Embed Size (px)
Citation preview
Primary Years Programme Curriculum Information
(EYP AND PYP)
Our Mission Statement
The goal of the Dresden International School is to provide an excellent education to students of all
nationalities, based on the International Baccalaureate program and philosophy. The school is dedicated
to intercultural understanding and the development of the individual talents of young people.
The International Baccalaureate Primary Years Programme (PYP) at DIS strives to combine best research
and practice from several different national systems as well as the experience from a range of
international schools. It is a transdisciplinary curriculum, which is challenging, engaging and relevant.
While the PYP Programme beings at age 3, the preschool teachers of younger children also use the PYP
framework and principles to inform their teaching.
The PYP seeks to identify a body of significant knowledge for all students in all cultures in six principal
curriculum areas: languages, science and technology, mathematics, social studies, arts, physical
education, and personal/social education.
Wherever possible, learning takes place within the units of inquiry, however certain parts of the
curriculum (such as mathematics) require a specific focus. PYP students have regular lessons with
specialist teachers in German, sport, performing arts and media.
At the heart of the PYP is a commitment to structured inquiry as a method of teaching and learning.
Students participate in problem solving, asking questions, actively seeking explanations, forming
hypotheses and generalizations original to them.
The Essential Elements of the PYP Written Curriculum
Knowledge: Transdisciplinary Themes
The program is guided by a series of transdisciplinary themes which fit in with the different subject
domains: Who we are, Where we are in time and place, How we express ourselves, How the world
works, How we organize ourselves, and Sharing the planet. From K5 (ages 5-6) through grade 5,
students take part in six units of inquiry, one for each transdisciplinary theme. In the Early Years (ages 3-
5), children inquire within four units throughout the year.
Concepts
Great importance is attached in all areas of the curriculum to the exploration of a core set of concepts:
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?
The concepts are presented in the form of key questions, used flexibly by teachers and students when
planning an inquiry-based unit. It is these questions that shape the unit and give it direction and purpose.
In this sense, the key questions, and the concepts to which they relate, are said to drive the PYP
curriculum.
Transdisciplinary Skills
The search for understanding is central to the belief of the PYP. The construction of meaning and,
therefore, understanding is complemented by the students’ acquiring and applying a range of skills.
These skills include:
Social Skills Accepting responsibility, respecting others, cooperating, resolving conflict,
group decision making, adopting a variety of group roles
Research Skills Formulating questions, observing, planning, collecting data, recording data,
organizing data, interpreting data, presenting research findings
Communication Skills Listening, speaking, reading, writing, viewing, presenting, non-verbal
communication
Thinking Skills Acquisition of knowledge, comprehension, application, analysis, synthesis,
evaluation, dialectic thought, metacognition
Self-Management
Skills
Gross motor skills, fine motor skills, spatial awareness, organization, time
management, safety, healthy lifestyle, codes of behaviour, informed choices.
Attitudes
While recognizing the importance of knowledge, concepts and skills, these alone do not make an
internationally-minded person. It is vital that there is also focus on the development of personal attitudes
towards people, towards the environment and towards learning, attitudes that contribute to the well-being
of the individual and of the group. In PYP schools, students should demonstrate: appreciation,
commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity,
respect and tolerance.
Action
An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by
the
children as a result of the learning process. This action may extend the child's learning, or it may have a
wider social impact, and will clearly look different within each age range.
Assessment
Assessment is integral to all teaching and learning. The purposes of assessment are to promote student
learning, to provide information about student learning and to contribute to the evaluation of the
effectiveness of the programme. Teachers and students use a variety of assessment tools. Three
components of our assessment program which we use to provide information about student learning are:
report cards (issued mid-year and in June), parent conferences (in fall), student portfolios and student-led
portfolio conferences (in spring). There are also mid-term progress reports issued for K5-Grade 5 students
in the fall and spring.
