Introduction to the Primary Years Programme: The main

features together in a unit of inquiry

11th September 2012

Ice BreakerLook at the words which are all about the

PYP and make a sentence using as many of these words as you can, e.g. The PYP fosters lifelong learning. Who can make the sentence including the most words?

OR Draw a picture including the different

concepts mentioned.

You have 4 minutes.

What is the PYP?

The International Baccalaureate Primary Years Programme, designed for students aged 3 to 12, is a transdisciplinary programme of international education designed to foster the development of the whole child as an inquirer, both in the classroom and in the world outside. It encompasses social, physical, emotional and needs in addition to academic development, and prepares students to be active participants in a lifelong journey of learning. The PYP … creates a relevant, engaging, challenging and significant educational framework for all children. From Early Childhood and Elementary Programme Handbooks

A central idea

The PYP is a transdisciplinary programme of international education designed to foster the development of the whole child as an inquirer, both in the classroom and in the world outside.

W.I.L.F: To be actively involved in this workshop through you trying out activities and asking and answering questions.

T.I.B: The more you know about the PYP, the more able you are to help your children.

Agenda

1. What are the essential elements of the PYP?

2. What are the different stages of a unit of inquiry?

3. How are students assessed?

4. Where can we get more information?

Tuning in: Question Dice

Curiosity is at the heart of learning.

1. Work in groups. The first person throws the dice, the second makes a question e.g. How would… / Why is … about the PYP and the third adds the question to the question dice mat. Each of the four sections has a different heading: How; When/Where; Why; Who/Which/What. (10 mins)

2. Go to another group and try to answer their questions. (5 mins)

PLANNINGCollaborative Planning and Reflecting Days occur between two class teachers, who finalise the planning of their current or upcoming units e.g. by fine tuning assessment tasks based on what they have learnt about the students during the tuning in stage. They also review and evaluate their most recent units of inquiry. Single subject and other class teachers also attend.

UOI planner – section one1. What is our purpose?

To inquire into the following: Transdisciplinary theme

How the world works. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles, the impact of scientific and technological advances on society and on the environment.

Central idea

The production of energy has an impact on our lives and on the environment. Summative assessment task(s)Students produce a model of an energy efficient home, demonstrating as many types of renewal energy and energy saving devices as they can. The model house will demonstrate their understanding of circuits to run light globes and small fans. The houses will be presented during theme week where the students will be able to discuss the energy saving components they have used and the reduced impact this will have on the environment). The genre focus for this unit is ‘explanation’ and students will be expected to produce both a written and oral explanation of their model houses.

Curriculum focus: Science, Social studies

Summative assessment

?????Encourages students to link what they are

doing with real life applications.Takes into account visual, auditory &

kinaesthetic learners.Students learn new skills such as problem-

solving or research skills through exploration & experimentation.

Teachers can focus on how learning is taking place not just what is being learnt. This allows students to independently plan, develop & monitor their progress & encourages them to develop strategies for more effective learning.

Advantages of creating / producingEncourages students to link what they are

doing with real life applications.Takes into account visual, auditory &

kinaesthetic learners.Students learn new skills such as problem-

solving or research skills through exploration & experimentation.

Teachers can focus on how learning is taking place not just what is being learnt. This allows students to independently plan, develop & monitor their progress & encourages them to develop strategies for more effective learning.

Inquiry: accumulating necessary skills and

knowledgeIn groups, complete the programme of inquiry

(POI) quiz.Answer the True / False questions by looking at

the information on the PYP noticeboard. (8 mins)

In inquiry-based learning students are involved in gathering information and finding out for themselves – not simply being told by the teacher. Learning new skills often happens through exploration with the teacher teaching a skill (or getting other students to teach it) at the point of need.

What do we want to learn?The written curriculum incorporates five essential elements:

• CONCEPTS • SKILLS• ATTITUDES• ACTION • KNOWLEDGE

The first four – concepts, skills, attitudes and actions – are

relevant in and across all subject areas and provide the framework for

structured and purposeful inquiry.

The fifth element is knowledge, a holistic understanding of ideas, not simply the acquisition of facts and skills.

Essential elementsWork in two groups – A or B.Categorise each word or phrase

into six groups: concepts, skills, attitudes, action, knowledge; and learner profile attributes.

Go to the other group and check their answers. Together you will have complete answers for four of the essential elements.

Essential elements: Key conceptsForm What is it like?

Function How does it work?

Causation Why is it like it is?

Change How is it changing?

Connection How is it connected to other

things?

Perspective What are the points of view?

Responsibility What is our responsibility?

Reflection How do we know?

Appreciation

Appreciation

Commitment

Commitment

Cooperation

Cooperation

Attitudes

ConfidenceConfidence

CreativityCreativity

CuriosityCuriosity EmpathyEmpathy

EnthusiasmEnthusiasm

IndependenceIndependenceIntegrityIntegrity

RespectRespect

ToleranceTolerance

Action Develops the student’s learning

◦ Could be as simple as bringing a book to school to share

May have a wider social impact◦ Could involve community

service◦ Can show responsibility for

others and the environment

Our units are organised around 6 transdisciplinary themes:

Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the planet

Through relevant, challenging and engaging programmes, we inspire students to become skillful and courageous, empowering them to participate responsibly, successfully and with integrity in the global community. BIS Mission Statement

IB Learner Profile

BALANCED

Developing the learner profile attributes will help our students to become internationally minded.

How to find out more

The Primary Years ProgrammeTowards a continuum of international educationAvailable online athttp://www.ibo.org/documentlibrary/programmeguidesdocuments/index.cfm

Class newsletters / blogs and iBISBIS website www.bisedu.or.id and IBO websitePYP notice board and wall of fameFabulous Friday class presentationsMore BIS workshops coming up in 2012-2013Ask your child / portfolioAsk your child’s teacher (or Ms. Mary / Ibu Vini)

Did we achieve our goals?

1. What are the essential elements of the PYP?

2. What are the different stages of a unit of inquiry?

3. How are students assessed?

4. Where can we get more information?

Have our questions been answered?Please fill in an Exit Card, and

returnto either of us. Thank you .

Thank you for coming