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Southlands Elementary School

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1 Southlands Elementary School
International Baccalaureate World School Primary Years Program

2 IB Mission Statement 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. The IB 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.

3 What is a PYP Education? educational framework that focuses on inquiry-based learning (asking questions and searching for answers) encourages a learning process that emphasizes natural curiosity and making connections students are taught to understand that learning is about asking questions and seeking answers, which may lead to new, more complex questions! local curriculum is organized into the PYP framework transdisciplinary approach to learning (integrating subjects when appropriate)

4 Who is the PYP for? inclusive education – all children in the school are part of the PYP, regardless of their learning needs addresses academic, social, and emotional well-being of every child encourages students to develop independence and take responsibility for their own learning

5 What is a typical PYP day?
some direct instruction in reading, writing, and math units of inquiry, with a main focus on science, social studies, fine arts, and/or health and careers French language instruction twice a week on-going assessment and reflection, by teachers and students (no external IB exams) group-work and individual work daily physical activity

6 PYP Learner Profile aim of the PYP is to develop internationally minded students who help to create a better and more peaceful world traits of the learner profile are: inquirers open-minded knowledgeable caring thinkers risk-takers communicators balanced principled reflective

7 PYP Written Curriculum
knowledge: significant, relevant content concepts: powerful ideas that have subject significance but also connect to other curricular areas skills: transdiciplinary capabilities students need to succeed in a changing, challenging world attitudes: expressions of fundamental values, beliefs, and feelings about learning, the environment and people action: demonstrations of deeper learning through responsible action

8 Knowledge: (Transdisciplinary Themes)
units of inquiry are planned under six transdisciplinary themes, which repeat each year: Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves How We Share the planet

9 Key Concepts: form: What is it like?
concepts shape the units of inquiry and give them direction and purpose: form: What is it like? function: How does it work? causation: Why is it like it is? change: How is it changing? connection: How is it connected to other things? perspective: What are the points of view? responsibility: What is our responsibility? reflection: How do we know?

10 Concept-based Learning:
instructional focus is on concepts rather than themes or topics, and is expressed through a central idea: Rather than: Memorize and locate the rivers, bodies of water, and mountains in British Columbia. Inquire into: Geographic features may determine where humans settle. Rather than: Research bear facts: types of bears, what they eat and where they live. Inquire into: Animal habitats are affected by human behaviour.

11 Skills: (Approaches to Learning)
students are given opportunities to develop transdisciplinary skills needed for academic and personal success: thinking skills social skills communication skills self-management skills research skills

12 Attitudes: appreciation empathy commitment enthusiasm
students are encouraged to develop the following attitudes towards people, the environment, and learning: appreciation empathy commitment enthusiasm confidence independence cooperation integrity creativity respect curiosity tolerance

13 Action: something students choose to do as a result of their experiences, because it is important to them students, staff, and families are encouraged to use a cyclical process, called the Action Cycle by reflecting on learning, social situations, and behavioral issues, students can make a choice and take action


15 For more information: Southlands School website:
IB website:

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