Portfolio Assessment
Portfolios are collections of student work that are designed to demonstrate successes, growth, creativity,
areas that need improvement, and reflection. The portfolio is a celebration and an opportunity for
students, parents, and teachers to share and discuss learning accomplishments and to set goals. It is also a
chance to observe an overall picture of the students learning and share what has been worked on.
How are the portfolios prepared?
Students and teachers select items for the portfolio from work students have done during every trimester.
The children’s selections are based on the criteria such as:
A piece of work they are proud of.
An assignment they need to work on further or improve.
A task they enjoyed learning about.
Special memories.
Something that shows improvement.
After selecting items, students will reflect on what they have chosen. This may be done in writing or
through a discussion with peers and the teacher.
Parents may check out the portfolio periodically through the year to take home and spend more time
reflecting with their child. However, the portfolio needs to be returned to school complete with all its
contents for the true value of the portfolio to be maintained. Portfolios are sent home at the end of K5
and Grade 3 or when a student withdraws from DIS. Students in Grades 4 and 5 create and maintain
electronic portfolios.
Student-Led Conferences
During student-led conferences, each student takes their parents through a series of learning activities to
demonstrate what they have learned. They go over the portfolio and their reflections and lead their
parents through learning activities in the different subject areas. During each activity, parents will have
an opportunity to ask their child questions, and set goals for the next term.
During a one-hour block, more than one family will be working in the room, however, each family group
will be working independently on the different activities. While the teacher is present, this is not a parent-
teacher conference time. If time is needed with the teacher, an additional appointment can be arranged.
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.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and
research and show independence in learning. They actively enjoy learning and this love of
learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing,
they
acquire in-depth knowledge and develop understanding across a broad and balanced range of
disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one
language and in a variety of modes of communication. They work effectively and willingly in
collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the
dignity of the individual, groups and communities. They take responsibility for their own
actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open to the
perspectives, values and traditions of other individuals and communities. They are accustomed
to seeking and evaluating a range of points of view, and are willing to grow from the
experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They
have a personal commitment to service, and act to make a positive difference to the lives of
others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought and have the
independence of spirit to explore new roles, ideas and strategies. They are brave and articulate
in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve
personal
well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to
assess
and understand their strengths and limitations in order to support their learning and personal
development.
The Taught Curriculum
How best will we learn?
Internationalism The Learner Profile reflective, principled, inquirers,
knowledgeable, communicator, caring, risk-
taker, thinker, well-balanced, open-minded
The Written Curriculum
What do we want to learn?
The Learned Curriculum
How will we know what we have
learned?
Essential Elements Portfolios
Parent-Teacher Conferences
Student-let conferences
Narrative Reports
Transdisciplinary
Themes, Knowledge
(Subject matter)
Who we are
Where we are in place
and time
How we express
ourselves
How the world works
How we organize
ourselves
Sharing the planet
Transdisciplinary
Skills
(What children need to
succeed)
Self-management
Communication
Social
Research
Thinking
Attitudes
(Fundamental
values)
Appreciation
Commitment
Confidence
Cooperation
Creativity
Curiosity
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance
Action
How the students
demonstrate their
ability to choose,
act and reflect?
Practice Class and resource organization and
management
Making the PYP Happen
Key Concepts
(Powerful ideas)
Form
Function
Causation
Change
Connection
Perspective
Responsibility
Reflection
DIS Primary School Mission Statement
Our mission is to continually improve student learning and well being
through best practice in a coherent transdisciplinary program of inquiry.
Dresden International School – Primary Years Program of Inquiry 2016-2017
Who we are Where we are in place and time
How we express ourselves How the world works How we organize ourselves
Sharing the planet
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
An inquiry into the natural world and its laws; the interaction between the 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.
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
EYP
Children develop a sense of self as they grow.
How our bodies grow and change
What I can do now that I couldn’t do before
How we are alike and different
The ways I take care of myself
Form Function Change
People may express feelings and ideas in different ways.
