1. My understanding of Exhibition
INTENTION: Gather students understandings of Exhibition throughout the process and identify any misconceptions.
Complete 3 times throughout Exhibition - before Exhibition/ mid May / 5th June.
Think Puzzle Explore Thinking Routine
THINK: what I ‘think’ I know PUZZLE: questions I have EXPLORE: How will I find answers to my questions.
This can be completed in the front of Exhibition journal to show growth/depth of Exhibition process OR throughout journal

2. What the IB says Exhibition is ...
The PYP exhibition has a number of key purposes:
for students to engage in an in-depth, collaborative inquiry
• to provide students with an opportunity to demonstrate independence and responsibility for their
own learning
• to provide students with an opportunity to explore multiple perspectives
• for students to synthesize and apply their learning of previous years and to reflect upon their journey
through the PYP
• to provide an authentic process for assessing student understanding
• to demonstrate how students can take action as a result of their learning
• to unite the students, teachers, parents and other members of the school community in a collaborative
experience that incorporates the essential elements of the PYP
• to celebrate the transition of learners from primary to middle/secondary education
(EXHIBITION GUIDELINES Page 1)

3. 5 W’s + 1 H for ExhibitionThese can be developed with students or the ones below can be used for discussion.
WHO is the Exhibition for?
WHAT is involved?
WHERE will it take place?
WHEN will it take place?
WHY is Exhibition part of PYP?
HOW can we share our learning with others?

4. Role of the students
● Keep a written record of the inquiry process (Exhibition Journal & Blog)
● Action - taken, evaluation & reflection
● Effective use of technology
● Oral & visual presentation/explanation using chosen medium
● Collaborate and communicate effectively with peers and teachers to carry out an
open-ended inquiry into a self selected, real-life issue or problem.
● To use a variety of sources and be academically honest when referring to these
● To engage in self and peer assessment

5. Role Mentor / Parents
● being supportive and encouraging throughout process..
• offer advice on locating and using resources.
• pose questions and help interpret sophisticated/ difficult information.
• facilitate interviews, telephone calls, any review any electronic communication.
• give time management/organisational advice
• celebrate achievements and successes with the students as part of the assessment process
• to provide or assist in locating expert subject knowledge where applicable.

6. Exhibition at RCHK
https://vimeo.com/98610407
Central Idea:
Beliefs and passions can inspire
and sustain change.

7. Transdisciplinary Theme
WHO WE ARE
An inquiry into:
• the nature of the self;
• beliefs and values;
• personal, physical, mental, social and
spiritual health;
• human relationships including families,
friends, communities, and cultures;
• rights and responsibilities;
• what it means to be human.

8. The Inquiry Cycle

9. Tuning In
Involves
- Getting hooked
- Connecting to own life
- Beginning questions
- Establishing the ‘known’

10. Finding Out
Involves
- Refining questions
- gathering information from a
range of sources
- Developing research skills

11. Sorting Out
Involves
- Analyse and Synthesise
- Grouping your ideas
- Make meaning
- What is useful, what is not

12. Going Further
Involves
- more in depth questioning
- being a critical thinker
- becoming an expert

13. Make Connections
Involves
- making connections to my life
- making connections to other
learning
- look for patterns

14. Taking Action
Involves
- The ‘so what’ about the learning
- Should come from the learner
wanting to do something
- can be direct, indirect, advocacy or
through learning

15. Reflection
Involves
- Looking at how to improve
- What could you have done
differently?
- What happened along the journey?

16. The Inquiry Cycle
- Does not have to be a sequence where one thing follows the other. You could for example take
action at the beginning of an inquiry.
- Some engagements you do could go in multiple sections. For example, creating your biomes
could be in - finding out, making connections and taking action.
- This inquiry cycle could be 10 minutes or years. A very basic inquiry cycle in your life could be
Watch a game of tennis on youtube (tune in)
Find out about current players (finding out)
After watching youtube clips you decide your favourite player is Venice Williams (Sorting out)
You read a book written by Venus Williams (Going further)
After reading the book, you make some connections from her life to yours (make connections)
You decide to go and watch her play live (take action)
Ask yourself, is she still your favourite player? Is there anyone else you really like? (reflection)
If you can, think of a quick inquiry cycle giving examples like the one above.

