JCSRS’s journey of PYP
Preliminary visit
IBO course
Candidate school
Professional development
Programme of Inquiry
Units of Inquiry
Units implementation
3/2007
6/2007
9/2007
on-going
11/2007
4/2008
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 &
ICT
Maths (4 strands - using & applying, number, shape,
History
Science
Design and
Technology
Speaking)
space & measurement, handling data)
( 3 strands)
PSHE & C (5 strands)
Geography
Arts
Music
PE
Drama
From EQUALS to PYP
EQUALS
PYP
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
Professional
development
(adoption of EQUALS body of
knowledge)
Record keeping
(Student Portfolio)
School
authorization
& parents
The PYP essential elements: What makes
up the synthesis model?
Transdisciplinary Inquiry
Who we are
Sharing the
planet
Where we are in
place and time
Sixorganized
organizing
Six
themes
themes
structure
the
structure
the
transdisciplinary
transdisciplinary
inquiry
inquiry
How we organize
ourselves
How we express
ourselves
How the world works
The six transdisciplinary themes
Who we are
Inquiry into what it means to be
human
Where we are in place and time
Inquiry 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 themes
How the world works
Inquiry into the natural world and its laws, the
interaction between the natural world and
human societies
How we organize ourselves
Inquiry into the interconnectedness of humanmade systems and communities.
Sharing the planet
Inquiry into rights and responsibilities in the
struggle to share finite resources with other
people and with other living things.
Curriculum structure – Programme of Inquiry
Class 1
Class 2
Class 3
Who we are
Where we
are in place
& time
How we
express
ourselves
How the
world works
How we
organize
ourselves
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
Cycle A
1. Health &
Growth
4. Improving
Our school
3. Once upon
a time
2. Forces and
movement
(pushes & pull
+ Magnets)
Cycle B
I am changing
The changing Photograph
environment
frame
Cycle A
1. My Family
Cycle B
My
Community
Sharing
the planet
Sorting and
using
materials
5. Field to
table
Valuing
money
Keeping
safe
2. Story
books
4. Grouping
and changing
materials
5. Rules
3. The
Weather
Rights and
choices
Plants and
animals in the
local
environment
The local
traffic
Using
electricity
Develop central ideas and lines of inquiry
Title
Our senses
Subject
Science & Technology, PE, Arts
Central idea
Students will experience using their available senses to explore the
familiar and wider environment.
Lines of inquiry
What 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
1.2b ourselves
1.3a Ourselves 1.b This is Me
(part on
1.c Hands on
senses)
Drama
Music
1.a Exploring
personal space
(i) touch
1.b Exploring
personal space
(ii) Function
2a. Space &
Movement (i)
Relaxation
1a soundsvibrations (i)
shaking,
banging &
tapping
1b soundsvibrations (ii)
plucking &
blowing
Planning a PYP Unit of Inquiry
The PYP Unit Planner
Central Idea & Inquiry Into
Resources
Key Questions
Student Activities
Assessment
Evaluation
Student portfolio
Purpose –
record keeping for parents and students
What are the gains?
-
-
Transdisciplinary approach
Planning:
increased collaboration in addressing curriculum and student needs
builds on students prior knowledge and experience
Assessing:
evaluating collaboratively
using formative assessment to give students regular and ongoing
feedback throughout the unit
Teaching:
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 learning
Peer support
Inquiry driven
Experimental
Flexible grouping
Balance of formative and summative
assessment
Access to other languages
Projections
PYP Unit Planning:Unit 1
Unit Implementation
Unit Evaluation
PYP Unit Planning:Unit 2
Unit Implementation
Unit Evaluation
To be continued……