,!,$/4)! :)+&-,*8)+%)6!%,!,$/4)!
*$-/16$!3*4,/!+&,#-%.*%/),! *$-/16$!9%04,*%9! *$-/16$!(#.3&%)%/2,-%!
8)+!;&,%B!&D.58)8*%/),! +&,#-%.*%/),!8)+! +&,#-%.*%/),!8)+!
C/9%&204/9,/5!
,1../-*&+!;F!2=3%&B,(,4*! &D.58)8*%/),!,1../-*&+!;F! &D.58)8*%/),!,1../-*&+!;F!8!
&D8(.5&,! &%*%-4/0!&D8(.5&,! -4&,%0@!/0!&%*%-4/0!
! ! &D8(.5&,!
! ! !
M)0/-(8*%/)!.4@!;&!1,&+!*/! M)0/-(8*%/)!%,!1,&+!*/!,/5'&! M)0/-(8*%/)!%,!
,/5'&!2,.3*%!.-/;5&(,!! 2,.3*%!4/9!.#&%D(#.3*%7! ,/9%3%/9%/0*@!4/4*@E%9!
! .-/;5&(,! 8)+!%-4*=40%9!*/!,/5'&!
! ()4**%/5,/5!.-/;5&(,!
!

31. The PYP Exhibition
http://vimeo.com/12480570
This link can be found on the class website under the
Exhibition tab.

32. Supporting your child
Homework - 60 minutes
Ask questions of your child
Discuss events in our community & the world
Allow time for a balance of activities
Check the website for information & updates
Contact me if you have any questions or
concerns

33. Thank you
Please find your child’s portfolio and write a
response to the letter they have written to you.
If you have any questions, please write them
on a Post-it note and place them on the
Question Card.