Exploring the pyp at gems world academy 2017-18
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The document discusses the Primary Years Programme (PYP) at Gems World Academy in Dubai, focusing on its curriculum, assessment strategies, and the roles of school leadership. It highlights the importance of inquiry-based learning, the key concepts that drive the curriculum, and how arts and social studies are integrated into the learning process. Additionally, it outlines the various assessment methods used to evaluate student understanding and progress within the PYP framework.
Exploring the pyp at gems world academy 2017-18
- 1. EXPLORING THE PYP AT GEMS WORLD ACADEMY Presented by Jeff Hart, PYP Principal and David Gerber, PYP Curriculum Coordinator September 27th, 2017-8:20 to 9:20 Planetarium If we teach today's students as we taught yesterday's, we rob them of tomorrow - John Dewey
- 2. The PYP at GEMS World Academy – Dubai - Introductions - Why do we do the things we do? - Make connections to what you already know - Delivering the PYP at GWA - Assessment in the PYP 2
- 3. Introductions Cheryl Murree Assistant Principal (Early Childhood) Over the past 5 years, Cheryl has grown to be a respected and committed Educational Leader within the GWA Dubai community. She arrived as an experienced IB PYP Elementary Teacher in 2011 and since has taken on leadership roles including Team Leader, PYP Coordinator and has most recently been appointed Assistant Early Childhood Principal. Kristen Murphy Assistant Principal Born in Boston, Massachusetts, Kristen has lived in Dubai for over half of her life, both as a child and an adult. Kristen is a highly experienced educator, having taught for over twenty years in American, British and IB curriculums. She started teaching at GEMS World Academy in 2012. 3 Jeff Hart Elementary Principal Cheryl Murree Assistant Principal (Early Childhood) Kristen Murphy Assistant Principal David Gerber PYP Coordinator
- 4. Our Challenge for the Future…
- 5. Our Mission Statement: GEMS World Academy-Dubai develops inquiring, reflective and caring learners who, through the rigour of the IB programs, have the knowledge, skills and character to take action and create a better, more peaceful world. Supported by highly qualified staff in world-class facilities, our diverse international community is encouraged to develop intercultural understanding and respect.
- 6. Inquiry Is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding. This can mean: • exploring, wondering and questioning • making connections between previous learning and current learning • making predictions and acting purposefully to see what happens • collecting data and reporting findings • deepening understanding through the application of a concept • making and testing theories • researching and seeking information • taking and defending a position • solving problems in a variety of ways.
- 7. A Cycle of Inquiry in the PYP
- 8. Curriculum Model of the PYP
- 9. Language Based on learning continuums -Reading -Writing -Listening and Speaking -Viewing and Presenting
- 10. Language Subset for each of the Literacy Areas- -Reading Types of Text and Oral Reading Reading Strategies Comprehension and Response Reading Attitudes -Writing: Types of Text Mechanics and Conventions Process and Content Attitude and Self-Evaluation Subset for each of the Literacy Areas- -Listening and Speaking Patterns in Language Self-Expression Understanding and following Directions Asking and Answering Questions Participation in conversation Attentive Listening, etc -Viewing and Presenting Viewing Presenting
- 11. Mathematics Based on learning continuums -Data Handling -Measurement -Pattern and Function -Shape and Space -Number
- 13. Science There are two units per grade level with a major science focus, which equates to approximately 12 weeks of science related learning each year The four strands of science taught in the elementary school are: • Living Things: The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment. • Earth and Space: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the systems, distinctive features and natural phenomena that shape and identify the planet; the infinite and finite resources of the planet. • Materials and Matter: The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose. • Forces and Energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.
- 14. Science Scope and Sequence
- 16. Social Studies Skills in PYP Schools Social studies strands Human systems and economic activities The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority. Social organization and culture The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other. Continuity and change through time The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions. Human and natural environments The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment. Resources and the environment The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.
