1. Baccalaureate Organization
The International
Baccalaureate Organization
Acronyms you might see:
PYP – primary years programme
IBO – International Baccalaureate Organization
POI – programme of inquiry
IBAP – International Baccalaureate Asia Pacific
Standards and Practices – bring it along
Need – chart paper, transdisciplinary themes, central ideas (P1), KWL

2. Chalk Talk: a silent conversation
Welcome! We are all learners and part of a learning community... so let’s start learning!
Chalk Talk: a silent conversation
Respond in words/phrases to the question: What do we want our children to be like when they are adults?
If there are not enough people for bingo....do concentric circles.
Name of parent/name of son or daughter/class (circle 1)
Experience with PYP (circle 2)
What do you already know about the PYP? (circle 3)
Review these and explain that as teachers, getting to know our students prior knowledge is very important. We recognize that our students come to class with knowledge and ideas about the concepts we are teaching and we also know that they come with questions. We honor those questions.
Collecting data is very important for teachers and for the classroom. It gives us a sense of our learning community and helps us shape our programme in order to cater for our different needs.

3. The PYP as a transdisciplinary curriculum model and essential elements
Primary Years Programme 小學教育項目 Introduction for new parents Kowloon Junior School (KJS) October 2012
Know:
The PYP as a transdisciplinary curriculum model and essential elements
Understand: Internationally minded schools, teachers & students
Transfer:
Your newly constructed understanding to a KJS context
Do not hesitate to ask questions. This workshop will be very much me talking in order to give you a better understanding of the beliefs and values of the IBO.

4. A Continuum of Education
IBO is a non-profit organization that has been in existence since 1968.
It was established to provide students with a balanced education, to facilitate geographic and cultural mobility and to promote international understanding
The three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum.
The Primary Years Programme (PYP) for pupils aged 3 to 12.
The Middle Years Programme (MYP) for students aged 11 to 16.
The Diploma Programme for students aged 16 to 19.
It is important to note that students do not have to complete all three programmes. The three programmes have shared features but they do work independently of one another. You may go from a PYP school to a regular school or you may enter an MYP school without having been in the PYP school.
There are links between the three programmes and the IBO is working to make the links stronger.

5. Organizational Structure
PYP
Committee
IBO Office, Hague
PYP Unit
IBCA
IB Regional
Office
Africa
Europe
Middle East
Americas
Asia
Pacific

6. BURNING Questions!
Using the Post It notes on the table please take a moment to write down 1 or 2 “Burning Questions "you have about the IBO or about the PYP and also 1 or 2 things you already know about the programme.
If these questions are not answered during our session we will have a Q&A at the end.
You may also ask questions about VSA and the way our school operates as well.

7. At Present There are over 969 authorized PYP schools worldwide
274 of these are in the Asia-Pacific region
These numbers are constantly changing

8. Philosophy of the PYP
The philosophy behind the PYP can be examined in two parts.
Firstly, the mission statement of the IBO expresses the IBO’s overall purpose as an organization promoting and developing programmes of international education.
Secondly, there is a set of beliefs and values which the IBO call “International Mindedness”
– let’s look at this first!
The PYP is not a curriculum. It is a framework for curriculum and it is a philosophy for international education.

9. What does an internationally minded learner look like?
In groups
visualize what you
think that student
would look like and
draw a picture of that
student on the paper
provided.
Use big paper and ask participants to present their drawings to the class.

10. Getting to the very heart of it- PYP LEARNER PROFILE 齊來了解小學教育項目的學習目標
PYP schools develop students who are:
推行小學教育項目的學校致力培養學生成為:
Inquirers 發問者
Thinkers 思考者
Communicators 交流者
Risk-takers 冒險者
Knowledgeable 知識淵博
Principled 有原則
Caring 關心別人
Open-minded 思想開明
Balanced 全面發展
Reflective 會反思

11. An International Person
From the PYP’s perspective an international person is a person with the attributes and dispositions described in the learner profile.
The LP is what we define as international mindedness. In a PYP school, all members of the school community are expected to display these attributes. It is a good idea to reflect with your children and talk about the ways that you demonstrate this as an adult and they way they can demonstrate it as a child.
Have a LP focus at home.
Standard A4:
The school develops and promotes international mindedness and all attributes of the IB learner profile across the school community.

