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Pyp overview.keynote
1.
Primary Years Programme
The unique benefits of the PYP
2.
Contents
IB mission statement IB Learner profile Defining the PYP PYP curriculum model Essential elements Knowledge Concepts Skills Attitudes Action Assessment Overview of the PYP Page 2 © International Baccalaureate Organization 2007
3.
Organization: What is
the IB mission and legal status? Mission Core values The International Baccalaureate aims to develop inquiring, knowledgeable Motivated by a mission and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. We aim to create a better world through education To this end the organization works with schools, governments and international organizations to develop challenging programmes of Partnerships international education and rigorous assessment. We achieve our goals by working together These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other Quality people, with their differences, can also be right. We value our reputation for high standards Participation Legal status We actively involve our stakeholders International mindedness The IB is a non-profit making Swiss Foundation registered in We embrace diversity 1968. The activities of the organization are determined by an Act of Foundation approved by the Swiss authorities. Further resources: • The Annual Review including accounts is available on www.ibo.org. Page 3 © International Baccalaureate Organization 2007
4.
Programmes: What is
the IB learner profile? IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers The attributes of the learner profile express the values inherent to the Balanced IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the Reflective culture and ethos of all IB World Schools. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. Page 4 © International Baccalaureate Organization 2007
5.
Definition: How is
the PYP defined? The IB Primary Years Programme, for students aged 3 to 12 focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry- based learning. Page 5 © International Baccalaureate Organization 2007
6.
Learners constructing meaning:
How is the PYP curriculum defined? Written curriculum Taught curriculum Assessed curriculum This is a model whereby all three components inform each other. Page 6 © International Baccalaureate Organization 2007
7.
Learners constructing meaning:
What are the essential elements of the programme? Knowledge Concepts Skills Attitudes Action Page 7 © International Baccalaureate Organization 2007
8.
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. Page 8 © International Baccalaureate Organization 2007
9.
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 9 © International Baccalaureate Organization 2007
10.
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. Page 10 © International Baccalaureate Organization 2007
11.
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. Sharing the planet How the world works Inquiry into rights and responsibilities in Inquiry into the natural world and its laws, the struggle to share finite resources with the interaction between the natural world other people and with other living things; (physical and biological) and human communities and the relationship within societies; how humans use their and between them; access to equal understanding of scientific principles; the opportunities; peace and conflict impact of scientific and technological resolution. advances on society and on the environment. Page 11 © International Baccalaureate Organization 2007
12.
Sample unit of
inquiry: Under the transdisciplinary theme ‘Sharing the planet’ (for students aged 8-9) To support this inquiry students would develop knowledge and acquire skills To understand better the central idea that: “Water is essential to life and is a limited derived from science and social studies, resource for many people”, we would use in addition to developing the PYP concepts of “function” and transdisciplinary skills such as critical “responsibility” to inquire into: thinking, communication and time management. Sources of water and how water is used What happens to water after we have used it Distribution and availability of usable water Responsibilities regarding water. Page 12 © International Baccalaureate Organization 2007
13.
Concepts: What are
the PYP concepts? Form - What is it like? The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized. Function - How does it work? The understanding that everything has a purpose, a role or a way of behaving that can be investigated. Causation - Why is it like it is? The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences. Change - How is it changing? The understanding that change is the process of movement from one state to another. It is universal and inevitable. Connection - How is it connected to other things? The understanding that we live in a world of interacting systems Page 13 which the actions of any individual element affect others. in © International Baccalaureate Organization 2007
14.
Concepts: What are
the PYP concepts? Perspective – What are the point of view? The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary. Perspectives may be individual, group, cultural or disciplinary. Responsibility – What is our responsibility? The understanding that people make choices based on their understandings and the actions they take as a result do make a difference. Reflection – How do we know? The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered. Page 14 © International Baccalaureate Organization 2007
15.
Skills: What are
the PYP transdisciplinary skills? Thinking Acquisition of knowledge; comprehension; application; analysis, synthesis, evaluation, dialectical thought, metacognition. Social skills Accepting responsibility; respecting others; cooperating, resolving conflict; group decision-making; adopting a variety of group roles. Communication skills Listening; speaking; reading; writing; viewing; presenting; non-verbal communication. Page 15 © International Baccalaureate Organization 2007
16.
Skills: What are
the PYP transdisciplinary skills? Self – management skills Gross motor skills; fine motor skills; spatial awareness; organization; time management; safety; healthy lifestyle; codes of behaviour; informed choices Research skills Formulating questions; observing; planning; collecting data; recording data; organizing data; interpreting data; presenting research findings Page 16 © International Baccalaureate Organization 2007
17.
Attitudes: What are
the PYP attitudes? Appreciation Empathy Commitment Enthusiasm Confidence Independence Integrity Cooperation Respect Creativity Tolerance Curiosity Page 17 © International Baccalaureate Organization 2007
18.
Action: How is
action defined in the PYP ? Successful inquiry may lead to action, initiated by the student as a result of the learning process. This action may extend the student’s own learning, the learning of others or it may have a wider social impact It is intended that the student taking action will grow from the experience, and that the process of taking action, or not, will contribute to each student establishing a set of values. Page 18 © International Baccalaureate Organization 2007
19.
Assessment in the
PYP The prime objective of assessment in the PYP is to provide feedback on the learning process. It identifies what students know, understand, can do, and feel at different stages in the learning process. Teachers select assessment strategies to support how students learn and perform Teachers design assessment instruments to reflect the particular learning outcomes on which they intend to give feedback. Students and teachers are actively involved in the assessment process. Page 19 © International Baccalaureate Organization 2007
20.
Overview of the
PYP Page 20 © International Baccalaureate Organization 2007
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