2 Internationalism in the PYP The Primary Years Programme aims to develop students who demonstrate the attributes of the IB Learner ProfileThe learner profile represents the qualities of internationalism which the PYP hopes will characterize its students in a complex, challenging world.
8 Essential Elements of the PYP The PYP aims for an instructional balance in the following areas to help students develop the qualities of the learner profile:Attitudes Skills Knowledge Concepts Action
10 A commitment to INQUIRY Inquiry learning is the vehicle by which the essential elements of the Primary Years Programme are presented to students.Inquiry learning builds on students’ background knowledge and previous experiences, honors their questions, and empowers them to uncover new understandings. It is the natural way by which children learn about their world.
11 AttitudesWhat students feel toward themselves, others, the world and learning.AppreciationCommitmentConfidenceCooperationCreativityCuriosityEmpathyEnthusiasmIndependenceIntegrityRespectTolerance
12 Transdisciplinary Skills What students are able to do within and across subject areas.Thinking skillsCommunication skillsSelf-Management skillsResearch skillsSocial skills
13 Knowledge Who We Are Where We Are in Place and Time Subject matter and learning themes that are significant, relevant, challenging and engaging for students.Who We AreWhere We Are in Place and TimeHow We Express OurselvesHow the World WorksHow We Organise OurselvesSharing the Planet
14 CONCEPTS By identifying concepts that have relevance within each subject area and across and beyond all subject areas, the PYP has defined an essential element for supporting its transdisciplinary model of teaching and learning. Function Definition – The understanding that everything has a purpose, a role or a way of behaving which can be investigated. KEY QUESTION – How does it work? Causation Definition – The understanding that things do not just happen, that there are casual relationships at work and that actions have consequences. KEY QUESTION – Why is it like it is? Connection Definition - The understanding that we live in a world of interacting systems in which the actions of any individual element affect others. KEY QUESTION – How is it connected to other things?
15 Reflection Definition – The understanding that there are different ways of knowing and that it is important to reflect upon our own conclusions, both with respect to the methods of reasoning we have employed and the quality and reliability of the evidence we have considered. KEY QUESTION – How do we know? Form Definition- The understanding that everything has a form with a recognisable features which can be observed, identified, described and categorised. KEY QUESTION – What is it like? Responsibility Definition – The need to develop in students the disposition towards identifying and assuming responsibility and taking positive action. KEY QUESTION – What is our responsibility? Perspective Definition – The need to develop in students the disposition towards rejecting simplistic, biased interpretations and instead seek and consider the points of views of others and develop defensible interpretations. KEY QUESTION – What are the points of view? Change Definition – The understanding that change is the process of movement from one state to the other. KEY QUESTION – How is it changing?
16 ActionStudent-initiated demonstrations of deeper learning through service to fellow students, the school and the community.