17. Action
What do we mean by taking ‘action’?

18. Different Types of Action
There are four types of action that students
can take during the Exhibition:
1.Direct
2.Indirect
3.Advocacy
4.Learning in Action

19. Direct Action
picking up litter that’s not yours.
taking shorter showers.
taking a re-usable bag to the supermarket.
Can you think of any more examples?

20. Indirect Action
raising money (e.g. Walk for Change or The Terry Fox
Run).
dropping your change/coins into a collection box at the
supermarket, etc.
paying 50 cents for a plastic bag.
Can you think of any more examples?

21. Advocacy (public support for a particular cause)
reminding your classmates to recycle their water bottles.
reminding your teacher to turn off the lights when they
leave the classroom.
becoming the ‘waste’ monitor for your class.
Can you think of any more examples?

22. Learning in Action
borrowing a book from the LIRC to extend your
knowledge about an issue.
sharing what you know with a friend or relative.
pursuing your own inquiries and sharing them with the
class.
Can you think of any more examples?

23. Sustainable Action
Think about the following questions:
What does the word ‘sustainable’ mean?
How can we relate this to ‘action’?
Is it even possible to take ‘sustainable action’?
How can we make action more ‘sustainable’?
Brainstorm different types of action that could be
considered ‘sustainable’.

24. What is ‘action’?
Generate, Sort, Connect, Elaborate
Write down all the verbs and nouns that go with ‘action’ on
post-it notes (think about action, why we take action, etc).
Now sort the post-it notes into categories.
Make connections.
Elaborate further by putting all your thinking into a
statement or belief about what is action.

25. Diamond/Pyramid Ranking
presentations
(e.g. speech,
protest, march)
publishing
articles
(e.g. letters,
poems, stories,
books,
newsletter, etc)
games/apps fundraising
(i.e. includes
selling
products)
art
(e.g. painting,
sculpture,
graffiti, model
making, etc)
volunteer work
and/or
education (e.g.
planting trees,
teaching a
lesson, etc)
creating a
website and/or
a blog page
music
(e.g. creating a
piece of music,
dancing,
singing, etc)
drama/film
(e.g. role play,
skit,
documentary,
advertisement,
etc)
posters,
stickers,
badges, flyers,
leaflets,
wristbands

26. Ranking Instructions
Independently consider the previous examples of action.
1. Which ‘action’ do you think is the most sustainable and
why? Add this to the top of your diamond/pyramid.
2. Now put the action that you think is the least
sustainable at the bottom.
3. Continue until all actions have been ranked.
4. Discuss your rankings with a partner, justifying your
decisions.

27. What’s the issue?
Think about the following types of ‘action’ that have been taken by
students in the past. Which issue do you think they connect to?
boycott products that test on animals
hold a bake sale to raise money for disaster victims
lead a discrimination exercise
organise an art exhibition
start recycling at home
create a petition for a healthier lunch
hold a clothing drive
do a poster campaign for human rights
host a hunger banquet
write an article on cyberbullying

28. Get Chatty
Ask at least five friends the following questions:
1. If I gave you $1 million to do something to fix my
‘Thing’, what would you do?
2. Is my ‘Thing’ something you think about a lot? When
you do think about it, what exactly bums you out?
3. What part of my ‘Thing’ do you think is the most
important to fix first? Why?
Use the ‘friend’ cards attached to record their answers.

29. ‘Friend’ Cards
Create some ‘friend’
cards (see example)
and record information
in note form.

30. Steps towards Action
There are three steps towards taking action:
1. identify the problem
2. investigate
3. find possible solutions to real-life situations
Watch the following video clip (Thai football club) and answer the questions
below:
https://www.youtube.com/watch?v=jU4oA3kkAWU
What was their dream?
What was the problem they encountered?
How did they solve the problem?

