The document describes the Primary Years Programme at Michelangelo International Elementary School. It provides an overview of the school's mission, vision, and values which emphasize academic excellence, developing lifelong learners, and fostering international-mindedness. The school implements both the Quebec Educational Program and the International Baccalaureate Primary Years Programme (PYP), focusing on developing inquiry, communication, thinking, and social skills in students.

1. Primary Years Programme

2. Our Mission
Education, Commitment, Excellence
Michelangelo International Elementary School provides
an inclusive collaborative learning environment that
merges both the Quebec Educational Program and the
International Baccalaureate Primary Years Programme.
We are committed to provide our students with
academic excellence, to challenge them with high quality
education and to develop lifelong learners by creating an
environment of respect and intellectual curiosity.

3. OUR VISION
 Give students the foundation to develop and enhance
communication, thinking, research, social and self-
management skills. Students will continue to be
motivated life-long learners with a better
understanding and respect for the local, regional and
international world.
 At Michelangelo International Elementary School, we
foster international- mindedness through education,
commitment and excellence.

4. Points of Interest
 Students at Michelangelo International Elementary
School are encouraged to be curious about the world
around them through an inquiry-based education,
where they learn to explore, ask questions and be
inquisitive.
 At Michelangelo International, learning is done
through units of inquiry prepared by the teachers.
Teachers select themes (units of inquiry) that they
know will motivate students to learn.

5. Program of Inquiry
 Units of inquiry are age appropriate and varied. Each unit
of inquiry supports students’ interests. These units help
students build their self-esteem and confidence.
 Units of inquiry in Kindergarten: All About Me, Children’s
Toys and Games, Happy Feet, Oviparous Animals, School, My
Backyard Garden
 Units of Inquiry in Grade 1: Nursery
Rhymes, Family, Where the Wild Things
Are, Cycles, Community Workers, The Farm
 Units of Inquiry in Grade 2: Exploring Friendships, Land
Before Time, Once Upon a Time, Magnets, Water on Our
Planet

6.  Units of Inquiry in Grade 3: Roles and
Relationships, Countries Different Yet Similar, Creative
Expressions, Who’s Who in the Animal World, What’s
School All About, Precious Resources
 Units of Inquiry in Grade 4: Beliefs and Strange
Phenomena, Society and Change, Stories from Around
the World, Earth, Moon and Sun, One Hand Helps
Another, A Safe and Healthy World
 Units of Inquiry in Grade 5: World
Religions, Heroes, Communications, Transformation of
Vegetation, You Are What You Eat, Waste Management
 Units of Inquiry in Grade 6: Human Rights and
Activists, Ancient Civilizations, Unfortunate
Events, Adolescence, Our City, Endangered Species

7.  Our teachers and administration have taken over 40 courses
with IB and SEBIQ as on going professional development to be
able to implement the Primary Years Programme (PYP) as
required by IBO and will continue to attend professional
development workshops.
 Our IB Facilitator trains daycare educators and lunch
supervisors as well.
 Students are encouraged to get involved in community service.
 The school is supporting Free the Children. We have helped
build a school in Kenya and our students are presently helping
raise funds to build a well in Kenya.
 An annual Blood Drive is held with HEMA Quebec.
Students help prior and during the drive.

8. What is the International Baccalaureate Organization?
The International Baccalaureate (IB) is an international non-
profit educational foundation headquartered in
Geneva, Switzerland. Founded in 1968 in Geneva, IB offers three
educational programmes for children ages 3–19.
 The Primary Years Program (PYP)-for students 3-12 years old
 The Middle Years Program (MYP)-for students 12-16 years old
 The Diploma Program (DP)-for CEGEP students
There are over 2 000 authorized IB schools in over 130 countries.

9. The Mission Statement of the IB
 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 programs encourage students across the world to
become active, compassionate and lifelong learners who
understand that other people, with their differences, can
also be right.

10. What is the “Learner Profile”?
 These are elements determined to be most important
in creating positive and productive citizens of the
world. The learner profile is central to the PYP
definition of what it means to be internationally
minded, and it directs schools to focus on the learning.

