JCSRS’s journey of PYP

Preliminary visit 3/2007IBO course 6/2007Candidate school 9/2007Professional development on-goingProgramme of Inquiry 11/2007Units of Inquiry 4/2008Units implementation 6/2008

What did we do before PYP?

EQUALS

Inclusive education philosophy from mainstream education

For pupils with SLD and PMLD

Core (PACE assessment) others

English (3 strands - Reading, Writing, Listening & Speaking)

ICT

Maths (4 strands - using & applying, number, shape, space & measurement, handling data)

History

Science ( 3 strands) Design and Technology

PSHE & C (5 strands)Geography

Arts

Music

PE

Drama

From EQUALS to PYP

PYPEQUALS

The IB Primary Years Programme, for students aged 3 to 14 at JCSRS focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry- based learning.

Assessment(PYP Theme Attainment Levels)

Planning(POI, UOI)

Curriculum (adoption of EQUALS body of knowledge)

Record keeping(Student Portfolio)Professional

development

School authorization

& parents

The PYP essential elements: What makes up the synthesis model?

Transdisciplinary Inquiry

Six organizing themes structure the

transdisciplinary inquiry

Sharing the planet

How we organize

ourselves

Where we are in place and time

How the world works

How we express ourselves

Who we are

Six organized themes structure the transdisciplinaryinquiry

The six transdisciplinary themes

Who we are Inquiry into what it means to be human

Where we are in place and timeInquiry into orientation in place and time – local and global perspective

How we express ourselves Inquiry into the ways in which we discover and express ideas

The six transdisciplinary themesHow the world works

Inquiry into the natural world and its laws, the interaction between the natural world and human societies

How we organize ourselvesInquiry into the interconnectedness of human-made systems and communities.

Sharing the planetInquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things.

Curriculum structure – Programme of InquiryWho we are Where we

are in place & time

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

Class 1 Cycle A 1. Our senses 2. The changing me

3. Ourselves 5. Growing plants

4. Our school community

Cycle B Me and the community

Going with Barnaby Bear

Celebrations Light and sound

Sorting and using materials

Class 2 Cycle A 1. Health & Growth

4. Improving Our school

3. Once upon a time

2. Forces and movement (pushes & pull + Magnets)

5. Field to table

Cycle B I am changing The changing environment

Photograph frame

Valuing money

Keeping safe

Class 3 Cycle A 1. My Family 2. Story books

4. Grouping and changing materials

5. Rules 3. The Weather

Cycle B My Community

Rights and choices

Plants and animals in the local environment

The local traffic

Using electricity

Develop central ideas and lines of inquiryTitleOur senses SubjectScience & Technology, PE, Arts

Central ideaStudents will experience using their available senses to explore

the familiar and wider environment. Lines of inquiryWhat are my 5 senses?What parts of my body are used to experience my environment?What do we like to taste/smell/hear/see/feel?What would happen if we loose a sense, or if we are limited in

one sense?

Transdisciplinary subjects

Science

PSE PE Drama Music

1.2b ourselves

1.3a Ourselves (part on senses)

1.b This is Me1.c Hands on

1.a Exploring personal space (i) touch1.b Exploring personal space (ii) Function2a. Space & Movement (i) Relaxation

1a sounds- vibrations (i) shaking, banging & tapping1b sounds-vibrations (ii) plucking & blowing

Planning a PYP Unit of Inquiry

The PYP Unit PlannerCentral Idea & Inquiry IntoResources Key QuestionsStudent ActivitiesAssessmentEvaluation

Student portfolio

Purpose – record keeping for parents and

students

What are the gains?Transdisciplinary approachPlanning:

- increased collaboration in addressing curriculum and student needs

- builds on students prior knowledge and experienceAssessing:

- evaluating collaboratively- using formative assessment to give students regular and

ongoing feedback throughout the unitTeaching:

- addressing the needs of students with different levels and types of ability

- building on what students know- using multiple resources representing multiple

perspectives- empowering students to feel responsible and to take

action

Other possible gains?

Cooperative learningPeer supportInquiry drivenExperimentalFlexible groupingBalance of formative and summative assessmentAccess to other languages

Projections

PYP Unit Planning:Unit 1Unit ImplementationUnit Evaluation

PYP Unit Planning:Unit 2Unit ImplementationUnit Evaluation

To be continued……