1. Introduction to the Primary Years
Programme: The main features
together in a
unit of inquiry
11th September 2012
2.
3. Ice Breaker
Look at the words which are all about the PYP and
make a sentence using as many of these words as
you can, e.g. The PYP fosters lifelong learning.
Who can make the sentence including the most
words?
OR
Draw a picture including the different concepts
mentioned.
You have 4 minutes.
4. What is the PYP?
The International Baccalaureate Primary Years
Programme, designed for students aged 3 to 12, is a
transdisciplinary programme of international
education designed to foster the development of the
whole child as an inquirer, both in the classroom and
in the world outside. It encompasses
social, physical, emotional and needs in addition to
academic development, and prepares students to be
active participants in a lifelong journey of learning.
The PYP … creates a
relevant, engaging, challenging and significant
educational framework for all children. From Early
Childhood and Elementary Programme Handbooks
5. A central idea
The PYP is a transdisciplinary
programme of international
education designed to foster the
development of the whole child as an
inquirer, both in the classroom and
in the world outside.
6. W.I.L.F: To be actively involved in
this workshop through you trying
out activities and asking and
answering questions.
T.I.B: The more you know
about the PYP, the more
able you are to help your
children.
7. Agenda
1. What are the essential elements of
the PYP?
2. What are the different stages of a
unit of inquiry?
3. How are students assessed?
4. Where can we get more
information?
8. Tuning in: Question Dice
1. Work in groups. The first
person throws the dice, the
second makes a question
e.g. How would… / Why is
… about the PYP and the
third adds the question to
the question dice mat.
Each of the four sections
has a different heading:
How; When/Where; Why;
Who/Which/What. (10
Curiosity is at the heart of mins)
learning. 2. Go to another group and
try to answer their
questions. (5 mins)
9. PLANNING
Collaborative Planning and Reflecting Days occur between two class teachers, who
finalise the planning of their current or upcoming units e.g. by fine tuning assessment
tasks based on what they have learnt about the students during the tuning in stage. They
also review and evaluate their most recent units of inquiry. Single subject and other class
teachers also attend.
10. UOI planner – section one
1. What is our purpose?
To inquire into the following:
Transdisciplinary theme
How the world works. An inquiry into the natural world and its laws; the
interaction between the natural world (physical and biological) and human
societies; how humans use their understanding of scientific principles, the impact
of scientific and technological advances on society and on the environment .
Central idea
The production of energy has an impact on our lives and on the environment .
Summative assessment task(s)
Students produce a model of an energy efficient home, demonstrating as many
types of renewal energy and energy saving devices as they can. The model
house will demonstrate their understanding of circuits to run light globes and
small fans. The houses will be presented during theme week where the students
will be able to discuss the energy saving components they have used and the
reduced impact this will have on the environment). The genre focus for this unit
is ‘explanation’ and students will be expected to produce both a written and oral
explanation of their model houses.
Curriculum focus: Science, Social studies
12. ?????
Encourages students to link what they are
doing with real life applications.
Takes into account visual, auditory &
kinaesthetic learners.
Students learn new skills such as problem-
solving or research skills through exploration
& experimentation.
Teachers can focus on how learning is taking
place not just what is being learnt. This
allows students to independently
plan, develop & monitor their progress &
encourages them to develop strategies for
more effective learning.
13. Advantages of creating /
producing
Encourages students to link what they are
doing with real life applications.
Takes into account visual, auditory &
kinaesthetic learners.
Students learn new skills such as problem-
solving or research skills through exploration
& experimentation.
Teachers can focus on how learning is taking
place not just what is being learnt. This
allows students to independently plan,
develop & monitor their progress &
encourages them to develop strategies for
more effective learning.
14. Inquiry: accumulating
necessary skills and
knowledge
In groups, complete the programme of inquiry
(POI) quiz.
Answer the True / False questions by looking
at the information on the PYP noticeboard. (8
mins)
In inquiry-based learning students are
involved in gathering information and finding
out for themselves – not simply being told by
the teacher. Learning new skills often
happens through exploration with the teacher
teaching a skill (or getting other students to
teach it) at the point of need.
15. What do we want to learn?
The written curriculum incorporates five essential elements:
• CONCEPTS
• SKILLS
• ATTITUDES
• ACTION
• KNOWLEDGE
The first four – concepts, skills, attitudes and actions – are
relevant in and across all subject areas and provide the framework
for
structured and purposeful inquiry.
The fifth element is knowledge, a holistic understanding of ideas, not
simply the acquisition of facts and skills.
16. Essential elements
Work in two groups – A or B.
Categorise each word or phrase into
six groups:
concepts, skills, attitudes, action, kno
wledge; and learner profile attributes.
Go to the other group and check their
answers. Together you will have
complete answers for four of the
essential elements.
17. Essential elements: Key
concepts
Form What is it like?
Function How does it work?
Causation Why is it like it is?
Change How is it changing?
Connection How is it connected to other
things?
Perspective What are the points of view?
Responsibility What is our
responsibility?
Reflection How do we know?
20. Action
Develops the student’s learning
◦ Could be as simple as bringing
a book to school to share
May have a wider social impact
◦ Could involve community
service
◦ Can show responsibility for
others and the environment
21. Our units are organised around 6 transdisciplinary
themes:
Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organise ourselves
Sharing the planet
22. Through
relevant, challenging and
engaging
programmes, we inspire
students to become
skillful and
courageous, empowering
them to participate
responsibly, successfully
and with integrity in the
global community. BIS
IB Learner
Mission Statement
Profile
Developing the learner
profile attributes will help BALANCED
our students to become
internationally minded.
23. How to find out more
The Primary Years Programme
Towards a continuum of international education
Available online at
http://www.ibo.org/documentlibrary/
programmeguidesdocuments/index.cfm
Class newsletters / blogs and iBIS
BIS website www.bisedu.or.id and IBO website
PYP notice board and wall of fame
Fabulous Friday class presentations
More BIS workshops coming up in 2012-2013
Ask your child / portfolio
Ask your child’s teacher (or Ms. Mary / Ibu Vini)
24. Did we achieve our goals?
1. What are the essential elements of the
PYP?
2. What are the different stages of a unit of
inquiry?
3. How are students assessed?
4. Where can we get more information?
Have our questions been answered?
Please fill in an Exit Card, and
return
to either of us. Thank you .
