PYP PASSION!
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Transcript of PYP PASSION!
Wednesday, April 7th 2010
PYP PASSION!
FDR’S MISSIONOur mission is to empower our students to pursue their passion for learning, lead lives of integrity and create socially responsible solutions
FDR’S VISION STATEMENT
The school will provide an educational experience that:
Is academically rigorous
Enhances student learning through a diversity of teaching practices and styles
Encourages independent thought, collaboration and artistic expression
Offers choices in curricular and co-curricular activities
Promotes environmental responsibility and social awareness
Is competitive by international standards.For a community that is united by the
English language
FDR IS AN IB WORLD FDR IS AN IB WORLD SCHOOLSCHOOL The International Baccalaureate Organization aims to develop
inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
FDR offers all three IB programmes: The Primary Years Programme - EC3 - G5 The Middle Years Programme - G6 - G10 The Diploma Programme - G11 and G12
INTERNATIONALISM
Communicator
Caring
Risk Taker
Open Minded
Reflective
Principled
Thinker
Inquirer
Knowledgeable
Balanced
THE PRIMARY YEARS PROGRAMME
FDR follows the PYP from EC3 - G5
The PYP offers a child-centered curriculum framework that ensures that the learning is:EngagingRelevantChallengingSignificantTransdisciplinary
THE BIG FIVE! Knowledge: Significant and relevant content that we wish
students to explore and know, taking into consideration prior experience and understandings.
Concepts: Powerful ideas that have relevance within subject areas but also transcend them. Students must explore concepts in order to develop deeper understanding.
Skills: Capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary.
Attitudes: Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.
Action: Demonstrations of deeper learning in responsible behavior through responsible action.
TRANSDISCIPLINARY THEMES
Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organize ourselves
Sharing the planet
CONCEPTS # 1CONCEPTS # 1 FORM: What is it like?FORM: What is it like?
The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.
FUNCTION: How does it work?FUNCTION: How does it work? The understanding that everything has a purpose, a role or a way
of behaving that can be investigated.
CAUSATION: Why is it like it is?CAUSATION: Why is it like it is? The understanding that things do not just happen, that there are
causal relationships at work, and that actions have consequences.
CHANGE: How is it changing?CHANGE: How is it changing? The understanding that change is the process of movement from
one state to another. It is universal and inevitable.
CONCEPTS # 2CONCEPTS # 2 CONNECTION: How is it connected to other things?CONNECTION: How is it connected to other things?
The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
PERSPECTIVE: What are the points of view?PERSPECTIVE: What are the points of view? The understanding that knowledge is moderated by perspectives; different
perspectives lead to different interpretations, understandings and findings.
RESPONSIBILITY: What is our responsibility?RESPONSIBILITY: What is our responsibility? The understanding that people make choices based on their
understandings, and the actions they take as a result do make a difference.
REFLECTION: How do we know?REFLECTION: How do we know? The understanding that there are different ways of knowing, and that it is
important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.
SKILLS # 1SKILLS # 1Thinking Skills:Thinking Skills:
Acquisition of knowledgeComprehensionApplicationAnalysisSynthesisEvaluationDialectical thoughtMetacognition
SKILLS # 2Communication Skills:Communication Skills:
ListeningSpeakingReadingWritingViewingPresentingNon-Verbal communication
SKILLS #3SKILLS #3Social Skills: Social Skills:
Accepting responsibilityRespecting othersCooperatingResolving conflictGroup decision-makingAdopting a variety of group roles
SKILLS # 4Self-Management Skills:Self-Management Skills:
Gross motor skillsFine motor skillsSpatial awarenessOrganizationTime managementSafetyHealthy lifestyleCodes of behavior Informed choices
SKILLS # 5Research Skills:Research Skills:
Formulating questionsObservingPlanningCollecting dataRecording dataOrganizing data Interpreting dataPresenting research findings
PYP ATTITUDESAppreciation
Commitment
Confidence
Cooperation
Creativity
Curiosity
Enthusiasm
Independence
Respect
Tolerance
Integrity
Empathy
ACTION # 1In the PYP, it is believed that education must
extend beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action.
An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the student as a result of the learning process.
ACTION # 2
ACTION BEYOND THE CLASSROOM
A parent reports to a teacher that her 4-year-old has taken action at home, after having been on a school excursion to a recycling station/sewage plant/center. Parent: On your trip did the children learn about water conservation?
Teacher: It was one component of our investigations. Why do you ask?
Parent: Because during the weekend I was starting the shower for my son. He ran out of the room and came back with a bucket, and put it under the shower. When I asked him what he was doing, he replied: “I’m catching the water that is not hot enough yet for my shower, so I can save it and give the garden a drink after my shower.”
Teacher: That’s really interesting. He is taking action as a result of what he learned. Please let me know if this continues and if you notice anything else.
THE EXHIBITIONThe Exhibition takes place in semester 2 of Grade 5
It is a synthesis of all five essential elements in the PYP and is the culminating event of the programme.
Students work in groups and investigate a common area of interest.
The assessment of students in the Exhibition is process driven rather than product driven.
All that we do in the elementary school prepares students for the Exhibition!
PYP CURRICULUM MODEL
WHAT DOES INQUIRY LOOK LIKE?
Exploring, wondering and questioning
Experimenting and playing with possibilities
Solving problems in a variety of ways ways
Making connections between previous learning and current learning
Making predictions and acting purposefully to see what happens
Taking and defending a position
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
ASSESSMENT