welcome to rchk. internationalism in the pyp the primary years programme aims to develop students...
Post on 19-Dec-2015
213 views
TRANSCRIPT
Internationalism in the PYPInternationalism in the PYP
The Primary Years Programme aims to develop students who demonstrate the attributes of the IB Learner Profile
The learner profile represents the qualities of internationalism which the PYP hopes will characterize its students in a complex, challenging world.
The Primary Years Programme aims to develop students who demonstrate the attributes of the IB Learner Profile
The learner profile represents the qualities of internationalism which the PYP hopes will characterize its students in a complex, challenging world.
Essential Elements of the PYPEssential Elements of the PYP
The PYP aims for an instructional balance in the following areas to help students develop the qualities of the learner profile:
The PYP aims for an instructional balance in the following areas to help students develop the qualities of the learner profile:
Attitudes
Skills
Knowledge
Concepts
Action
Attitudes
Skills
Knowledge
Concepts
Action
concepts
skills
attitudes
action
Who we are
Where we are in place and time
How we express ourselvesHow the world works
How we organize ourselves
Sharing the planet
knowledge
Arts
Visual Arts/Music/Dr
ama
Language
English & Chinese
Mathematics
Social Studies
Science and Technology
Personal, Social and Physical Education
© IBO 2002
A commitment to INQUIRY
A commitment to INQUIRY
Inquiry learning is the vehicle by which the essential elements of the Primary Years Programme are presented to students.
Inquiry learning builds on students’ background knowledge and previous experiences, honors their questions, and empowers them to uncover new understandings. It is the natural way by which children learn about their world.
Inquiry learning is the vehicle by which the essential elements of the Primary Years Programme are presented to students.
Inquiry learning builds on students’ background knowledge and previous experiences, honors their questions, and empowers them to uncover new understandings. It is the natural way by which children learn about their world.
AttitudesAttitudes
Appreciation
Commitment
Confidence
Cooperation
Creativity
Curiosity
Appreciation
Commitment
Confidence
Cooperation
Creativity
Curiosity
What students feel toward themselves, others, the world and learning.
What students feel toward themselves, others, the world and learning.
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance
Transdisciplinary SkillsTransdisciplinary SkillsWhat students are able to do within and across subject areas.What students are able to do within and across subject areas.
Thinking skills Communication skills Self-Management skills Research skills Social skills
Thinking skills Communication skills Self-Management skills Research skills Social skills
13
KnowledgeKnowledge Subject matter and learning themes that are
significant, relevant, challenging and engaging for students.
Subject matter and learning themes that are significant, relevant, challenging and
engaging for students.
Who We AreWhere We Are in Place and TimeHow We Express OurselvesHow the World WorksHow We Organise OurselvesSharing the Planet
Who We AreWhere We Are in Place and TimeHow We Express OurselvesHow the World WorksHow We Organise OurselvesSharing the Planet
14
CONCEPTSBy identifying concepts that have relevance within each subject
area and across and beyond all subject areas, the PYP has defined an essential element for supporting its transdisciplinary model of
teaching and learning.
FunctionDefinition – The understanding that everything has a purpose, a role or a
way of behaving which can be investigated.KEY QUESTION – How does it work?
Causation Definition – The understanding that things do not just happen, that there are casual relationships at work and that actions have consequences.
KEY QUESTION – Why is it like it is?
ConnectionDefinition - The understanding that we live in a world of interacting
systems in which the actions of any individual element affect others.KEY QUESTION – How is it connected to other things?
CONCEPTSBy identifying concepts that have relevance within each subject
area and across and beyond all subject areas, the PYP has defined an essential element for supporting its transdisciplinary model of
teaching and learning.
FunctionDefinition – The understanding that everything has a purpose, a role or a
way of behaving which can be investigated.KEY QUESTION – How does it work?
Causation Definition – The understanding that things do not just happen, that there are casual relationships at work and that actions have consequences.
KEY QUESTION – Why is it like it is?
ConnectionDefinition - The understanding that we live in a world of interacting
systems in which the actions of any individual element affect others.KEY QUESTION – How is it connected to other things?
15
ReflectionDefinition – The understanding that there are different ways of knowing and that it is important to reflect upon our own conclusions, both with
respect to the methods of reasoning we have employed and the quality and reliability of the evidence we have considered.
KEY QUESTION – How do we know?
FormDefinition- The understanding that everything has a form with a
recognisable features which can be observed, identified, described and categorised.
KEY QUESTION – What is it like?
ResponsibilityDefinition – The need to develop in students the disposition towards identifying and assuming responsibility and taking positive action.
KEY QUESTION – What is our responsibility?
PerspectiveDefinition – The need to develop in students the disposition towards
rejecting simplistic, biased interpretations and instead seek and consider the points of views of others and develop defensible interpretations.
KEY QUESTION – What are the points of view?
ChangeDefinition – The understanding that change is the process of movement
from one state to the other.KEY QUESTION – How is it changing?
ReflectionDefinition – The understanding that there are different ways of knowing and that it is important to reflect upon our own conclusions, both with
respect to the methods of reasoning we have employed and the quality and reliability of the evidence we have considered.
KEY QUESTION – How do we know?
FormDefinition- The understanding that everything has a form with a
recognisable features which can be observed, identified, described and categorised.
KEY QUESTION – What is it like?
ResponsibilityDefinition – The need to develop in students the disposition towards identifying and assuming responsibility and taking positive action.
KEY QUESTION – What is our responsibility?
PerspectiveDefinition – The need to develop in students the disposition towards
rejecting simplistic, biased interpretations and instead seek and consider the points of views of others and develop defensible interpretations.
KEY QUESTION – What are the points of view?
ChangeDefinition – The understanding that change is the process of movement
from one state to the other.KEY QUESTION – How is it changing?
ActionActionStudent-initiated demonstrations of deeper learning through service to fellow students, the school and the community.
Student-initiated demonstrations of deeper learning through service to fellow students, the school and the community.
References and CreditsReferences and Credits
Making the PYP Happen. International
Baccalaureate Organisation, 2000.
www.ibo.org Julian Edwards Photos taken by Mags Faber and Chiqui Colet
Making the PYP Happen. International
Baccalaureate Organisation, 2000.
www.ibo.org Julian Edwards Photos taken by Mags Faber and Chiqui Colet