31. Action Video Clips
The Power of Words:
https://www.youtube.com/watch?v=pzjEzohHmaM
15-year old Kelvin Doe (inventor):
https://www.youtube.com/watch?v=XOLOLrUBRBY&feature=player_embedded
With a Piece of Chalk:
https://www.youtube.com/watch?v=mBZAFJ-Q6Mw
The Fun Theory:
https://vimeo.com/30302189

32. The Power of One!
Ryan’s Well:
https://www.youtube.com/watch?v=fWk2_LZ1zFM
Ryan’s Well Motivational Video
https://www.youtube.com/watch?v=ZXDOxPiDyzc
Caine’s Arcade:
https://www.youtube.com/watch?v=faIFNkdq96U

33. We are what we do!
HK Recycles
https://www.youtube.com/watch?v=vixNvI8xuag
The Action Tracker:
http://www.actiontracker.org.uk/actions/categories/
Life Vest - Kindness Boomerang:
https://www.youtube.com/watch?v=nwAYpLVyeFU

36. We are all unique individuals. We all have different
interests and life experiences. As a result it is likely
that we will have passions that are very personal to
ourselves. Our personal passion may not always
appear obvious to us. It may take time and ongoing
reflection before we are able to identify what is truly
our passion.

37. You will need to remember that your
passion and subsequent inquiry will need
to connect to the transdisciplinary theme
of ‘Who We Are’.
An inquiry into the nature of the self; beliefs and values; personal,
physical, mental, social and spiritual health; human relationships
including families, friends, communities and cultures, rights and
responsibilities; what it means to be human.

38. Discovering your passion

39. ‘Gut feeling barometer’
Watch the following provocation videos and then shade in the ‘gut feeling barometer’ sheet
indicating how you feel about the particular issues raised in the video.
http://www.youtube.com/watch?v=fxyhfiCO_XQ First World Problems
http://www.youtube.com/watch?v=wuRURJ9E3iQ If I Could Change the World
http://www.youtube.com/watch?v=TuuTlQ0FzEU What the World Eats
http://www.youtube.com/watch?v=osSpWbmEYF4 Hungry Planet
https://www.youtube.com/watch?v=-_oAe00C9EI - rainforest destruction
https://www.youtube.com/watch?v=W8RcZGWqkhY - Eating healthy food
https://www.youtube.com/watch?v=jKikTtcqqzs - Balanced lifestyle

40. https://www.youtube.com/watch?v=jKikTtcqqzs - Balanced lifestyle
https://www.youtube.com/watch?v=ZHPMQn3HJZU - If the world was a village of 100
people
https://www.youtube.com/watch?v=BpH30VOkDg8 - Disaster relief emergency fund
https://www.youtube.com/watch?v=Yma9LcOCFRw - Hong Kong Poverty
https://www.youtube.com/watch?v=jU4oA3kkAWU - PMB Panyee Football Team
https://www.youtube.com/watch?v=2zOfAUxgm3E game addiction
https://www.youtube.com/watch?v=NLEJLOB6fDw maker space
https://www.youtube.com/watch?v=UF8uR6Z6KLc&spfreload=10 Steve Jobs

41. Consider your personal responses to the videos shown in your ‘gut feelings barometer’.
- Are there some specific areas / issues that you feel strongest towards?
- Do you have any personal interests / hobbies / experiences that you can draw from?
In your exhibition journal create a mindmap sketch to show your thinking, this may help you
discover your passion.
Concentric Circles,
What makes you upset / angry?
Graffiti Wall (school, home, holidays, hobbies,)
Tagxedo of interests.