12. IBO Mission Statement – can you identify the learner profile in it?
The International Baccalaureate Organization 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 IBO 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.
The IBO Mission Statement + The Learner Profile makes up the philosophy which drives the PYP.

14. KJS Mission Statement
“Success for every child” At KJS we create a safe, supportive and caring environment where beliefs and values reflect a respect of cultural diversity. 
We motivate individuals to become lifelong learners who are empowered to take action to make a positive difference in the world. 
The school community works together to develop global citizens with a sense of social awareness and responsibility through an engaging, relevant and challenging curriculum.
To what extent does the KJS Vision and Mission statement assist us in developing our students as being ‘internationally minded’? Have a think!
Are there clear and close connections between our school mission and that of the IBO?
In groups discuss and point out the similarities and differences.

15. So...what else is the ‘PYP’?
The PYP is NOT a subject!
It is not a prescribed curriculum.
Designed for ages 3 to 12.
Designed to foster the development of the whole child.
Organized around six transdisciplinary themes of global significance intended to help children engage with their world and the world around them.
Transdisciplinary means that it transcends the disciplines. All teachers in a PYP school are PYP teachers. All teachers in a PYP school use the PYP philosophy, beliefs and values in their teaching.
Students will inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect, take action.
The PYP is not a curriculum in the sense that they do not tell us what units we need to teach and what content we need to cover.

16. Learner Profile Communicator Open minded Reflective Principled
Knowledgeable
Learner Profile
Risk taker
Inquirer
Caring
Balanced

17. Learner Profile LANGUAGE ARTS PSPE MATHS SOCIAL STUDIES SCIENCE/
Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding.
LANGUAGE
ARTS
Learner Profile
PSPE
MATHS
SOCIAL STUDIES
SCIENCE/
TECHNOLOGY

18. 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.
CONNECTION
RESPONSIBILITY
CHANGE
CAUSATION
Learner Profile
REFLECTION
PERSPECTIVE
FORM
FUNCTION

19. Learner Profile SELF RESEARCH MANAGEMENT SOCIAL COMMUNICATION THINKING
Those capabilities the students need to demonstrate to succeed in a changing,
challenging world, which may be disciplinary or transdisciplinary in nature.
SELF
MANAGEMENT
RESEARCH
Learner Profile
SOCIAL
COMMUNICATION
THINKING

20. Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.
EMPATHY
APPRECIATION
ENTHUSIASM
COMMITMENT
INDEPENDENCE
CONFIDENCE
Learner Profile
INTEGRITY
COOPERATION
RESPECT
CREATIVITY
TOLERANCE
CURIOSITY

21. Demonstrations of deeper learning in responsible behaviour through
responsible action; a manifestation in practice of the other essential elements.
Learner Profile

22. What is the curriculum framework of the PYP?
The curriculum framework consists of five essential elements: concepts, knowledge, skills, attitude, and action. The knowledge component is developed through inquiries into six transdisciplinary themes of global significance, supported and balanced by six subject area.
The curriculum framework consists of five essential elements: concepts, knowledge, skills, attitude, and action. The knowledge component is developed through inquiries into six transdisciplinary themes of global significance, supported and balanced by six subject areas.
I don’t want to go into too much detail about the essential elements.
I do want you to become familiar with the outer part of the hexagon (the transdisciplinary themes) and the first layer (the six subject areas).

23. Unit
of inquiry Y1

24. Balance of all essential elements
Unit
of inquiry
Balance of all essential elements Y1

25. Y2 Y1 Unit of inquiry Balance of all essential elements Unit

26. Y3 Y2 Y1 Unit of inquiry Balance of all essential elements Unit

27. Y4 Y3 Y2 Y1 Unit of inquiry Balance of all essential elements Unit

28. Y5 Y4 Y3 Y2 Y1 Unit of inquiry Balance of all essential elements Unit

29. Y6 Y5 Y4 Y3 Y2 Y1 Unit of inquiry Balance of all essential elements

30. Programme of Inquiry Y6 Y5 Y4 Y3 Y2 Y1 Unit of inquiry
Balance of all essential elements Y6
Unit
of inquiry
Balance of all essential elements Y5
Programme of
Inquiry
Unit
of inquiry
Balance of all essential elements Y4
Balance of all essential elements
Balance of all essential elements
Unit
of inquiry
Balance of all essential elements Y3
Unit
of inquiry
Balance of all essential elements Y2
Unit
of inquiry
Balance of all essential elements Y1

