Usra Morning-IB/PYP Enhancements
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The document outlines the International Baccalaureate (IB) Primary Years Programme (PYP), detailing its mission to develop inquiring and knowledgeable learners while ensuring intercultural understanding and respect. It identifies key current practices that will persist and highlights enhancements aimed at preparing students for future challenges, including a focus on trans-disciplinary themes and essential skills. Additionally, it emphasizes the importance of student agency and self-assessment in the learning process.
Usra Morning-IB/PYP Enhancements
- 1. © International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® An IB Education and Changes in the PYP PYP Coordinator GEMS World Academy - Dubai David Gerber Learning Outcome: 1.Name two current practices that will continue in the PYP 2. Name two ENHANCEMENTS of the PYP
- 2. © International Baccalaureate Organization 2015 Page 2 "تهدفةّيّولدال البكالورياIBذي الشباب تطوير إلىالذهنية االستعالمية،المطلعين،المتعاطفينُسي والذين ،اآلخرين معاعدون خلق علىسلما وأكثر أفضل عالمخالل منم واالحترام التفاهمبين ا المتنوعة الثقافات... مع بيد يدا المنظمة تعمل ،الهدف هذا ولتحقيقالمدارسوالحكومات وّوليةدال المنظماتدولي تعليم برامج لتطويربالتح تتسمّيدوتتمتع جدا دقيق بتقييم. شجعُتمتعلمين ليصبحوا العالم أنحاء في َالطالب برامجنانشطين ومتعاطفينفي يستمروا ولكي اآلخرين شعور معمدى التعلمالحياة اختالفاتهم على اآلخرين ّأن مدركينقدأيضا صواب على يكونون" “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... To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. Our 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” ّيّولدال البكالوريا مهمةة The IB mission
- 3. © International Baccalaureate Organization 2015 1950 Exploring the ways of learning in the past and present : Sample skills desired to enter the workforce: • neat handwriting • domain knowledge (facts) • excellent mental Maths skills (calculating) • good memory • being compliant (following orders) • good with routine tasks • one job for life (loyalty) • one skill set for life (career in one field)http://www.bigtimeliteracy.com/2013_07_01_archive.html
- 4. © International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
- 5. © International Baccalaureate Organization 2015 2019 Exploring the ways of learning in the past and present : Sample skills desired to enter the workforce: • ability to express ideas clearly and confidently • ability to work within a group • understanding the commercial realities affecting the organisation • information gathering / problem solving • ability to act on initiative, identify opportunities and being proactive in putting forward ideas • determination to get things done • ability to express clearly in writing • ability to plan and deliver effectively • ability to successfully adapt to changes • ability to manage time effectively / prioritising http://http://www.lisd.net/bridlewood University of Kent; 03.2017
- 6. © International Baccalaureate Organization 2015 • Step 1: Finding from an extensive Study of all PYP Schools in comparison to other schools. • Link to “Key findings from research on Primary Years Programme” Responding to the Needs of a Changing Future Page 6
- 7. © International Baccalaureate Organization 2015 The Enhanced PYP Page 7
- 8. © International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® What is Staying the Same? Continuations of the Programme based on research
- 9. © International Baccalaureate Organization 2015 • The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century • As IB learners we strive to be: • inquirers • knowledgeable • thinkers • communicators • principled • open-minded • caring • risk-takers • balanced • reflective Continue: The IB Learner Profile
- 10. © International Baccalaureate Organization 2015 Continue: Focus on Conceptual Learning Page 10
- 11. © International Baccalaureate Organization 2015 • Provide the opportunity to incorporate local and global issues into the curriculum and effectively allow students to “step up” beyond the confines of learning within subject areas. Continue: Delivery of the Curriculum through Trans-disciplinary Themes Page 11 • Who We Are • How the World Works • Sharing the Planet • How We Express Ourselves • Where We are in Place and Time • How We Organize Ourselves
- 12. © International Baccalaureate Organization 2015 Continue: Development of Trans-Disciplinary Skills Page 12
- 13. © International Baccalaureate Organization 2015 2019 Exploring the ways of learning in the past and present : Sample skills desired to enter the workforce: • ability to express ideas clearly and confidently • ability to work within a group • understanding the commercial realities affecting the organisation • information gathering / problem solving • ability to act on initiative, identify opportunities and being proactive in putting forward ideas • determination to get things done • ability to express clearly in writing • ability to plan and deliver effectively • ability to successfully adapt to changes • ability to manage time effectively / prioritising **ability to self-assess all of the above** http://http://www.lisd.net/bridlewood University of Kent; 03.2017
- 14. © International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® What are the ENHANCEMENTS to the PYP? Changes to prepare students for the future
- 15. © International Baccalaureate Organization 2015 Skills Called Approaches to Learning Page 15
- 16. © International Baccalaureate Organization 2015 KG2 Classes: May have 4 Trans-disciplinary Themes (instead of 6) Page 16 • Who We Are • How the World Works • Sharing the Planet • How We Express Ourselves • Where We are in Place and Time • How We Organize Ourselves Trans-disciplinary Themes:
- 17. © International Baccalaureate Organization 2015 Grade 5-PYP Exhibition will be developed throughout the year Page 17
- 18. © International Baccalaureate Organization 2015 Grade 4 Students will develop the Central Idea and Conceptual Understandings in each class Page 18
- 19. © International Baccalaureate Organization 2015 Grade 2-3 Classes will have input on Central Ideas and Conceptual Understandings Page 19 Central Idea: Knowing about weather helps us plan our lives. Lines of Inquiry We will inquire into: -Local weather and how it is measured -Patterns in Weather -How we can plan to keep us comfortable
- 20. © International Baccalaureate Organization 2015 Allowing Teacher Agency (Voice, Choice and Ownership) Page 20 Areas of the PYP where there is not Agency: 1. Attention to Knowledge and Skills 2. Assessment of Knowledge and Skills 3. Plan and Record of Learning (Based on Student Needs) 4. Adhere to the Standards and Practices of the IB/KHDA
- 21. © International Baccalaureate Organization 2015 Student Reflection as part of the planning process Page 21
- 22. © International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® Q & A Can you: 1.Name two current practices that will continue in the PYP? 2. Name two ENHANCEMENTS of the PYP?
Editor's Notes
- #3: What do you notice? Talk to partners? Possible divide and slide 10 or more people