How we use different colors, media, and techniques to express ourselves
How we represent people, places, and emotions in visual and performing arts
How artists use different colors, media, and techniques in their work to express ideas
Form Function Reflection
Water exists in different forms and has different uses.
Properties of water in its different forms
Where we find water
Different ways water is used
Form Function Change
People have roles to help communities function.
Roles people have in different kinds of jobs
Equipment workers use to do their jobs
How different types of jobs help others in the community
Form Function Connection
Who we are Where we are in place and
time How we express ourselves How the world works How we organize ourselves Sharing the planet
K5
2 - Our senses allow us to experience and explore our world.
what our senses are
how we use our senses
each others likes and dislikes
Form Function Perspective
6 - Places within our city have stories to tell.
what is in our city
historical stories about places in our city
personal stories about our city
Form Function
5 - We can express our feelings through performances.
how we express different feelings
how we recognize different feelings
a variety of performances in which we can express our feelings
Form Perspective
3 - Materials are used for different purposes.
different materials
the properties of materials
how the properties of materials affect their use
Form Function Causation
4 - All living things share the Earth resources.
the needs of all living things
what living things give each other
human responsibility to share with other living things
how our everyday choices can make a big difference
Connection Responsibility
1 - Communities can be places where people build relationships.
what a community is
building healthy relationships
conflict resolution Form Causation Responsibility
G1
1 - Developing relationships requires a variety of skills.
different types of relationships
making and maintaining relationships
the effects of our behavior and actions in relationships
Function Causation Responsibility
4 - Investigating artifacts helps us to understand the past.
how people investigate artifacts
how artifacts contribute to our understanding of the past
the differences between related artifacts from past and present
Form Function Change
2 - Music provides many opportunities to discover and express ideas and feelings.
the elements of music- pitch, tempo and dynamics
different qualities of musical instruments and instrument families
how music helps us to discover and express ideas and feelings
Form Function Perspective
3 - The Earth's natural cycles affect human activity.
natural cycles (day and night, seasons, time, months)
how seasonal changes relate to human activity
differences in natural cycles around the world
Form Change Connection
5 - Transportation systems are directly related to the needs of a community.
different kinds of transportation systems
reasons for different types of transport
how transport is affected by the local environment
Form Causation Connection
6 - People and animals use environments in different ways.
the different local environments around us.
the properties of different animals
how the needs of people and animals are met by their environments
how animals and humans use and share environments
Causation Perspective Responsibility
Who we are Where we are in place and
time How we express ourselves How the world works How we organize ourselves Sharing the planet
G2
3 - Stories provide a window into people’s beliefs and values.
why people tell stories
different ways to tell stories
different perspectives within a story
Form Connection Perspective
2 - Geographical features affect the way people live all over the world.
the diverse landforms of the Earth
how maps can help us to discover different types of landform
how different landforms affect the way people live
Form Function Connection
5 - Dance provides us with a universal language to express our ideas, feelings and culture.
the elements of dance
how dance is used in our personal life (fitness, fun, professional)
the role of dance in culture and society (cultural dances around the world)
Form Function Causation
4 - There are many practical applications for the properties of air.
the evidence of the existence of air
the properties of air (takes up space, air has pressure, air has resistance, affected by temperature, transports sounds and smells)
how people use air in their everyday lives
Form Function Causation
1 - Communities help us to organize ourselves for different purposes.
the different types of communities (from small family & personal community to large rural vs. urban)
the features of a community (members, roles, rules, customs and rituals)
why people join communities
Form Function Responsibility
6 - People and animals depend on plants to survive.
the structure and lifecycle of a plant
what plants need to survive
how animals and people depend on plants for survival
our responsibility to care for plants
Form Connection Responsibility
G3
3 - A well-balanced life is a healthy life.
What it means to be healthy
How our actions affect our physical, mental and social health (components of a healthy lifestyle)
Our responsibility to maintain a healthy lifestyle.
