Overview of the PYP

Objectives O Development of the whole childO Relevant, engaging and challenging for learners

4 pillars of the PYPO -Profile: To promote international-mindednessO -Based on InquiryO -Constructivism O -Transdisciplinarity

IB learner Profile

Learners strive to be:

Some differences between traditional teaching and the PYP

Traditional Classroom PYP ClassroomCurriculum begins with parts of the

whole and emphasizes on basic skills.Curriculum emphasizes big concepts,

beginning with the whole and expanding to include parts

Learning is based on repetition Learning is interactive, building on what the child already knows

Teacher’s role is directive Teacher’s role is interactiveAssessment is through testing,

correct answersAssessment includes student work,

observation, points of view and is student initiated.

Process is as important as productMaterials are mainly textbooks and

workbooksMaterials include primary sources and

manipulatives

Information is ‘spoon-fed’ to students and students are recipient of

knowledge

Teachers have a dialogue with students, helping them construct their own

knowledgeStudents work alone Students mainly work in groups

Five essential Elements – Focus on skills, attitudes and concepts

O A basis for life both academically and socially -(Developing the whole child)

O Life-long learners – (Necessary skills to continue learning)

O Concept based learning focuses on understanding

O Promotes action O Knowledge used as a tool to reach

understanding

Mind Map of the Essential Elements

Units of inquiry

-When working on these units, we learn about other countries, cultures, ways to take action, and ways we can share the planet with other people and other living things. Through the transdisciplinary themes, we also learn ways to express ourselves, we learn about who we are, how our world works, and how our world is organized.

How is it done?Inquiry -Questioning, reasoning, analysing, thinking, producing and taking action O Role of the teacher-Guiding and facilitating, learning with the process O Differentiation -Different needs and levels

Some examples of we assess children’s learning

O Students are involved in setting goals and criteria for assessment

O Students perform, create, produce, or do something. O Tasks require students to use higher-level thinking

and/or problem solving skills O Tasks often provide measures of metacognitive skills

and attitudes, collaborative skills and interpersonal skills as well as the more usual intellectual products

O Assessment tasks measure meaningful instructional activities

O Tasks are contextualized in real-world applications