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Primary Years Programme The unique benefits of the PYP
© International Baccalaureate Organization 2007 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 Page 3 Mission Organization: What is the IB mission and legal status? 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. To this end the organization 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 IB is a non-profit making Swiss Foundation registered in 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 Further resources: The Annual Review including accounts is available on Motivated by a mission We aim to create a better world through education Partnerships We achieve our goals by working together Quality We value our reputation for high standards Participation We actively involve our stakeholders International mindedness We embrace diversity Legal status Core values
© International Baccalaureate Organization 2007 Page 4 Programmes: What is the IB learner profile? The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the 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. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
© International Baccalaureate Organization 2007 Page 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.
© International Baccalaureate Organization 2007 Page 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.
© International Baccalaureate Organization 2007 Learners constructing meaning: What are the essential elements of the programme? Page 7 Knowledge Concepts Skills Attitudes Action
© International Baccalaureate Organization 2007 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 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 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 Knowledge: What are the PYP transdisciplinary themes? How we express ourselves Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. How we organize ourselves Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. Sharing the planet Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Page 11
© International Baccalaureate Organization 2007 Sample unit of inquiry: Under the transdisciplinary theme Sharing the planet (for students aged 8-9) To understand better the central idea that:Water is essential to life and is a limited resource for many people, we would use the PYP concepts of function and responsibility to inquire into: 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. To support this inquiry students would develop knowledge and acquire skills derived from science and social studies, in addition to developing transdisciplinary skills such as critical thinking, communication and time management. Page 12
© International Baccalaureate Organization 2007 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 in which the actions of any individual element affect others. Page 13
© International Baccalaureate Organization 2007 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 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 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 Page 17 Attitudes: What are the PYP attitudes? Appreciation Commitment Confidence Cooperation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance
© International Baccalaureate Organization 2007 Page 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 students 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.
© International Baccalaureate Organization 2007 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 Overview of the PYP Page 20
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