PYP: Public Information Session€¦ · PYP: Public Information Session ... PYP Structure and the...

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© International Baccalaureate Organization 2007 Page 1 PYP: Public Information Session Introduction: Queen Mary and Primary Years Programme •What is it ? •Where are we in the process ? •Timeline •Guiding constructs •Cost •Public information

Transcript of PYP: Public Information Session€¦ · PYP: Public Information Session ... PYP Structure and the...

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PYP: Public Information Session

Introduction:

Queen Mary and Primary Years Programme

•What is it ?•Where are we in the process ?•Timeline•Guiding constructs•Cost•Public information

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PYP – Why Global?

Why “international mindedness”?

•Global issues are important

•They affect us all

•Education should deal with what is important and has impact on us.

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PYP - Why Global?

Why should we “go global” at all?

Research evidence

1 in 3secondary teachers feel schools fail to prepare children for a fastchanging globalized world

5 in 8children are not learning about major world events and problems at school

Ipsos-Mori / Geographical Association Survey 2009

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PYP - Why Global?

Why should we “go global” at all?

Research evidence

93% of young people think it is important to learn about issues affecting people’s lives in different parts of the world

92%of young people think it is important to learn where the things they use, like food, energy, and water come from

Ipsos-Mori / Geographical Association Survey 2009

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PYP - Why Global?

Why should we “go global” at all?

Research evidence

4 in 5Students think it is important that schools help them understand what people can do to make the world a better place

Development Education Association (DEA) and Ipsos-Mori Students 11-16 years old, July 2008

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PYP Going Global and International

GlobalFocuses on:

Issues that relate to all countries and people, across national and regional boundaries

How global issues affect us –but recognizes differences in impact between countries

Whole planet – environment and people

InternationalFocuses on:

Characteristics of different countries, cultures, languages

Differences, but recognizes common characteristics and features

Parts of the world, and how they differ and inter-relate

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PYP International Learner

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

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PYP Concepts at the Heart of International Mindedness

• 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

And these are the six core PYP themes

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Programmes : What is the Learner Profile?It’s the IB mission statement translated into a set of learning outcomes for the 21st century.

The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools.

IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

IB learners strive to be:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

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PYP

PYP Action Cycle

Action

Action cycle

ChooseReflect

Act

Voluntary demonstration

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IB Mission Statement

The International Baccalaureate 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 organization 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.

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Why PYP ?

IB programmes are recognized around the world and ensure an increased adaptability and mobility for IB students.

The curriculum and pedagogy of IB programmes focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language.

IB teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world.

The core components of IB programmes encourage students to participate in creative and service-oriented activities, while at the same time emphasizing the importance of reflection on a personal and academic level.

http://www.ibo.org/parents/

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PYP: Differences You May Notice

Increased emphasis on:� Pursuing open-ended inquiry and real-life investiga tions� Greater awareness of the needs of additional-langua ge learners� Empowering students to feel responsible and to take action� Grouping and re-grouping students for a variety of learning situations� Using multiple resources representing multiple pers pectives� Involving students in self and peer assessment� Involving students in planning for their own learni ng and assessing� Using a range and balance of assessment strategies and tools� Providing regular feedback to students about their learning � Planning of inquiry units that:

-emphasize the connections between and beyond the s ubject areas-explore similarities and differences between cultu res/places-explore broad human experiences from a range of pe rspectives

focus directly on significant issues

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International Baccalaureate:A continuum of international education at Queen Mary

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IB mission statement

Primary Years ProgrammmeIntroduced in 1997

Schools must offer the PYP as an inclusive programme for all students

Middle Years ProgrammeIntroduced in 1994

Schools are strongly encouraged to implement the MYP as an inclusive programmefor all students

Diploma ProgrammeIntroduced in 1969

Schools implement the DP as an programme for all qualified students

The IB continuum inception

PYP MYP DP

Programme standards and practices

IB learner profile

Capilano & Queen Mary K-7 Carson Graham 8-10 Carson Graham 11-12

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PYP Curriculum

The BC Curriculum will continue to be followed and the

Provincial Prescribed Learning Outcomes will still be met,

however, the delivery of the BC Curriculum will follow the

guidelines of the IB Primary Years Programme.

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PYP

PYP Theme Structure

Curriculum framework organized around units of inquiry within six 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

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PYP

PYP Subject Structure

Programme of inquiry and scope & sequence for six subject areas:

•Language•Mathematics•Social studies•Science•Arts•Personal, social & physical education

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PYP Structure and the BC Curriculum

What:What:Prescribed content Prescribed content as identified by the BC curriculum is developed through units of inquiry at each grade level.

How:How:Guided inquiry within conceptGuided inquiry within concept --based instructional activitiesbased instructional activitiesallows for crossallows for cross -- curricularcurricularconnections to be made.connections to be made.

StudentStudent --initiated inquiries andinitiated inquiries andquestions arise from theirquestions arise from theirlearning which guides furtherlearning which guides furtherlearning and/or leads to studentlearning and/or leads to student --initiated action.initiated action.

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PYP

PYP ‘Learning to Learn’

Learners constructing meaning

Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)

Promotes metacognitive performance (the ability to use self-knowledge to improve)

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Learners constructing meaning: The PYP definition of curriculum

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PYP

PYP Assessment Structure

Internal assessment of all aspects of a student’s learning based on criteria developed by the teacher, often with student involvement, relevant to the context of the learning.

Provides feedback on the learning process as a basis for future learning

Schools must develop an assessment policy

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PYP

PYP Consolidation of Learning (final year of PYP)

Exhibition

Real life issue identified by students and explored through an extended and collaborative inquiry

Learner profile attributes reflected on and developed.

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Becoming a Fully Accredited PYP SchoolThere are three stages of the application process.1. Investigation Phase: Submitted and accepted by the IBO in November 2012

2012-2013: Staff members are working together to l earn about the main components of the IB Primary Years Programme (PYP).

2. Application A (Application for School Candidacy): Submission date: April 1st 20132013-2014:Candidate phase year . Queen Mary will be preparing for the third stage of the application process.All teachers will complete Level 1 PYP training by October 2014. Five units of inquiry will be written and taught from Grades 1 -7.The sixth will be written and ready for September 2014.

3. Application B (Application for full status as an IB World School):Submission date: October 2014.Fall 2014: Last unit of inquiry will taught .Spring 2015: A team of IBO officials will visit Quee n Mary to evaluate the school as a potential IB World School. After the sc hool has been recognized as an IB World School, evaluation teams will re-vis it after three years and then every 5 years. Teacher training will continue .