- 17. Arts in the PYP Arts are integral to the IB Primary Years Programme (PYP). They are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and through a variety of media and technologies. The PYP recognizes that not all learning can be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solving skills and social interactions.
- 18. Personal, Social Physical Education
- 21. Curriculum Model of the PYP
- 22. Trans-disciplinary Themes How the World Works Inquiry into the natural world and its laws, the interaction between he natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. Other Tran-disciplinary Themes: Who We Are How We Organize Ourselves Where we are in place and Time Sharing the Planet How We Express Ourselves “One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture.” Kathryn Paige-School of Education, University of South Australia.
- 23. Curriculum Model of the PYP
- 24. What is a concept? Timeless- Can be applied at any time period Universal- Can be applied to any culture or society PYP Key Concepts: -Form-What is it like? -Function-How does it work? -Change-How is it changing? -Causation-Why is it like this? -Connection-How is it connected to other things? -Perspective-What are the points of view? -Reflection-How do we know? -Responsibility-What is our responsibility?
- 25. Concepts VS Topics Topics Concepts Dinosaurs Extinction Butterflies Migration World War II Leadership/Peace Minibeasts Adaptations Trains Transportation Solar Power Energy Use Computers Communication Cell Biology Adaptation Lynn H Erickson (2007)
- 26. Nearpod-Student version Please log-in to Nearpod.com- Use the Code here:
- 27. The prime objective of assessment in the PYP is to provide feedback on the learning process. It identifies what students know, understand, can do, and feel at different stages in the learning process. Teachers select assessment strategies to support how students learn and perform Teachers design assessment instruments to reflect the particular learning outcomes on which they intend to give feedback Assessment in the PYP
- 28. Assessment Within the PYP • Pre-Assessments- Students prior Knowledge of the central idea • Formative assessment-Are they developing an understanding of the central idea? • Summative Task-Have they understood the central idea and key concepts. Are they able to use the skills taught throughout the unit? • Portfolio • Anecdotal records • Continuums • Checklists • Reflection prompts • Authentic action
- 29. Language Assessments PM Benchmarks example
- 30. Language Assessments Spelling Writing example
- 31. Language Assessments 6 traits writing example
- 32. Mathematics Assessments Data from Math Whizz Developmental Assessments We use resources from different math programs to generate a developmental assessment Standardized Assessment Measure of Academic Progress (MAP) tests CAT 4 –Cognitive Assessment
- 33. What is my child learning? Curriculum Map Data from Math Whizz
- 34. What is my child learning? Curriculum Map Data from Math Whizz
- 36. Socrative-What do you still want to know? Please submit any other questions (along with contact information) using Room name=Exploring001
Editor's Notes
- #7: Focus on the move from current level of understanding David Ausubel claimed “that if I had to reduce all of educational psychology to just one principle, I would say this “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him (or her) accordingly.”
- #8: Prek Caring for living things KG1 Water or Minibeasts KG2 Beaches and Oceans Grade 1 Imagination unit Grade 2 Travelling back to the beginning Grade 3 Air Grade 4 Souk Grade 5 Exploration
- #9: Ask about previous connections to previous understandings---See, think, Wonder about their understandings compared to GWA. Have all of these up around a the room
- #14: Equating these connections to going to see the in-laws in South Africa…
- #18: Example Grade 2-development of skills (choice of color, line, shape, texture) is used throughout the year so that they can express themselves as artists during Unit. Grade 5 development of understanding of WHO WE ARE throughout the year. Students can use art to present who they are during the Exhibition.
- #21: Balance of learning
- #26: Three-dimensional models value a solid base of critical factual knowledge across the disciplines, but they raise the bar for curriculum and instruction by shifting the design focus to the conceptual level of understanding. Use grade 2-travel back to the beginning (Maori, Vikings, Native Americans) Egyptian, Chinese Grade 5-Exploration Prek-caring for living things
- #31: Megan 4th of October will be doing Map and Cat4 testing