31. What is inquiry? 什麼是探究?
“Inquiry is an approach to learning that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search for new understandings.”
探究是一種學習模式, 是探索自然和物質世界的過程。它引領我們發問和發現, 讓我們對這個世界有新的認知和了解。
(Exploratorium Institute for Inquiry)
Inquiry is not something that is easily defined and most teachers in a PYP school struggle with it.
Inquiry in a P1 classroom looks very different from inquiry in a P6 classroom, however it is the same in that it requires students to ask questions and form new understandings.

32. Teacher Students
In a traditional classroom, possibly like the ones you’ve attended, the teachers are the only ones with knowledge and it is their job to teach the children everything they know.
The children were thought of a empty vessels ready to soak in all of the facts and figures the teachers give them.
The teacher has all of the knowledge. The students role is to listen and remember all of the facts and figures the teacher gives them.

33. Enduring Understanding:
At the heart of the curriculum cycle is the learner constructing meaning.
In our classrooms we know that our students do not come without prior knowledge. We understand and value their prior knowledge and we use it to shape our units and lessons. We understand that as teachers we do not need to know everything. It is ok for us to say “I don’t know” and to learn along side of the children.
It is becoming quite evident in today’s world that knowledge and facts are not static. They are changing and changing at a rapid rate. It is impossible for your children to learn all of the relevant knowledge needed for their lives. What is more important is to give them the skills needed such as research skills so they can find the answers and collaborative and cooperative skills so they can work with others to solve problems.
Learner constructing meaning – we are all learners

34. What was you most significant learning moment?
Think about the following questions as well:
How did you develop the interest?
What experience led to this understanding?
What resources did you use for your learning?
How did you know that you really knew/understood?
Think, pair, share!
Think about a time (it doesn’t have to be in school) when you learned something new. A time when a light bulb went off and you knew you finally understood something.
How did you develop the interest? Why did you want to learn that? Was it because you were interested in it or was it because someone told you, you had to learn it?
What experience led to this understanding? Did you have prior knowledge or a prior experience to help you with your learning?
What resources did you use for your learning? Did you seek any information from other sources, books, and people?
How did you know that you really knew/understood? Were you assessed? Did you have to apply your new knowledge or skill?
These are the questions teachers ask themselves when they are thinking about inquiry.
There is a big difference between telling students what they are going to learn and asking them what they are interested in learning.
In all inquiry student’s prior experiences should lead them to new understandings. We do not assume that our students come to school with the same understanding, experiences and backgrounds.
Resources play a huge part in inquiry. This world is changing quickly and students are faced with more information than ever before. It is up to us to teach them about the difference between reliable resources and unreliable resources. Our students are too quick to use the Internet and google all of their questions. It is vital that they know how to find reliable information through primary sources, through books and other sources. We also must teach our children about academic honesty.
Assessment plays a big part in the PYP. The unwritten understanding is that an activity is not worth giving unless it is being assessed. Students need to know how they are being assessed and they also need to know why they are being assessed.
Self-assessment plays a large part in any PYP classroom. Students must constantly reflect on their own learning.

35. End of session reflection...
“The aim of education should be to teach us rather how to think than what to think – rather to improve our minds, so as to enable us to think for ourselves than to load the memory with the thoughts of others”
James Beattie

36. KWL – what have we answered and what questions do we still have?
Q & A
KWL – what have we answered and what questions do we still have?
Supporting your child...
Be interested, go through the website, read VW, ask questions...

37. Further information:
PYP NEWSLETTERS
UNIT CURRICULUM STATEMENTS
PARENTS AS PARTNERS WORKSHOPS
YEAR GROUP SPLAT PAGES

39. I used to think…
Now I think…

40. Thank you!