1. PYP Exhibition 2015 Beacon Hill School

2. Our Vision: To be a happy, diverse and inclusive community where everybody has confidence to aspire to be the best they can be, now and in the future. Our Mission: We create a safe, caring and supportive environment enabling purposeful challenge through a dynamic and rigorous curriculum. We inspire and develop creativity and academic potential. We encourage global and social responsibility. We foster independence in thought and action.

3. What is the PYP Exhibition?
Represents a significant event in the life of a PYP school and student.
A culminating project
A collaborative inquiry
It is an opportunity for students to:
exhibit the attributes of the Learner Profile
synthesise their knowledge
incorporate the key concepts
use a wide range of skills
display the PYP attitudes
engage in meaningful action

4. It is.... It is not... Process driven Student driven Collaborative
Rewarding
Exciting
Action provoking
It is not...
Product driven
Adult driven
A science fair
A poster
A competition
An individual inquiry

5. Purpose of the PYP Exhibition
In-depth inquiry
Independence and responsibility
Unites the students, teachers, parents and other members of the school community
Action as a result of their learning
Celebration of learning in the PYP
For students to engage in an in-depth inquiry
To provide students with opportunity to demonstrate independence and responsibility for their own 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 demonstrate how students can take action as a result of their learning
To celebrate the transition of learners from the PYP to the MYP

6. What action is….
“An explicit expectation of the PYP is that successful inquiry will lead to responsive action... as a result of the learning process.”
Choose
Reflect
Act
Effective action ...
Provides students with opportunities to demonstrate a sense of responsibility and respect for self, others and the environment.
Involves students in exercising their own initiative.
Arises from students’ concrete experiences.
May require appropriate adult support in order to facilitate their efforts
Need not be grandiose!

7. Role of the student is to…
Develop independent and group inquiry skills.
Demonstrate understanding of the components of the PYP
Effectively select and use a variety of resources.
Be academically honest when referring to their sources of information.
Communicate effectively with teachers, peers and parents
Complete honest and valuable reflections throughout the whole journey.
Carry out self and peer assessment
Use assessments and reflections to guide next steps.
Celebrate their learning by sharing their exhibition with the community.

8. The role of the teacher is to…
Initiate, facilitate and guide the exhibition process
Provide support for student inquiries
Collaborate with other teachers
Communicate regularly with students, parents and other participants
Act as mentors
Ensure participation by all students
Empower students to feel able to take action
Assess the exhibition process ensuring all the essential elements are included
Keep detailed records of the processes involved
Join in with students to celebrate their learning

9. The role of the parent is to…
Understand the purpose
Support and encourage students throughout
the process
Be informed
Help students access resources-people, places, media and information
Provide expert subject knowledge
Encourage independent inquiry and ownership of the process
Celebrate with your child by attending the final exhibition event

10. Unit of Inquiry (UOI) Transdisciplinary Theme…
How We Organise Ourselves
Central Idea Individual and group action makes a difference to how societies uphold human rights.
Lines of Inquiry - An inquiry into…
action that can be taken to uphold people’s rights
the basic needs, rights and responsibilities of human beings…… (to be completed by each group with the help of the teachers, SMT and Mentors)
(to be written by each group with the help of the teachers SMT and Mentors)
Key Concepts : the children will explore all the concepts of….form, function, change, causation, connection, perspective, reflection, responsibility

11. The Timetable
Still attend their Mandarin, Music and PE lessons. These sessions will become more flexible and used to support work for the exhibition.
Maths will continue to follow the Year 6 Program.
English will continue to follow the UOI Program.
Limited formally-set homework tasks as children are expected to work independently as needed outside school. They will be expected to progress towards group deadlines and teacher expectations.

12. Timeline Extended Unit of Inquiry running from…
Mon 23rd March – Wednesday 20th May (7 week unit)
Pre-exhibition Week (Monday 16th March) – discussions about Human Rights, journal preparation work finished, getting ready for Week 1
Week 1 – unpack central Idea, sorting and finalising groups and their general focus finalised
Week 2 – tuning in activities, group meetings begin, develop lines of inquiry, start to research, make initial contact with Mentors
Week 3 – continue researching, meeting with mentors, start planning personal and group action for Action Week
Week 4 – continue researching, organise and prepare action for next week’s Action Week, think about how they will present their learning for Exhibition Evening, meet with Mentors
Week 5 – ACTION WEEK!!!, finalise and prepare presentations for Exhibition Evening, prepare action boards, finish up journal work
Week 6 – continue to prepare presentations for Exhibition Evening
Week 7 - Wednesday 20th May 6pm for parents (Evening presentation) Thursday 21st May for school and community (Day presentation)

13. Assessment How? During the Exhibition unit, assessment will be
ongoing and completed by teachers and students
as well as taking into account parent feedback.
This will be done through observations, progress meetings, self-reflections, rubrics, reviewing research and consideration of the final exhibition material.
What?
Students will keep ongoing journals, records and files of all their work throughout each step of the unit. These should include:
Evidence of each stage of the inquiry cycle
The process of collating data, researching and analysing research
Reference to knowledge, concepts, skills and attitudes
Attributes of the learner profile

14. Past examples… Topic Lines of Inquiry Child Health
the different causes of problems to children’s health.
the positive and negative effects of these  on children’s health
what society can do to improve children’s health
Poverty
the reasons people are living in poverty
the effects of poverty
the different perspectives of poverty
Technology Addiction
the different uses of technology in ESF schools
the impact on health of technology addiction
the different ways to solve technology addiction
Endangered Dolphins
the dangers affecting Hong Kong’s pink dolphins
the impact of building the new bridge on the habitats of the dolphins
the government’s response to this issue
different organisations who are trying to help solve this problem
Immigration
the cause of migration to Hong Kong
the impact of immigration on people’s lives

15. Photos…

16. How can you support your child?