RCHK Intro to PYP 2013 (no videos)
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The document provides an introduction to learning at Renaissance College Hong Kong (RCHK) through the International Baccalaureate Primary Years Programme (PYP). It outlines the mission statements of the IB and RCHK, which focus on developing inquiring, knowledgeable, and caring students who help create a more peaceful world. It then describes key elements of the PYP curriculum including the learner profile, approaches to teaching and learning, concepts, skills, attitudes, and taking action. The document explains how learning, teaching, and assessment are approached at RCHK through inquiry-based, transdisciplinary methods with an emphasis on the learner experience and process over products and tests.
RCHK Intro to PYP 2013 (no videos)
- 1. An introduction to learning at RCHK 2013-14
- 2. The IB mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These 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.
- 3. The RCHK mission Statement • To seek. To serve. To strive. • Renaissance College Hong Kong (RCHK) is a student-centred independent school. • Through a rigorous and holistic curriculum, the college will develop global citizens who strive for excellence, appreciate the aesthetics and are empowered to take progressive action. • RCHK strives to build a culture that promotes peace and democracy, values diversity and works towards a sustainable future for all.
- 4. Introduction to the PYP curriculum
- 5. The learner and Learner Profile are at the heart of the curriculum model
- 6. The IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. • • • • The IB mission as learning outcomes Shows the curriculum addresses the whole person For the whole community Not a check list of an ideal student – focus on the process – learning to be • Only self/peer assessed
- 7. The IB Learner Profile Knowledgeable Caring Risk-taker/ Courageous Communicator Reflective Principled Thinker Balanced jharmer@rchk.edu.hk Inquirer Open-minded
- 8. Exploring what the Learner Profile means to us….
- 9. Approaches to Teaching Written Curriculum Taught Curriculum Assessed Curriculum
- 10. The Written Curriculum - Essential elements of the PYP Concepts Action Approaches to learning - skills Attitudes
- 11. What we want students to know?
- 12. ESF & IB Scope and Sequence Documents
- 13. • ESF – Maths/English/Chinese • RCHK – Science & Social studies • PSE • • • • IB PSPE Visual Art Music
- 14. What we want students to know?Transdisciplinary units
- 15. Whole school Programme of Inquiry (POI) http://www.renaissance.edu.hk/content/pyp
- 16. Year 1 Units of Inquiry
- 17. What do we want students to understand? Key Concepts Related concepts Concepts are: • Universal • Timeless • Abstract • Represented by 1 or 2 words • Focus the inquiry
- 19. How is a concept driven curriculum different? Topics and Knowledge • • • • • • People Countries Wars Treaties Outcomes Dates & Numbers Concepts and big ideas • • • • • Change Causation Power Conflict Peace
- 20. What do we want students to be able to do?
- 21. How do we want students to feel? I care about people and places.
- 23. The attitudes in the classroom
- 24. How do we want students to act?
- 25. What might action look like?
- 26. What might action look like? Learning in action Advocacy • Posters • Sending petitions to local government
- 27. What might action look like? Direct Action • Year 6 Laos trip • Reusable mug service • Supporting the school fair Indirect Action • Terry Fox Run • Philippines collection
- 28. How can we start taking action? Start Doing Stop Doing Do more of Do less of
- 29. The Taught Curriculum How best will we learn?
- 30. PYP at RCHK & Traditional schooling Contextual language development Isolated language skills teaching Concept driven Knowledge driven Explicit values Students seated in groups, working collaboratively Students seated in rows, working individually Learning about host country and culture Drill and practice Technology resources Resources representing multiple perspectives Some stand alone subjects Transdisciplinary Assessment, recording and reporting Process as the focus Learning as the focus Many correct answers One correct answer Hidden curriculum Product as the focus Teacher as the focus Focus on formative assessment Reliance on standardised tests
- 31. What does inquiry learning look like?
- 32. The Assessed Curriculum How will we know what we have learned?
- 33. Assessment for learning Assessment of learning The purpose of Assessment is “to support student learning and help teachers better understand the progress of their learners.” Before Preassessment During End Formative assessment Summative assessment If you wish to know more about assessment we will be running an information evening focused on assessment in January.
- 34. Reporting to parents Reporting Method Date Written report January and June 3 way conferences (target setting) Student led conferences October (celebrating student learning) June Portfolios/Evidence of learning Meeting with teachers Between CNY-Easter When needed
- 35. End of Year Outcomes
- 36. Helping your child at home School website • http://www.renaissance.edu.hk/content/pyp Subject specific and class weeblies/websites – please contact your child’s teacher for access
- 37. Library resources to support you and your child http://lirc.rchk.edu.hk/how-to-use-guides.html
- 38. How can you find out more? • Website: Learning at RCHK – PYP section. Eg. Learner Profile in Chinese, Programme of Inquiry • Future parent session – ASSESSMENT • IB website: www.ibo.org/pyp/ • E mail questions to: jharmer@rchk.edu.hk
- 39. Coming Soon:
Editor's Notes
- #2: Who is in the audience – which year groups represented?
- #3: Commonalities with RCHK underlined
- #4: Commonalities with IB underlined
- #5: This is the curriculum model – this was relaunched last year along with MYP and DP to increase coherence. Red arrows point to common elements.
- #7: The IB programmes are values laden, unlike other systems that may have a hidden curriculum the LP articulates those values as attributes or outcomes.
- #8: If you would like the Learner Profile in another language please email:jharmer@rchk.edu.hkIt is available in Chinese from the RCHK website.
- #10: These are the three aspects we will explore – written, taught and assessed curriculum
- #15: Know implies facts while concepts implies generalisations – connecting/grouping facts.Students still need to know things however this may be temporary knowledge – the conceptual knowledge and bigger ideas are what we hope will stick.
- #18: Key Concepts – transdisicplinaryRelated concepts – disciplinary - eg. Tone – concept within the arts
- #20: Topics and knowledgeConcepts
- #21: Each of these skill areas will prepare students to be life long learners and problem solvers.These can all be supported at home.
- #25: Aim of learning is action
- #30: Inquiry
- #32: One of the differences you might see in a PYP classroom is students working together. In the same way that teachers collaborate to plan, students will collaborate to complete tasks, solve problems, come to decisions or to support each other by offering feedback. This develops their social skills and cognitive skills as they have to verbalisetheir reasoning.
- #34: Because this helps them tailor the teaching for student needs.
- #36: Our aim is to publish via the school website the end of year outcomes for maths and language for each year group. This will show you which ones we have chose to report on – via written report or portfolios. It gives you an overview of the END OF YEAR expectations within each year group.