International Baccalaureate Primary Years Programme...23 International Baccalaureate Primary Years...

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International Baccalaureate Primary Years Programme

Phillippi Shores Elementary School Mission Statement:

The family of Phillippi Shores Elementary School strives to grow inward, outward and upward

as we inquire, think, communicate and take creative risks.

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www.ibo.org

IBO mission statementThe International Baccalaureate Organization aims todevelop inquiring, knowledgeable and caring youngpeople who help to create a better and more peacefulworld through intercultural understanding and respect.To this end the IBO works with schools, governmentsand international organizations to develop challengingprogrammes of international education and rigorousassessment.These programmes encourage students across theworld to become active, compassionate and lifelonglearners who understand that other people, with theirdifferences, can also be right.

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Why the Primary Years Programme?

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The Primary Years Program focuses on thedevelopment of the whole child in theclassroom and in the world outside.

It offers a framework that meets children’sneeds:

physical,academic, social, emotional and cultural.

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Internationalism

The chief purpose is to establish a concept of an international community where individuals celebrate

diversity and commonalities.

The challenge is to foster citizenship at theimmediate level, national level and in a global sense.


Student ProfilePYP schools develop students who are:

InquirersThinkers

CommunicatorsRisk-takers

KnowledgeablePrincipled

CaringOpen-minded

Well-balancedReflective


We want students to feel, value and demonstrate:

Cooperation

Appreciation Commitment

Confidence

Creativity Curiosity

Empathy

Enthusiasm

Independence

Integrity

Respect

Tolerance


At the heart of the PYP is a commitment to structured inquiry as a vehicle to learning.

Students explore subject areas through these themes which takes them beyond the subjects’ boundaries.

Six transdisciplinary themes provide the framework for the distribution of knowledge.

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These six organized themes help teachers and students explore knowledge in the broadest sense of the word.


An inquiry Into:Who we are

An exploration of:the nature of the self

our beliefs and values

personal, physical, mental, social and spiritual health

what it means to be human.

our rights and responsibilities

our families, friends, communities, and cultures


An inquiry into:Where we are in place and time

An exploration of:

the contribution of individuals and civilizations.the discoveries, explorations and migrations of humankindour homes and journeyshistory and geography from local and global perspectivesour personal histories our orientation in place and time


An inquiry into:How we express ourselvesAn exploration of:

the ways in which we discover and express our nature, ideas, feelings, beliefs and valuesthrough language and the arts.


An inquiry into:How the world works

An exploration of:

the world of science and technology.

natural and human-made phenomena

the physical and material world


An inquiry into:How we organize ourselvesAn exploration of:

employment and unemployment and their impact on us and the world around us.

the world of work, its nature and its value

human systems and communities


An inquiry into:Sharing the planet

An exploration of:our rights and responsibilities as we strive to share finite resources with other people and with other living thingscommunities and the relationships within andbetween them.


The PYPcurriculum hasthree components:

What do we want to learn?

How best will we learn?

How will we know what we have learned?

Learners Constructing Meaning

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What do we want children to understand?Teachers and students use key questions that are concept-based to structure the units of inquiry.

Form What is it like?

Reflection How do we know?Responsibility What is our responsibility?

Perspective What are the points of view?Connection How is it connected to other things?

Change How is it changing?Causation Why is it like it is?

Function How does it work?

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What do want students to be able to do?Five transdisciplinary skills acquired during the process of inquiry.

Self-management skillsResearch skillsSocial skillsCommunication skillsThinking skills

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Units planners assist teachers in developing effective inquiry.

The unit planner is designed around seven open ended questions.

To what extent did we achieve our purpose?How will we take action?

How will we know what we have learned?How best will we learn?

How do we want to learn?

What is our purpose?What resources will we use?

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How do we want students to act?Students are encouraged to reflect, to make informed choicesand to take action that will help their peers, school and the

community.

ReflectChoose

Act


Grade level responsibilitiesEvery grade level must

create a planner for each of the six themes.

incorporate the IB philosophy into their teaching methods.

take 4-6 weeks to implement each planner.

assess the students on the work completed on each planner.

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How best will we learn?Teachers use structured collaborative planning time fordeveloping units of inquiry called planners that incorporate adiversity of strategies which are appropriate to the needs ofstudents.

Professional Development

Collaborative Planning

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The PYP position is that students are best served by aprogram of study which is commonly agreed upon by

school’s teachers and administrators.

Significant---contributing to an understanding of the overall theme

Relevant---linked to students’ prior knowledge and experiences

Engaging---actively engage students in their own learning

Challenging---extend prior knowledge and experiencesof students

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Knowledge: What do we want students to know?

The PYP identifies a body of significant knowledge in six subject areas for all students in all cultures.

social studies language mathematics

science technology art

A PYP school is expected to provide for an additional languageother than the school’s primary language of instruction.

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How will we know what we have learned?

Assessments are of two types:

Summative assessment happens at the end of the teaching and learning process and gives students the opportunity todemonstrate what they have learned.

Formative assessment is interwoven with daily learning.


language

mathemaics

action ?

Sharing the planet Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organizeourselves

socialstudies

artsscience and technology

personal,socialandphysicaleducation

concepts

skills

attitudes

language

mathematics

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Family ParticipationThe Primary Years Program sees learning as a The Primary Years Program sees learning as a partnership between student, parent, and school.partnership between student, parent, and school.

You can help your child by:You can help your child by:

Maintaining regularMaintaining regularcontact with the school.contact with the school.

Sharing books.Sharing books.

Assisting your child withAssisting your child withresearch projects.research projects.

Providing an appropriate settingProviding an appropriate settingand structured routine for doingand structured routine for doinghomework.homework.

Attending curriculumAttending curriculuminformation sessions atinformation sessions atschool and parent/teacherschool and parent/teacherconferences.conferences.

Asking questions if youAsking questions if youdondon’’t understand.t understand.

International Baccalaureate Primary Years Programme...23 International Baccalaureate Primary Years...

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