1. EXPLORING THE PYPAT GEMS WORLDACADEMYPresented by David Gerber, PYP CurriculumCoordinatorIf we teach today's studentsas we taught yesterday's, we rob them oftomorrow - John Dewey

2. Our Challenge for the Future 3. Our Mission Statement:GEMS World Academy-Dubai develops inquiring,reflective and caring learners who, through the rigourof the IB programs, have the knowledge, skills andcharacter to take action and create a better, morepeaceful world. Supported by highly qualified staff inworld-class facilities, our diverse internationalcommunity is encouraged to develop interculturalunderstanding and respect. 4. Learning Objectives for Today Begin to understand subject areas and how they fall within the trans-disciplinaryapproach to teaching and learning Begin to understand how GWA-Dubai uses inquiry and concepts tobuild knowledge Begin to understand how students knowledge is assessed in the PYP. 5. InquiryIs the process initiated by the students or the teacher that moves the students from their currentlevel of understanding to a new and deeper level of understanding. This can mean: exploring, wondering and questioning making connections between previous learning and current learning making predictions and acting purposefully to see what happens collecting data and reporting findings deepening understanding through the application of a concept making and testing theories researching and seeking information taking and defending a position solving problems in a variety of ways. 6. A Cycle of Inquiry in the PYP 7. Curriculum Model of the PYP 8. LanguageBased on learningcontinuums-Reading-Writing-Listening andSpeaking-Viewing andPresenting 9. MathematicsBased on learningcontinuums-Data Handling-Measurement-Pattern andFunction-Shape and Space-Number 10. ScienceThere are two units per grade level with a major science focus, which equates to approximately 12weeks of science related learning each yearThe four strands of science taught in the elementary school are: Living Things: The study of the characteristics, systems and behaviours of humans andother animals, and of plants; the interactions and relationships between and among them, and withtheir environment. Earth and Space: The study of planet Earth and its position in the universe, particularly itsrelationship with the sun; the systems, distinctive features and natural phenomena that shape andidentify the planet; the infinite and finite resources of the planet. Materials and Matter: The study of the properties, behaviours and uses of materials, bothnatural and human-made; the origins of human-made materials and how they are manipulated tosuit a purpose. Forces and Energy: The study of energy, its origins, storage and transfer, and the work itcan do; the study of forces; the application of scientific understanding through inventions andmachines. 11. Science Scope and Sequence 12. Social Studies StrandsSocial studies strandsHuman systems and economic activities The study of how and why people construct organizations and systems;the ways in which people connect locally and globally; the distribution ofpower and authority.Social organization and culture The study of people, communities, cultures and societies; the ways inwhich individuals, groups and societies interact with each other.Continuity and change through time The study of the relationships between people and events through time;the past, its influences on the present and its implications for the future;people who have shaped the future through their actions.Human and natural environments The study of the distinctive features that give a place its identity; howpeople adapt to and alter their environment; how people experience andrepresent place; the impact of natural disasters on people and the builtenvironment.Resources and the environment The interaction between people and the environment; the study of howhumans allocate and manage resources; the positive and negativeeffects of this management; the impact of scientific and technologicaldevelopments on the environment. 13. Social Studies Skills 14. Arts in the PYPArts are integral to the IB Primary Years Programme (PYP). They are apowerful mode of communication through which students explore andconstruct a sense of self and develop an understanding of the worldaround them. Arts provide students with a wide range of opportunities andmeans to respond to their experiences and engage with historical, socialand cultural perspectives. The students are stimulated to think and toarticulate their thoughts in new ways, and through a variety of media andtechnologies. The PYP recognizes that not all learning can be supportedsolely through language, and that arts as a medium of inquiry also provideopportunities for learning, communication and expression. Learningabout and through arts is fundamental to the development of the wholechild, promoting creativity, critical thinking, problem-solving skills andsocial interactions. 15. Personal, Social Physical Education 16. PSPE-Working together 17. Trans-disciplinary Learning 18. Curriculum Model of the PYP 19. Trans-disciplinary ThemesHow the World WorksInquiry into the natural world and its laws, the interaction betweenhe natural world (physical and biological) and human societies; howhumans use their understanding of scientific principles; the impactof scientific and technologicaladvances on society and on the environment.Other Tran-disciplinary Themes:Who We Are How We Organize OurselvesWhere we are in place and Time Sharing the PlanetHow We Express OurselvesOne reason we have difficulty finding sustainable solutions is in part because we are unable to see the biggerpicture. Kathryn Paige-School of Education, University of South Australia. 20. Curriculum Model of the PYP 21. What is a concept?Timeless- Can beapplied at any timeperiodUniversal- Can beapplied to any cultureor societyPYP Key Concepts:-Form-What is it like?-Function-How does it work?-Change-How is it changing?-Causation-Why is it like this?-Connection-How is it connected toother things?-Perspective-What are the points of view?-Reflection-How do we know?-Responsibility-What is ourresponsibility? 22. Concepts VS TopicsTopics ConceptsDinosaurs ExtinctionButterflies MigrationWorld War II Leadership/PeaceMinibeasts AdaptationsTrains TransportationSolar Power Energy UseComputers CommunicationCell Biology AdaptationLynn H Erickson (2007) 23. Science Scope and Sequence 24. Socrative-Student version Please log-in to Socrative using your Mobile app- Room name=Exploring001 25. Assessment in the PYP The prime objective ofassessment in the PYP is toprovide feedback on thelearning process. It identifies what studentsknow, understand, can do, andfeel at different stages in thelearning process. Teachers select assessmentstrategies to support howstudents learn and perform Teachers design assessmentinstruments to reflect theparticular learning outcomeson which they intend to givefeedback 26. Assessment Within the PYP Pre-Assessments- Studentsprior Knowledge of thecentral idea Formative assessment-Arethey developing anunderstanding of the centralidea? Summative Task-Have theyunderstood the central ideaand key concepts. Are theyable to use the skills taughtthroughout the unit? Portfolio Anecdotal records Continuums Checklists Reflection prompts Authentic action 27. Language AssessmentsPM Benchmarks example 28. Language AssessmentsSpelling Writing example 29. Language Assessments6 traits writing example 30. Mathematics AssessmentsData from Math WhizzDevelopmentalAssessmentsWe use resources fromdifferent mathprograms to generate adevelopmentalassessmentStandardizedAssessmentMeasure of AcademicProgress (MAP) tests 31. What is my child learning? Curriculum MapData from Math Whizz 32. Socrative-What do you still want to know? Please submit any other questions (along with contact information) using Room name=Exploring001