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1. Primary Years Programme
2. International Baccalaureate General Regulations
3. ScopeThe International Baccalaureate Organization is a
foundation that has developed and offers three programmes of
international education: Primary Years Programme (PYP) the Middle
Years Programme (MYP) Diploma Programme
4. An IB World School school, that has been authorized by the
IB Organization to offer one or more of its programmes.
5. The purposes of the PYP scope and sequence documents are to:
provide a tool to inform the whole school community about teaching
and learning in each subject area make transparent the essential
elements of the PYP in the context of the subject areas clarify the
role of the subject areas in a transdisciplinary programme
6. What it means to be an IB World School
7. The importance of the learner is in the centre of
educational process The schools curriculum includes all student
activities The outward and forward thinking school
8. Application Process Consideration phase Candidate phase
Authorization phase
9. Does the Role of the PedagogicalLeadership Team Change
overTime? Time-consuming Dread, inertia, fatigue, cynicism, of
insight, enthusiasm need to be managed To meet all the requirements
of the programme
10. IB Learner Profile
11. Role and Responsibilities of Schools
12. Role and Responsibilities ofSchools Conform to the Rules
for IB World Schools: PYP Follow the Education Programme aimed at
Ss in the 3-12 age group. Schools are self-sustained for quality of
teaching of the PYP. Schools should inform the trustees of the PYP
and how the school realizes it. The IB organization does not
guarantee that a school will remain capable to implement the
PYP.
13. The transdisciplinary nature of the programmesix
transdisciplinary themes. Who we are Where we are in place and time
How we express ourselves How the world works How we organize
14. International-mindedness in thePYPopportunities: to learn
about world issues to get involved in activities that encourage
responsible citizenship
15. How do we choose tocommunicate information aboutassessment?
Assessment without feedback is merely judgment Feedback is the
component of assessment that lets us interpret the judgment and
improve our work.
16. Assessment as feedbackThe teacher needs to consider: if the
nature of students inquiry develops over nature if students are
becoming aware that real problems require solutions based on the
integration of knowledge that spans and connects many subject areas
if students are demonstrating mastery of skills and an accumulation
of a comprehensive knowledge base to enable them to conduct their
inquiries successfully, find solutions and solve problems if
students are demonstrating both
17. The construction of knowledgeChildren should get an
opportunity to: test and revise their models make connections
between their previous and current perceptions construct their own
meaning
18. Inquiry as a pedagogical approach exploring, wondering and
questioning experimenting and playing with possibilities making
connections between previous learning and current learning making
predictions and acting purposefully to see what happens collecting
data and reporting findings clarifying existing ideas and
reappraising perceptions of events deepening understanding through
the application of a concept making and testing theories
researching and seeking information
19. The ProcessInquiry Action
20. A concept-driven curriculum
21. Models of shared pedagogical leadership Compulsory
components of all pedagogical leadership models Programme
Coordinator School principal
22. Matrix model of pedagogical leadership Head of school
School principal Programme coordinator Classroom teachers
Single-subject teachers
23. Responsibilities of the pedagogical leadership team The
school should: identify and train teachers to take on
responsibilities for pedagogical leadership develop, in
collaboration with specific interest groups, a clear, long-term
strategic plan, with actions and a timeline for its implementation
develop and implement the school language policy develop and
implement the school assessment policy.
24. To support the students,the school should: ensure that the
curriculum promotes students making connections, thinking
conceptually and critically, and reflecting on their own learning
ensure support is available for students with diagnosed special
needs ensure the balance between transdisciplinary and disciplinary
learning ensure that the knowledge component of the school
curriculum is worth knowing
25. PYP(Primary Years Programme) A Curriculum Framework for
International Primary Education, created by International
Baccalaureate
26. What are the beliefs and valuesthat drive the PYP? IB
learner profile
27. What is curriculum? all students should be supported to
participate in the programme to the fullest extent possible the
schools curriculum includes all those student activities, academic
and non- academic, for which the school takes responsibility, since
they all have an impact on student learning
28. CurriculumWhat do we want to learn? The written curriculum
the identification of a framework of whats worth knowingHow best
will we learn? The taught curriculum the theory and application of
good classroom practiceHow will we know what we have The assessed
curriculumlearned? the theory and application of effective
assessment
29. What do we want to learn?Essential elements of the written
curriculum Knowledge Concepts Skills Attitudes Action
30. How best will we learn? Inquiry Planning (list of learning
objectives) ICT (information and communication technologies)
31. How will we know what we havelearned? Assessment ! feedback
on the learning process
32. Points for consideration if the nature of students inquiry
develops over timeif they are asking questions of more depth if
students are becoming aware that real problems require solutions
based on the integration of knowledge that spans and connects many
areas if students are demonstrating mastery of skills if students
are accumulating a comprehensive knowledge base and can apply their
understanding to further their inquiries successfully if students
are demonstrating both independence and an ability to work
collaboratively
33. Subject areas Language Mathematics Science Social Studies
Personal, social and physical education Arts