The International Baccalaureate Organization Welcome We are all

The International Baccalaureate Organization

Welcome! We are all learners and part of a learning community. . . so let’s start learning! Chalk Talk: a silent conversation Respond in words/phrases to the question: What do we want our children to be like when they are adults?

Primary Years Programme 小學教育項目 Introduction for new parents Kowloon Junior School (KJS) October 2012 Know: The PYP as a transdisciplinary curriculum model and essential elements Understand: Internationally minded schools, teachers & students Transfer: Your newly constructed understanding to a KJS context

A Continuum of Education IBO is a non-profit organization that has been in existence since 1968. It was established to provide students with a balanced education, to facilitate geographic and cultural mobility and to promote international understanding The three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum. The Primary Years Programme (PYP) for pupils aged 3 to 12. The Middle Years Programme (MYP) for students aged 11 to 16. The Diploma Programme for students aged 16 to 19.

Organizational Structure PYP Committee IBO Office, Hague PYP Unit IBCA IB Regional Office Africa Europe Middle East IB Regional Office Americas IB Regional Office Asia Pacific

BURNING Questions! Using the Post It notes on the table please take a moment to write down 1 or 2 “Burning Questions "you have about the IBO or about the PYP and also 1 or 2 things you already know about the programme. If these questions are not answered during our session we will have a Q&A at the end.

At Present There are over 969 authorized PYP schools worldwide 274 of these are in the Asia-Pacific region These numbers are constantly changing

Philosophy of the PYP The philosophy behind the PYP can be examined in two parts. Firstly, the mission statement of the IBO expresses the IBO’s overall purpose as an organization promoting and developing programmes of international education. Secondly, there is a set of beliefs and values which the IBO call “International Mindedness” – let’s look at this first!

What does an internationally minded learner look like? In groups visualize what you think that student would look like and draw a picture of that student on the paper provided.

Getting to the very heart of it. PYP LEARNER PROFILE 齊來了解小學教育項目的學習目標 PYP schools develop students who are: 推行小學教育項目的學校致力培養學生成為: Ø Inquirers 發問者 Ø Principled 有原則 Ø Thinkers 思考者 Ø Caring 關心別人 Ø Communicators 交流者 Ø Open-minded 思想開明 Ø Risk-takers 冒險者 Ø Balanced 全面發展 Ø Knowledgeable 知識淵博 Ø Reflective 會反思

An International Person From the PYP’s perspective an international person is a person with the attributes and dispositions described in the learner profile. Standard A 4: The school develops and promotes international mindedness and all attributes of the IB learner profile across the school community.

IBO Mission Statement – can you identify the learner profile in it? 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. The IBO Mission Statement + The Learner Profile makes up the philosophy which drives the PYP.

http: //www. ibo. org/programmes/profile/

KJS Mission Statement “Success for every child” At KJS we create a safe, supportive and caring environment where beliefs and values reflect a respect of cultural diversity. We motivate individuals to become lifelong learners who are empowered to take action to make a positive difference in the world. The school community works together to develop global citizens with a sense of social awareness and responsibility through an engaging, relevant and challenging curriculum. To what extent does the KJS Vision and Mission statement assist us in developing our students as being ‘internationally minded’? Have a think!

So. . . what else is the ‘PYP’? The PYP is NOT a subject! It is not a prescribed curriculum. Designed for ages 3 to 12. Designed to foster the development of the whole child. Organized around six transdisciplinary themes of global significance intended to help children engage with their world and the world around them. Transdisciplinary means that it transcends the disciplines. All teachers in a PYP school are PYP teachers. All teachers in a PYP school use the PYP philosophy, beliefs and values in their teaching. Students will inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect, take action.

Open minded Communicator Principled Reflective Knowledgeable Learner Profile Inquirer Caring Risk taker Balanced

Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding. LANGUAGE MATHS SCIENCE/ TECHNOLOGY ARTS Learner Profile PSPE SOCIAL STUDIES

Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding. CONNECTION CHANGE RESPONSIBILITY CAUSATION Learner Profile FORM FUNCTION REFLECTION PERSPECTIVE

Those capabilities the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature. SELF MANAGEMENT RESEARCH Learner Profile COMMUNICATION SOCIAL THINKING

Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people. EMPATHY APPRECIATION ENTHUSIASM COMMITMENT CONFIDENCE COOPERATION CREATIVITY CURIOSITY Learner Profile INDEPENDENCE INTEGRITY RESPECT TOLERANCE

Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements. Learner Profile

What is the curriculum framework of the PYP? The curriculum framework consists of five essential elements: concepts, knowledge, skills, attitude, and action. The knowledge component is developed through inquiries into six transdisciplinary themes of global significance, supported and balanced by six subject area.

Y 1 Unit of inquiry

Y 1 Unit of inquiry Balance of all essential elements

Y 2 Unit of inquiry Balance of all essential elements Y 1 Unit of inquiry Balance of all essential elements

Y 3 Unit of inquiry Balance of all essential elements Y 2 Unit of inquiry Balance of all essential elements Y 1 Unit of inquiry Balance of all essential elements

Y 4 Unit of inquiry Balance of all essential elements Y 3 Unit of inquiry Balance of all essential elements Y 2 Unit of inquiry Balance of all essential elements Y 1 Unit of inquiry Balance of all essential elements

Y 5 Unit of inquiry Balance of all essential elements Y 4 Unit of inquiry Balance of all essential elements Y 3 Unit of inquiry Balance of all essential elements Y 2 Unit of inquiry Balance of all essential elements Y 1 Unit of inquiry Balance of all essential elements

Y 5 Unit of inquiry Balance of all essential elements Y 4 Unit of inquiry Balance of all essential elements Y 3 Unit of inquiry Balance of all essential elements Y 2 Unit of inquiry Balance of all essential elements Y 1 Unit of inquiry Balance of all essential elements Y 6 Unit of inquiry

Balance of all essential elements Y 5 Unit of inquiry Balance of all essential elements Y 4 Unit of inquiry Y 3 Unit of inquiry Balance of all essential elements Y 2 Unit of inquiry Balance of all essential elements Y 1 Unit of inquiry Balance of all essential elements Y 6 Unit of inquiry Balance of all essential elements Programme of Balance of all essential elements Inquiry

What is inquiry? 什麼是探究? “Inquiry is an approach to learning that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search for new understandings. ” 探究是一種學習模式, 是探索自然和物質世界的過程。 它引領我們發問和發現, 讓我們對這個世界有新的認知 和了解。 (Exploratorium Institute for Inquiry)

Teacher Students The teacher has all of the knowledge. The students role is to listen and remember all of the facts and figures the teacher gives them.

Enduring Understanding: At the heart of the curriculum cycle is the learner constructing meaning.

What was you most significant learning moment? Think about the following questions as well: How did you develop the interest? What experience led to this understanding? What resources did you use for your learning? How did you know that you really knew/understood? Think, pair, share!

End of session reflection. . . “The aim of education should be to teach us rather how to think than what to think – rather to improve our minds, so as to enable us to think for ourselves than to load the memory with the thoughts of others” James Beattie

Q&A KWL – what have we answered and what questions do we still have?

Further information: PYP NEWSLETTERS UNIT CURRICULUM STATEMENTS PARENTS AS PARTNERS WORKSHOPS YEAR GROUP SPLAT PAGES www. kjs. edu. hk

I used to think… Now I think…

THANK YOU!