Introduction to the Primary Years Programme: The main features together in a unit of inquiry 11 th September 2012
Nov 11, 2014
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