Primary Years Programme FLIBS PYP: PYP Chair: Sandy Wesson PYP Chair Elect: Rachel Goodnow PYP Secretary: Gayle Baisch Grants Committee: Cynthia Doyle

© International Baccalaureate Organization Goals for FLIBS PYP  Increase active participation in FLIBS by all PYP Schools in Florida  Market the value of networking, collaboration, and professional development opportunities at FLIBS  Advertise PYP participation in the world community through increased presence on FLIBS website  Support goals of FLIBS for increased membership  Provide information and support to Florida PYP Schools  Actively participate in the PYP Review Cycle  hy is the PYP being reviewed?  The IB wants to ensure that Primary Years Programme (PYP) remains a relevant and compatible curriculum framework for the learners of today.  How will the IB review the PYP?  Curriculum review for PYP is a multi-step and cyclical process that evaluates how PYP schools understand and implement the programme; identifying PYP school’s successes, needs and challenges; and canvassing current research and trend in education. This will involve consulting PYP schools about their experience in the programme as well as experts in the field of education and child development.  How often is the PYP reviewed?  The PYP process of curriculum review follows a seven-year cycle. This includes an investigation (research) year, three years of curriculum review meetings and document development managed by the PYP development team in The Hague, and three years of implementation before the cycle begins again. When is the next review scheduled to come out? Given that the Primary Years Programme has been available for 15 years and that one of the IB’s commitment focuses on alignment between the four programmes, a review of the PYP, in its entirety, will commence in October 2012 and be carried out until The review will result in a new/updated suite of documents available to schools in  When and how can I share my opinion?  Surveys will be distributed to PYP schools between October and November 2012 with the results being used to help the IB better understand the relationship between the implementation of the PYP and student learning outcomes, pedagogical support and strategies available in schools. All PYP schools can contact IB at to learn more about the review and to post any questions or comments they may have about the process.  Who is involved in the review?  The PYP development team will be conducting focus groups at all the IB regional conferences over the next few years to elicit feedback on the programme and its review. All IB PYP World Schools should expect to be contacted over the coming year with an invitation to participate in the review process. In the meantime, we invite all PYP schools to contact IB at pyp- to post any questions or comments they may have about the process.  Where does the research come from?  Curriculum development in the IB is research-based. The IB research department staff contributes to the planning of research, training of staff involved in research, and specific research projects. The curriculum is periodically assessed, according to a specified timeline, as part of review and development. School input, representative of all regions, is generated through questionnaires and focus groups. The methodology and results of the assessment are presented in a report that is documented, circulated and archived. In addition, a review of relevant literature is periodically undertaken, normally prior to review and development, and documented as part of a research project.  How to get involved?  Curriculum development within the IB is a consultative and collaborative process. Consultants are carefully selected according to a specified procedure and process. The PYP Development team, based in The Hague, is responsible for developing and revising curriculum publications. Curriculum development groups meet to address specific issues, such as: curriculum development in transdisciplinary areas or subject areas the production of curriculum support materials aspects of planning, pedagogy and assessment. Curriculum development meetings usually take place at the IB Global Centre, The Hague, although there are other ways that IB educators can contribute to the curriculum development process. At any time, schools are invited to recommend exemplary administrators, coordinators and teachers to participate in curriculum development meetings by using the Teacher recommendation form (available in the “Forms” section of the Coordinator’s handbook 2012–2013 and on the OCC). Please contact if you are interested in curriculum development.  How will I know what is happening with the review?  The PYP development team based will regularly communicate with all its stakeholders the activities and developments relating to the review. PYP schools and educators can access the latest development news through the official PYP blog pages located at  What changes should I expect?  In 2016, a fresh suite of PYP documents will be published and shared with PYP schools.  Will the PYP planner be revised to reflect the elements of the new programme model?  The addition of “Approaches to Teaching and Learning” reflects the IB’s commitment to clear alignment between the programmes. In effect it is simply re-naming the three components of the PYP curriculum cycle (written, taught, assessed) and the PYP essential element of transdisciplinary skills into something that is used across the IB continuum of programmes. Given that, the PYP planner continues to serve as a tool for the collaborative planning process with no changes needed. A complete review of the collaborative planning process, and the PYP planner as part of that process, will begin in 2013 as part of the overall review of the programme. Page 2

© International Baccalaureate Organization 2007 PYP Review Cycle: Launch & implementation of PYP: Principles to Practices Page 3

© International Baccalaureate Organization 2007 Goals of PYP Review Cycle  An inquiry into: 1) How are the PYP philosophies, principles and practices supported through the five essential elements? 2) How do we better support and promote the written, taught and assessed curriculum through the essential elements? 3) How do the founding PYP philosophies, principles and practices support school transformation? 4) How will each of the founding PYP philosophies, principles and practices support teachers and learners in the future? Page 4

© International Baccalaureate Organization 2007 PYP Curriculum Framework Page 5

© International Baccalaureate Organization 2007 PYP Exhibition Pilot  Response to need for PYP to support technological innovation  Where is the use of technology most meaningful?  Collaborative project PYP development/Online Learning  Common virtual learning environment, PYP teachers and students will link to peers and expand opportunities for interacting and learning in new ways.  Small scale pilot Page 6

© International Baccalaureate Organization 2007 Sharing PYP Practice  Page 7