Transcript Slide 1

Welcome!
We are all learners and part of a learning community...
so let’s start learning!
Chalk Talk:
a silent conversation
Respond in words/phrases to the question:
What do we want our children to be like when they are
adults?
Primary Years Programme
小學教育項目
Introduction for new parents
Kowloon Junior School (KJS)
October 2012
Know:
The PYP as a transdisciplinary curriculum model and
essential elements
Understand:
Internationally minded schools, teachers & students
Transfer:
Your newly constructed understanding to a KJS context
 IBO is a non-profit organization that has been in existence since
1968.
 It was established to provide students with a balanced education,
to facilitate geographic and cultural mobility and to promote
international understanding
The three programmes span the years of
kindergarten to pre-university. The programmes
can be offered individually or as a continuum.
The Primary Years Programme (PYP) for pupils aged
3 to 12.
The Middle Years Programme (MYP) for students
aged 11 to 16.
The Diploma Programme for students aged 16 to 19.
Organizational Structure
PYP
Committee
IBO Office, Hague
PYP Unit
IBCA
IB Regional
Office
Africa
Europe
Middle East
IB Regional
Office
Americas
IB Regional
Office
Asia
Pacific
BURNING
Questions!
Using the Post It notes
on the table please
take a moment to write
down 1 or 2 “Burning
Questions "you have
about the IBO or about
the PYP and also 1 or
2 things you already
know about the
programme.
If these questions are
not answered during
our session we will
have a Q&A at the end.
At Present
There are over 969
authorized PYP
schools worldwide
274 of these are in
the Asia-Pacific
region
These numbers are
constantly changing
Philosophy of the PYP
 The philosophy behind the PYP can be examined in
two parts.
 Firstly, the mission statement of the IBO expresses the
IBO’s overall purpose as an organization promoting
and developing programmes of international
education.
 Secondly, there is a set of beliefs and values which the
IBO call “International Mindedness”
– let’s look at this first!
What does an
internationally minded
learner look like?
Getting to the very heart of itPYP LEARNER PROFILE
齊來了解小學教育項目的學習目標
PYP schools develop students who are:
推行小學教育項目的學校致力培養學生成為:

