1. JCSRS’s journey of PYP Preliminary visit3/2007 IBO course6/2007 Candidate school 9/2007 Professional development on-going Programme of Inquiry 11/2007 Units of Inquiry 4/2008 Units implementation 6/2008

2. What did we do before PYP? EQUALS Inclusive education philosophy from mainstream education For pupils with SLD and PMLD

3. Core (PACE assessment)others English (3 strands - Reading, Writing, Listening & Speaking) ICT Maths (4 strands - using & applying, number, shape, space & measurement, handling data) History Science ( 3 strands) Design and Technology PSHE & C (5 strands) Geography Arts Music PE Drama

4. From EQUALS to PYP PYPEQUALS

5. The IB Primary Years Programme, for students aged 3 to 14 at JCSRS 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. Assessment (PYP Theme Attainment Levels) Planning (POI, UOI) Curriculum (adoption of EQUALS body of knowledge) Record keeping (Student Portfolio) Professional development School authorization & parents

6. The PYP essential elements: What makes up the synthesis model?

7. Transdisciplinary Inquiry Six organizing themes structure the transdisciplinary inquiry Sharing the planet How we organize ourselves Where we are in place and time How the world works How we express ourselves Who we are Six organized themes structure the transdisciplinary inquiry

8. The six transdisciplinary themes Who we are Inquiry into what it means to be human Where we are in place and time Inquiry into orientation in place and time – local and global perspective How we express ourselves Inquiry into the ways in which we discover and express ideas

9. The six transdisciplinary themes How the world works Inquiry into the natural world and its laws, the interaction between the natural world and human societies How we organize ourselves Inquiry into the interconnectedness of human- made systems and communities. Sharing the planet Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things.

10. Curriculum structure – Programme of Inquiry Who we areWhere we are in place & time How we express ourselves How the world works How we organize ourselves Sharing the planet Class 1Cycle A 1. Our senses2. The changing me 3. Ourselves5. Growing plants 4. Our school community Cycle B Me and the community Going with Barnaby Bear CelebrationsLight and sound Sorting and using materials Class 2Cycle A 1. Health & Growth 4. Improving Our school 3. Once upon a time 2. Forces and movement (pushes & pull + Magnets) 5. Field to table Cycle B I am changingThe changing environment Photograph frame Valuing money Keeping safe Class 3Cycle A 1. My Family2. Story books 4. Grouping and changing materials 5. Rules3. The Weather Cycle B My Community Rights and choices Plants and animals in the local environment The local traffic Using electricity

11. Develop central ideas and lines of inquiry Title Our senses Subject Science & Technology, PE, Arts Central idea Students will experience using their available senses to explore the familiar and wider environment. Lines of inquiry What are my 5 senses? What parts of my body are used to experience my environment? What do we like to taste/smell/hear/see/feel? What would happen if we loose a sense, or if we are limited in one sense? SciencePSEPEDramaMusic 1.2b ourselves 1.3a Ourselves (part on senses) 1.b This is Me 1.c Hands on 1.a Exploring personal space (i) touch 1.b Exploring personal space (ii) Function 2a. Space & Movement (i) Relaxation 1a sounds- vibrations (i) shaking, banging & tapping 1b sounds- vibrations (ii) plucking & blowing

12. Transdisciplinary subjects SciencePSEPEDramaMusic 1.2b ourselves1.3a Ourselves (part on senses) 1.b This is Me 1.c Hands on 1.a Exploring personal space (i) touch 1.b Exploring personal space (ii) Function 2a. Space & Movement (i) Relaxation 1a sounds- vibrations (i) shaking, banging & tapping 1b sounds- vibrations (ii) plucking & blowing

13. Planning a PYP Unit of Inquiry

14. The PYP Unit Planner Central Idea & Inquiry Into Resources Key Questions Student Activities Assessment Evaluation

15. Student portfolio Purpose – record keeping for parents and students

16. What are the gains? Transdisciplinary approach Planning: -increased collaboration in addressing curriculum and student needs -builds on students prior knowledge and experience Assessing: -evaluating collaboratively -using formative assessment to give students regular and ongoing feedback throughout the unit Teaching: -addressing the needs of students with different levels and types of ability -building on what students know -using multiple resources representing multiple perspectives -empowering students to feel responsible and to take action

17. Other possible gains? Cooperative learning Peer support Inquiry driven Experimental Flexible grouping Balance of formative and summative assessment Access to other languages

18. Projections PYP Unit Planning:Unit 1 Unit Implementation Unit Evaluation PYP Unit Planning:Unit 2 Unit Implementation Unit Evaluation To be continued……