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
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
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
The PYP Unit PlannerCentral Idea & Inquiry IntoResources Key QuestionsStudent ActivitiesAssessmentEvaluation
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