Southlands Elementary School
International Baccalaureate World School
Primary Years Program
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IB Mission Statement
The International Baccalaureate aims to develop inquiring,
knowledgeable, and caring young people who help to
create a better and more peaceful world through
intercultural understanding and respect.
The IB programmes encourage students across the world
to become active, compassionate, and lifelong learners
who understand that other people, with their differences,
can also be right.
What is a PYP Education?
• educational framework that focuses on inquiry-based
learning (asking questions and searching for answers)
• encourages a learning process that emphasizes natural
curiosity and making connections
• students are taught to understand that learning is about
asking questions and seeking answers, which may lead to
new, more complex questions!
• local curriculum is organized into the PYP framework
• transdisciplinary approach to learning (integrating subjects
when appropriate)
Who is the PYP for?
•inclusive education – all children in the school are part
of the PYP, regardless of their learning needs
•addresses academic, social, and emotional well-being
of every child
•encourages students to develop independence and
take responsibility for their own learning
What is a typical PYP day?
• some direct instruction in reading, writing, and math
• units of inquiry, with a main focus on science, social
studies, fine arts, and/or health and careers
• French language instruction twice a week
• on-going assessment and reflection, by teachers and
students (no external IB exams)
• group-work and individual work
• daily physical activity
PYP Learner Profile
• aim of the PYP is to develop internationally minded
students who help to create a better and more
peaceful world
• traits of the learner profile are:
inquirers
open-minded
knowledgeable
caring
thinkers
risk-takers
communicators
balanced
principled
reflective
PYP Written Curriculum
knowledge: significant, relevant content
concepts: powerful ideas that have subject
significance but also connect to other curricular areas
skills: transdiciplinary capabilities students need to
succeed in a changing, challenging world
attitudes: expressions of fundamental values, beliefs,
and feelings about learning, the environment and people
action: demonstrations of deeper learning through
responsible action
Knowledge:
(Transdisciplinary Themes)
• units of inquiry are planned under six transdisciplinary
themes, which repeat each year:
Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organize ourselves
How We Share the planet
Key Concepts:
• concepts shape the units of inquiry and give them
direction and purpose:
form: What is it like?
function: How does it work?
causation: Why is it like it is?
change: How is it changing?
connection: How is it connected to other things?
perspective: What are the points of view?
responsibility: What is our responsibility?
reflection: How do we know?
Concept-based Learning:
• instructional focus is on concepts rather than themes
or topics, and is expressed through a central idea:
Rather than:
Memorize and locate the rivers, bodies of water, and mountains in British Columbia.
Inquire into:
Geographic features may determine where humans settle.
Rather than:
Research bear facts: types of bears, what they eat and where they live.
Inquire into:
Animal habitats are affected by human behaviour.
Skills:
(Approaches to Learning)
• students are given opportunities to develop
transdisciplinary skills needed for academic and
personal success:
thinking skills
social skills
communication skills
self-management skills
research skills
Attitudes:
• students are encouraged to develop the following
attitudes towards people, the environment, and learning:
appreciation
commitment
confidence
cooperation
creativity
curiosity
empathy
enthusiasm
independence
integrity
respect
tolerance
Action:
• something students choose to do as a result of their
experiences, because it is important to them
• students, staff, and families are encouraged to use a
cyclical process, called the Action Cycle
• by reflecting on learning, social situations, and
behavioral issues, students can make a choice and
take action
For more information:
Southlands School website:
http://go.vsb.bc.ca/schools/southlands
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IB website:
http://www.ibo.org/pyp
http://www.ibo.org/myib/digitaltoolkit/files/logos/World_Schoo...