…..BECOMING AN INTERNATIONAL BACCALAUREATE SCHOOL

To provide parents with information about what it means to be part of an International Baccalaureate World School. The Purpose Designed by Lisa Coates, snps, 2016

1. IB Curriculum – an overview. An International Baccalaureate (IB) school offers high quality programs of international education. There are 4 IB programs: Diploma Program, Career Related Certificate, Middle Years Program and Primary Years Program (DP, MYP and PYP), running in schools for different student age groups. 4 programs Designed by Lisa Coates, snps, 2016

The PHILOSOPHY: THE Mission statement TELLS US WHAT IB SEES AS IMPORTANT FOR IB LEARNERS 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. Designed by Lisa Coates, snps, 2016

ALIGNING OUR MISSION STATEMENT – MAKING SURE it TELLS US WHAT WE SEE AS IMPORTANT FOR SEAFORD NORTH STUDENTS (Current proposed draft, published for feedback) Our mission is to provide all Seaford North Primary School students with a high quality, challenging, international education which develops compassion and respect. We provide engaging learning opportunities that includes essential knowledge, concepts, skill and attitudes, enabling students to transfer these to new situations necessary in a rapidly changing world. We are committed to differentiation so that students work at their level and are able to make decisions about their learning in line with the curriculum. We encourage students to take responsibility with their learning so that they can be purposeful and make a difference to themselves and their world. Please refer to the School newsletter Designed by Lisa Coates, snps, 2016

Inquirer Communicator Risk Taker THE ATTRIBUTES OF THE LEARNER PROFILE TELLS US WHAT AN IB STUDENT LOOKS LIKE Balanced Principled Knowledgeable Thinker Open Minded Caring Breakdown of the Mission Statement You will notice that we now use these attributes for our Achievement certificates. The School’s Essential Agreements link with these attributes of a learner We also used them when reporting about your student Reflective Designed by Lisa Coates, snps, 2016

2. what is THE IB PYP CURRICULUM? The PYP definition of curriculum comprises of three interrelated components. In keeping with the PYP commitment to inquiry, these three components are expressed in the form of the following three open-ended questions, each of which compels teachers to think deeply about their own practice with regard to student learning. What do we want to learn? The written curriculum The identification of a framework of what’s worth knowing How best will we learn? The taught curriculum The theory and application of good classroom practice How will we know what we have learned? The assessed curriculum The theory and application of effective assessment 3 compelling questions that makes teachers think carefully about their purpose when teaching Designed by Lisa Coates, snps, 2016

3. What does IB PYP Written curriculum look like? SNPS students are engaged in acquiring Knowledge. 3. What does IB PYP Written curriculum look like? A SNPS student is aware of driving concepts A SNPS student is explicitly taught life long skills A SNPS student is encouraged to display positive attitudes towards life. Which I have covered in depth in the School newsletters SNPS student learning is enhanced by Actions Designed by Lisa Coates, snps, 2016

4. what does the taught curriculum look like ? APPROACHES TO TEACHING: CONSTRUCTIVISM Ensure that learning is active and purposeful Learning builds on previous knowledge Connecting to other associated learning Learning is applicable to many situations by using concepts INQUIRY where the overall goal is for students to find out and to make meaning of their learning. Where teachers may guide the inquiry true inquiry is internally motivated. Inquiry models may be used. (We use Kath Murdoch) 4. what does the taught curriculum look like ? The taught curriculum is the way we teach your student. The main method is through constructivism and inquiry. This is about the way teachers deliver the curriculum. It is also the way students learn. We can say teachers teach using the inquiry method and we can say that students learn through the inquiry method. This is the way your child is learning. Teachers are currently working hard at modifying their teaching to be in line with this method. in order to write a suitable purpose for our network.s are that this method is used consistently across all curriculum areas at all levels Designed by Lisa Coates, snps, 2016

4. what does the taught curriculum look like ? TUNING IN TAKING ACTION PREPARING TO FIND OUT FINDING OUT Next year students will start referring to these stage of learning. MAKING CONCLUSIONS SORTING OUT GOING FURTHER Designed by Lisa Coates, snps, 2016

5. WHAT DOES THE ASSESSED CURRICULUM LOOK LIKE? The school needs to complete formal assessments yearly such as NAPLAN and Mandated OnLine Tests and PAT testing. We do formative testing to inform our teaching, and summative testing completed at the end of units of work. 5. WHAT DOES THE ASSESSED CURRICULUM LOOK LIKE? Formative testing can be completed at the beginning, in the middle or at the end of units of work so that we find out where students are currently understanding. It helps teachers know where to go next with their teaching. We pre test and post test students throughout the curriculum so that we can determine the learning that is happening. Summative testing is undertaken at the end of a unit and tests their understanding. This is also done throughout the curriculum so that we can test what they have learnt. In our UOIs this is usually an application task To ensure that students are learning at their point of need, we are using pre and post tests across the curriculum. We often use the pre test to then build on to deepen our understanding Designed by Lisa Coates, snps, 2016

how it all fits together? Designed by Lisa Coates, MENPS, 2009

THE DOMINO AFFECT WHAT WE TEACHT THE WAY WE TEACH IB PYP REQUIRES TEACHERS TO USE THE INQUIRY APPROACH AND CONSTRUCTIVISM THE WAY WE ASSESS USING A COMBINATION OF FORMATIVE ASSESSMENT AND SUMMATIVE ASSESSMENT AS WELL AS FORMAL ASSESSMENT ACHIEVING THE IB MISSION STATEMENT STUDENTS WITH THE ATTRIBUTES OF A GOOD LEARNER IB PYP REQUIRES US TO TEACH THE 5 ELEMENTS: KNOWLEDGE, CONCEPTS, ATTITUDES, SKILLS & ACTIONS Designed by Lisa Coates, MENPS, 2009

The program of inquiry 2016 Designed by Lisa Coates, MENPS, 2009

HOW A unit of inquiry WORKS Designed by Lisa Coates, MENPS, 2009

HOW A unit of inquiry WORKS Designed by Lisa Coates, MENPS, 2009

Who We Are An inquiry into the nature of personal, physical, mental, social and spiritual health.

Central Idea Personal relationships may contribute to emotional and physical well being.

Key Concepts Related Concepts Form Reflection Causation Relationships Well-being Balanced

Lines of Inquiry Form: Aspects of physical and emotional health  Reflection: Identifying the elements of a healthy lifestyle Causation: The connection between relationships and emotional and physical wellbeing.

Teacher Questions What are the aspects of physical health? What are the aspects of emotional health? How do we know that we are living a healthy lifestyle? What is the connection between relationships and physical / emotional well-being?

Independence Appreciation Attributes Balanced Reflective Open-Minded Attitudes Independence Appreciation

Transdisciplinary Connections Skill Focus: Communication: non-verbal communication Thinking: analysis Research: observing, organizing data Self Management: healthy lifestyle

Multiplication – Division - Length - Area Language Focus: Reading – Research skills Writing – Procedural Grammar - Maths Focus: Multiplication – Division - Length - Area

HOW A unit of inquiry WORKS Designed by Lisa Coates, MENPS, 2009

HOW A unit of inquiry WORKS Designed by Lisa Coates, MENPS, 2009

? Any questions Designed by Lisa Coates, snps, 2016