Form Causation Connection Responsibility
1 - People move for many different reasons
The reasons people move
The impact mobility has on individuals and communities (cause and effect)
Causation Change Perspective
4 - The media inform and entertain the public.
news; what it is, where it comes from and how it is researched
how media sources select and present information and opinions
the responsibilities of a reporter in presenting accurate, unbiased information
Form Perspective Responsibility
6 - The Earth's surface is constantly reshaping itself and changing the landscape.
the formation of the Earth’s layers
how natural events reshape the Earth
rock types and the rock cycle.
Form Causation Change
2 - The successful development of towns and cities depends on careful decision-making.
factors of growth and change in communities
factors to be considered in planning
the balance between development and conservation
Function Causation Change
5 - Humans have a responsibility to reduce, reuse, and recycle.
waste production
world environmental issues related to waste
ways to reduce, reuse, recycle waste
Form Connection Responsibility
Who we are Where we are in place and
time How we express ourselves How the world works How we organize ourselves Sharing the planet
G4
2 - Different organs of the body work together for a purpose.
the human body systems and their organs
how different organ systems within a human body work together for a purpose
the choices we make which can impact the body
Form Function Responsibility
3 - Civilizations have common systems and structures.
the structures and systems of ancient peoples
the similarities and differences in the structures and systems of ancient civilizations
the similarities and differences between ancient civilizations and the modern world
Form Connection Reflection
6 - An artist's work reflects his/her personal influences.
what art is (Different art media; not just visual art)
the various elements of art
how people/artists are influenced by their historical period, culture and their personal background
Form Causation Perspective
4 - We depend on simple machines everyday to make life easier.
what simple machines are and how they work
how simple machines are incorporated into everyday compound machines
how compound machines are used everyday to improve the quality of life.
Form Function Reflection
5 - Goods are made and moved all around the world.
where various goods and commodities come from
the manufacturing and transportation of goods
making fair and informed choices about limited resources
Change Connection Responsibility
1 - When interacting with natural habitats, humans make choices that have an impact on other living things.
the reasons why and how animals/plants become endangered and extinct
how the loss of animal/plant diversity affects other plants and animal species
what can be done to prevent animals/plants becoming endangered and extinct
Causation Connection Responsibility
G5
4 - When people reach puberty physical and emotional changes occur
the human life cycle
emotional/physical changes caused by puberty
changing roles and responsibilities associated with puberty
Form Change Responsibility
6 - 5b: Humankind’s exploration of space is ongoing, bringing with it more knowledge and mysteries. (Determined by students every year)
our solar system and its planets
the technology for exploring space has changed over time
types of stars and their life span
Form Function Change
3 - People express their values and beliefs in many ways, including symbolism and the arts
belief systems from around the world
symbolism within religions
how we express what we believe
Form Connection Perspective
1 -Electricity is produced in a variety of ways with new methods continuously being developed to meet societies' needs.
aspects and function of electricity
how energy is produced
the positive and negative impacts of electricity production
Form Function Responsibility
5 - G5 Exhibition Students explore topics of their own choosing and create their own central ideas.
Students create their own lines of inquiry
Form, Function, Causation, Change, Connection, Perspective, Responsibility, Reflection
2 - People advocate against unfairness in all communities and societies.
how universal human rights are denied
how people advocate against unfair experiences
the established laws/organizations which ensure human rights are maintained
Causation Connection Responsibility
Dresden International School Dresden International School [email protected]
Annen Campus (K5-Gr. 12) Preschool (1-5 years) www.dresden-is.de
Annenstr. 9 Goetheallee 18
01067 Dresden 01309 Dresden
Phone +49 351 44007 0 Phone +49 351 3125 416
Fax +49 351 44007 23 Fax +49 351 3125 417
Gita Peterson
Primary School Principal
Matthew Robinson
PYP Coordinator/Assistant Principal (AC)
Joyce Larson
EYP Coordinator/Assistant Principal (G18)