Inquirers 發問者

Principled 有原則

Thinkers 思考者

Caring 關心別人

Communicators 交流者

Open-minded 思想開明

Risk-takers 冒險者

Balanced 全面發展

Knowledgeable 知識淵博

Reflective 會反思
An International Person
 From the PYP’s
perspective an
international person
is a person with the
attributes and
dispositions
described in the
learner profile.
Standard A4:
The school develops and promotes international mindedness and all
attributes of the IB learner profile across the school community.
IBO Mission Statement –
can you identify the learner profile in it?
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.
The IBO Mission Statement + The Learner Profile
makes up the philosophy which drives the PYP.
http://www.ibo.org/programmes/profile/
KJS Mission Statement
“Success for every child”
At KJS we create a safe, supportive and caring
environment where beliefs and values reflect a respect
of cultural diversity.
We motivate individuals to become lifelong learners
who are empowered to take action to make a positive
difference in the world.
The school community works together to develop global
citizens with a sense of social awareness and
responsibility through an engaging, relevant and
challenging curriculum.
To what extent does the KJS Vision and Mission
statement assist us in developing our students as being
‘internationally minded’? Have a think!
So...what else is the ‘PYP’?
 The PYP is NOT a subject!
 It is not a prescribed curriculum.
 Designed for ages 3 to 12.
 Designed to foster the development of the whole child.
 Organized around six transdisciplinary themes of global significance
intended to help children engage with their world and the world around them.
 Transdisciplinary means that it transcends the disciplines. All teachers in a
PYP school are PYP teachers. All teachers in a PYP school use the PYP
philosophy, beliefs and values in their teaching.
 Students will inquire, make connections, develop conceptual understanding,
think critically, work collaboratively, consider multiple perspectives, construct
meaning, reflect, take action.
Open minded
Communicator
Principled
Reflective
Knowledgeable
Learner
Profile
Inquirer
Caring
Risk taker
Balanced
Significant, relevant content we wish the students to explore and know about,
taking into consideration their prior experience and understanding.
LANGUAGE
MATHS
SCIENCE/
TECHNOLOGY
ARTS
Learner
Profile
PSPE
knowledgeSOCIAL
STUDIES
Powerful ideas that have relevance within the subject areas but also transcend
them and that students must explore and re-explore in order to develop a
coherent, in-depth understanding.
CONNECTION
CHANGE
RESPONSIBILITY
CAUSATION
concepts
Learner
Profile
FORM
FUNCTION
knowledge
REFLECTION
PERSPECTIVE
Those capabilities the students need to demonstrate to succeed in a changing,
challenging world, which may be disciplinary or transdisciplinary in nature.
SELF
MANAGEMENT
concepts
RESEARCH
Learner
Profile
skills
SOCIAL
knowledge
COMMUNICATION
THINKING
Dispositions that are expressions of fundamental values, beliefs and feelings
about learning, the environment and people.
APPRECIATION
EMPATHY
attitudes
ENTHUSIASM
COMMITMENT
CONFIDENCE
concepts
COOPERATION
Learner
Profile
skills
INTEGRITY
RESPECT
CREATIVITY
knowledge
CURIOSITY
INDEPENDENCE
TOLERANCE
Demonstrations of deeper learning in responsible behaviour through
responsible action; a manifestation in practice of the other essential elements.
attitudes
concepts
Learner
Profile
action
skills
knowledge
What is the curriculum framework of the PYP?
The curriculum framework consists of five essential elements: concepts, knowledge, skills,
attitude, and action. The knowledge component is developed through inquiries into six
transdisciplinary themes of global significance, supported and balanced by six subject area.
Y1
Unit
of inquiry
Y1
Unit
of inquiry
Balance of all essential elements
Y2
Unit
of inquiry
Balance of all essential elements
Y1
Unit
of inquiry
Balance of all essential elements
Y3
Unit
of inquiry
Balance of all essential elements
Y2
Unit
of inquiry
Balance of all essential elements
Y1
Unit
of inquiry
Balance of all essential elements
Y4
Unit
of inquiry
Balance of all essential elements
Y3
Unit
of inquiry
Balance of all essential elements
Y2
Unit
of inquiry
Balance of all essential elements
Y1
Unit
of inquiry
Balance of all essential elements
Y5
Unit
of inquiry
Balance of all essential elements
Y4
Unit
of inquiry
Balance of all essential elements
Y3
Unit
of inquiry
Balance of all essential elements
Y2
Unit
of inquiry
Balance of all essential elements
Y1
Unit
of inquiry
Balance of all essential elements
Y5
Unit
of inquiry
Balance of all essential elements
Y4
Unit
of inquiry
Balance of all essential elements
Y3
Unit
of inquiry
Balance of all essential elements
Y2
Unit
of inquiry
Balance of all essential elements
Y1
Unit
of inquiry
Balance of all essential elements
Balance of all essential elements
Balance of all essential elements
Balance of all essential elements
Y6
Unit
of inquiry
Y5
Unit
of inquiry
Balance of all essential elements
Y4
Unit
of inquiry
Y3
Unit
of inquiry
Balance of all essential elements
Y2
Unit
of inquiry
Balance of all essential elements
Y1
Unit
of inquiry
Balance of all essential elements
Balance of all essential elements
Balance of all essential elements
Balance of all essential elements
Y6
Unit
of inquiry
Programme
of
Balance of all essential elements
Inquiry
What is inquiry?
什麼是探究?
 “Inquiry is an approach to learning that involves a
process of exploring the natural or material world, that
leads to asking questions and making discoveries in the
search for new understandings.”
 探究是一種學習模式, 是探索自然和物質世界的過程。
它引領我們發問和發現, 讓我們對這個世界有新的認知
和了解。
(Exploratorium Institute for Inquiry)
Teacher
Students
The teacher has all of the knowledge. The students role is to listen
and remember all of the facts and figures the teacher gives them.
Enduring Understanding:
At the heart of the curriculum cycle is the learner constructing meaning.
What was you most significant
learning moment?
Think about the following questions as well:
 How did you develop the interest?
 What experience led to this understanding?
 What resources did you use for your learning?
 How did you know that you really knew/understood?
 Think, pair, share!
End of session reflection...
“The aim of education should be to
teach us rather how to think than what to
think – rather to improve our minds, so
as to enable us to think for ourselves
than to load the memory with the
thoughts of others”
James Beattie
KWL – what have we
answered and what questions
do we still have?
Further information:
PYP NEWSLETTERS
UNIT CURRICULUM STATEMENTS
PARENTS AS PARTNERS WORKSHOPS
YEAR GROUP SPLAT PAGES
www.kjs.edu.hk