1. …..BECOMING AN INTERNATIONAL BACCALAUREATE SCHOOL

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

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

13. 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

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

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

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

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

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

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

20. 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.

21. 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?

22. Independence Appreciation
Attributes
Balanced Reflective Open-Minded
Attitudes
Independence Appreciation

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

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

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

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

27. ?
Any questions
Designed by Lisa Coates, snps, 2016