Upload
buinhi
View
252
Download
2
Embed Size (px)
Citation preview
© International Baccalaureate Organization 2007Page 1
PYP: Public Information Session
Introduction:
Queen Mary and Primary Years Programme
•What is it ?•Where are we in the process ?•Timeline•Guiding constructs•Cost•Public information
© International Baccalaureate Organization 2007Page 2
PYP – Why Global?
Why “international mindedness”?
•Global issues are important
•They affect us all
•Education should deal with what is important and has impact on us.
© International Baccalaureate Organization 2007Page 3
PYP - Why Global?
Why should we “go global” at all?
Research evidence
1 in 3secondary teachers feel schools fail to prepare children for a fastchanging globalized world
5 in 8children are not learning about major world events and problems at school
Ipsos-Mori / Geographical Association Survey 2009
© International Baccalaureate Organization 2007Page 4
PYP - Why Global?
Why should we “go global” at all?
Research evidence
93% of young people think it is important to learn about issues affecting people’s lives in different parts of the world
92%of young people think it is important to learn where the things they use, like food, energy, and water come from
Ipsos-Mori / Geographical Association Survey 2009
© International Baccalaureate Organization 2007Page 5
PYP - Why Global?
Why should we “go global” at all?
Research evidence
4 in 5Students think it is important that schools help them understand what people can do to make the world a better place
Development Education Association (DEA) and Ipsos-Mori Students 11-16 years old, July 2008
© International Baccalaureate Organization 2007Page 6
PYP Going Global and International
GlobalFocuses on:
Issues that relate to all countries and people, across national and regional boundaries
How global issues affect us –but recognizes differences in impact between countries
Whole planet – environment and people
InternationalFocuses on:
Characteristics of different countries, cultures, languages
Differences, but recognizes common characteristics and features
Parts of the world, and how they differ and inter-relate
© International Baccalaureate Organization 2007Page 7
PYP International Learner
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.
© International Baccalaureate Organization 2007Page 8
PYP Concepts at the Heart of International Mindedness
• 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
And these are the six core PYP themes
© International Baccalaureate Organization 2007Page 9
Programmes : What is the Learner Profile?It’s the IB mission statement translated into a set of learning outcomes for the 21st century.
The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools.
IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
© International Baccalaureate Organization 2007Page 10
PYP
PYP Action Cycle
Action
Action cycle
ChooseReflect
Act
Voluntary demonstration
© International Baccalaureate Organization 2007Page 11
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.
To this end the organization 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.
© International Baccalaureate Organization 2007Page 12
Why PYP ?
IB programmes are recognized around the world and ensure an increased adaptability and mobility for IB students.
The curriculum and pedagogy of IB programmes focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language.
IB teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world.
The core components of IB programmes encourage students to participate in creative and service-oriented activities, while at the same time emphasizing the importance of reflection on a personal and academic level.
http://www.ibo.org/parents/
© International Baccalaureate Organization 2007Page 13
PYP: Differences You May Notice
Increased emphasis on:� Pursuing open-ended inquiry and real-life investiga tions� Greater awareness of the needs of additional-langua ge learners� Empowering students to feel responsible and to take action� Grouping and re-grouping students for a variety of learning situations� Using multiple resources representing multiple pers pectives� Involving students in self and peer assessment� Involving students in planning for their own learni ng and assessing� Using a range and balance of assessment strategies and tools� Providing regular feedback to students about their learning � Planning of inquiry units that:
-emphasize the connections between and beyond the s ubject areas-explore similarities and differences between cultu res/places-explore broad human experiences from a range of pe rspectives
focus directly on significant issues
International Baccalaureate:A continuum of international education at Queen Mary
© International Baccalaureate Organization 2007Page 15
IB mission statement
Primary Years ProgrammmeIntroduced in 1997
Schools must offer the PYP as an inclusive programme for all students
Middle Years ProgrammeIntroduced in 1994
Schools are strongly encouraged to implement the MYP as an inclusive programmefor all students
Diploma ProgrammeIntroduced in 1969
Schools implement the DP as an programme for all qualified students
The IB continuum inception
PYP MYP DP
Programme standards and practices
IB learner profile
Capilano & Queen Mary K-7 Carson Graham 8-10 Carson Graham 11-12
© International Baccalaureate Organization 2007Page 16
PYP Curriculum
The BC Curriculum will continue to be followed and the
Provincial Prescribed Learning Outcomes will still be met,
however, the delivery of the BC Curriculum will follow the
guidelines of the IB Primary Years Programme.
© International Baccalaureate Organization 2007Page 17
PYP
PYP Theme Structure
Curriculum framework organized around units of inquiry within six transdisciplinary themes:•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
© International Baccalaureate Organization 2007Page 18
PYP
PYP Subject Structure
Programme of inquiry and scope & sequence for six subject areas:
•Language•Mathematics•Social studies•Science•Arts•Personal, social & physical education
© International Baccalaureate Organization 2007Page 19
PYP Structure and the BC Curriculum
What:What:Prescribed content Prescribed content as identified by the BC curriculum is developed through units of inquiry at each grade level.
How:How:Guided inquiry within conceptGuided inquiry within concept --based instructional activitiesbased instructional activitiesallows for crossallows for cross -- curricularcurricularconnections to be made.connections to be made.
StudentStudent --initiated inquiries andinitiated inquiries andquestions arise from theirquestions arise from theirlearning which guides furtherlearning which guides furtherlearning and/or leads to studentlearning and/or leads to student --initiated action.initiated action.
© International Baccalaureate Organization 2007Page 20
PYP
PYP ‘Learning to Learn’
Learners constructing meaning
Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)
Promotes metacognitive performance (the ability to use self-knowledge to improve)
© International Baccalaureate Organization 2007Page 21
Learners constructing meaning: The PYP definition of curriculum
© International Baccalaureate Organization 2007Page 22
PYP
PYP Assessment Structure
Internal assessment of all aspects of a student’s learning based on criteria developed by the teacher, often with student involvement, relevant to the context of the learning.
Provides feedback on the learning process as a basis for future learning
Schools must develop an assessment policy
© International Baccalaureate Organization 2007Page 23
PYP
PYP Consolidation of Learning (final year of PYP)
Exhibition
Real life issue identified by students and explored through an extended and collaborative inquiry
Learner profile attributes reflected on and developed.
© International Baccalaureate Organization 2007Page 24
Becoming a Fully Accredited PYP SchoolThere are three stages of the application process.1. Investigation Phase: Submitted and accepted by the IBO in November 2012
2012-2013: Staff members are working together to l earn about the main components of the IB Primary Years Programme (PYP).
2. Application A (Application for School Candidacy): Submission date: April 1st 20132013-2014:Candidate phase year . Queen Mary will be preparing for the third stage of the application process.All teachers will complete Level 1 PYP training by October 2014. Five units of inquiry will be written and taught from Grades 1 -7.The sixth will be written and ready for September 2014.
3. Application B (Application for full status as an IB World School):Submission date: October 2014.Fall 2014: Last unit of inquiry will taught .Spring 2015: A team of IBO officials will visit Quee n Mary to evaluate the school as a potential IB World School. After the sc hool has been recognized as an IB World School, evaluation teams will re-vis it after three years and then every 5 years. Teacher training will continue .