11.  At Michelangelo International the Learners Profiles are posted
everywhere are constantly being made reference to. Teachers and
students make reference to them in the curriculum and also when
dealing with conduct. They are present in student agendas as well.
 IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Principled
Communicators
Open-minded
Caring
Reflective
Balanced
Risk-takers

12. IB “Attitudes”?
 It is vital that there is also focus on the development of
personal attitudes towards people, towards the
environment and towards learning, attitudes that
contribute to the well-being of the individual and of
the group. By deciding that attitudes need to be an
essential element of the program, the PYP is making a
commitment to a values-laden curriculum.

13. Appreciation – Seeing and being thankful for the wonder and
beauty of the world and its people.
Commitment – Being responsible for my learning, showing self-
discipline, and perseverance.
Confidence – Knowing I can do it, having courage to take risks,
using what I have learned, and making good choices.
Cooperation – Working with others and being willing to lead or
follow as needed.
Creativity – Using my imagination while thinking and doing
things.
Curiosity – Being curious about the nature of learning, about the
world and cultures.

14. Empathy – Being able to put myself in someone else’s place in
order to understand her or him.
Enthusiasm – Being excited about learning and life.
Independence – Thinking and acting on my own.
Integrity – Being fair and honest.
Respect – Showing that I can care for others, our world and
myself.
Tolerance – Understanding, appreciating, and celebrating
differences in each other.

15. We solicit parental involvement
 This is what we ask parents to do:
 Know the profiles and attitudes and use the vocabulary with your child
when it fits the situation.
 Encourage your child to ask questions; model this for him/her as well
as how to go about finding the answer.
 Nurture your child’s interests and curiosity; talk with him/her; take
your child to the library to find out more.
 Catch your child showing one or more of the IB PYP profiles. Make sure
your child knows that he/she has done something good. Your approval
is a powerful way to reinforce the elements of the learner profile.
 Work with your child to improve their listening skills. Being a good
listener is an important part of communicating with others.
 Encourage your child to read books that are related to the current unit
of inquiry being covered in school.
 Help your child to become a better thinker by allowing him/her to solve
problems and make decisions on his/her own.

16. Direct quotes given by different members of the community:
 “They express themselves and are curious about the world around them”, “They often ask
questions regarding their environment and world news they hear on TV”
 “I believe that having a PYP program orientation has helped instil
creativity, curiosity, and self esteem with my daughters. I also believe that the parents
and home environment play an even higher role in our children’s education.”
 “I have a seen Matthew grow in knowledge on things usually reserved for grown-ups, his
different projects have given him exposure to areas in the world that were non-existent to
me. I believe Matthew is a more socially responsible person because of the learning he
has received through this program, he values more causes and acts more responsibly
around the house. He is also more compassionate and interested in learning new things.
He also asks us a lot of questions regarding different things, whether reading, watching
television or travelling.”
 “ My daughter is more inquisitive and she is more self sufficient, in the sense that she is
now more apt to try to figure something out on her own by doing the necessary research
and doing a “trial and error” type approach, rather than asking for a set of instructions
and someone holding her hand every step of the way.”
 “Students are more independent when working, much more inquisitive and ready to do
the research on their own. They have a sense of pride and are able to communicate their
ideas much better; they know what they want to learn and are eager to find out more
about each unit.”

17. Why IB-PYP?
Much research is being conducted on how students learn today and
how to prepare them for an ever-changing world.
We believe that every child can be motivated to learn the skills needed
to be successful.
A researcher and expert in the field is Dr. Tony Wagner, co-director of
Harvard's Change Leadership Group.
In his thoughtful analysis of future industry needs and education
readiness studies, Dr. Wagner has identified the 7 must-have skills
(COMPETENCIES) of the future:
 Critical thinking and problem-solving
 Collaboration across networks and leading by influence
 Agility and adaptability
 Initiative and entrepreneurialism
 Effective oral and written communication
 Accessing and analyzing information
 Curiosity and imagination

18. The IB PYP program starts preparing the student for the
future... right from the beginning.
They learn the competencies needed to be successful while
being respectful, compassionate, productive and
responsible global citizens .
They will also be involved in creating a better, more
peaceful world.