42. Presenting
What is important when you are sharing ideas
with an audience?
1.Oral Presentation Skills
2.Staging
3.Audio/Visual Accompaniment
4.Different ways to present

43. 1.Speech Rubric
1. I used powerful vocabulary (i.e. persuasive words) to engage the audience.
Needs improvement Average Excellent
__________________________________________________________________________________
1 2 3 4
5
2. I paused in appropriate places for dramatic effect and/or to allow the audience think time.
Needs improvement Average Excellent
__________________________________________________________________________________
1 2 3 4
5
3. I used repetition to emphasize main ideas.
Needs improvement Average Excellent

44. Speech Rubric continued4. I used tone and intonation to convey emotions appropriately (i.e. by expressing words and phrases).
Needs improvement Average Excellent
__________________________________________________________________________________
1 2 3 4 5
5. I look comfortable and focused (i.e. I have good posture and am not swinging, jumping or moving too much).
Needs improvement Average Excellent
__________________________________________________________________________________
1 2 3 4
5
6. Make eye contact with the audience (i.e. I am not looking at the floor or ceiling, my eyes move around as if I am looking at my
audience and I am not reading my cue cards).
Needs improvement Average Excellent

45. Speech Rubric Continued
7. My voice is loud, clear and fluid (e.g. loud enough for everyone to hear, not pausing in the wrong places, pronouncing words
correctly and not talking too fast).
Needs improvement Average Excellent
__________________________________________________________________________________
1 2 3 4
5
8. I was prepared and confidently delivered my speech, e.g. I used facial expressions and body language to express strong
interest in the topic.
Needs improvement Average Excellent
__________________________________________________________________________________
1 2 3 4
5

46. 2. Staging
Refer back to the NGO conference at KJS or
the Personal Projects in the PAC or the
Exhibition at Bradbury:
What staging caught your eye?
What staging actually related to or enhanced
the project/topic?

47. 3. Pecha Kucha or Elevator Pitch
Create a pecha kucha about your passions
A Pecha Kucha about Pecha Kucha
or
Students can create a 1 minute persuasive
Elevator Pitch speech on the benefits on their
passions

48. How NOT to present

49. 4. Different ways to present
information
62 different ways to present information
Different ways to present using ICT
Be a risk taker! What could you do differently?

50. Essential Questions

51. Why do we need essential questions?
They make us:
➔think critically and more deeply
➔do research to find out
➔create an original answer which is more
personal for us

52. Why should we write essential questions?
They help us make real world connections
They help us to understand…...
Why do
I have
to do
this?
Does it
matter
if I know
this?

53. What is an essential question?
open-ended
thought-provoking
higher-order thinking (not recall but analysis, inference, evaluation, prediction)
important, transferable ideas
raises additional questions
requires support and justification (not just an answer)
recurs over time - can and should be revisited
alive
open-mindedness

54. Examples of non-essential and essential
questions
Non essential
What is it like to live in Hong Kong?
Essential
Which city in Southeast Asia is the
best place to live?
Non essential
What is chicken pox?
Essential
Which serious medical condition
should be given more funding?

55. Examples of essential questions
‘WHAT IF’ questions….
What if the world
wide web had never
been invented?
What if more girls
than boys were
born?
note: these questions are hypothetical...they
make us pose a hypothesis and think about
options…..

56. More examples…..
‘SHOULD’ questions….
Should we protect
endangered species?
Should we prevent people
from having freedom of
speech?
note: these questions make us choose a
moral or practical decision based on
evidence we find

57. More examples...
‘WHY’ questions….
Why do some people
choose to work in other
countries?
Why are children allowed
to go to school in some
countries but not others?
note: these questions help us to
understand cause and effects

58. More examples...
‘HOW’ questions….
What are some
sustainable solutions to
food waste in school
and how can they be
implemented?
How can we help reduce
the amount of unused
pages in students’
notebooks?
note: these questions make us decide on
solutions to problems

59. Mentor Guidance - week 1
Digging deeper with the passions / interests
identified by students. (Brief summary to be sent to mentors before
meetings).
- Why questions (why have you chosen this subject?)
- How are the passions connected to the transdisciplinary theme?
- Guidance for students to research on their passion - what issues are connected to their passion
(s)? This could be the students next step for the following week.