pyp news - st peter's anglican primary school...(making the pyp happen, pg4) the learner...

PYP NEWS

The 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.”

(Making the PYP Happen, pg4)

The Learner Profile is currently being explicitly taught across the school to assist

student understanding. It supports not just the academic growth of our students,

but also their social, emotional and spiritual growth as well. Listed below are the

Learner Profiles, and some ways you can support at home.

IB Learners strive to be:

Inquirers - get involved with your children’s Unit of Inquiry - visit a library, see what

resources you may have at home to support

Knowledgeable - read a variety of books together, support your children in learning

something new - what are they curious about?

Thinkers - provide opportunities for your children to problem solve, talk through

real life problems, allow time for reflection - what makes you say that?

Communicators - ask your children to explain their thinking / strategy when

completing homework, encourage them to keep in contact with other family

members

Principled - provide opportunities for your children to participate in rule based

games, offer experiences in sportsmanship - what can you do when you don’t win?

Open-minded - try new things together, model being open minded and ask them to

teach you some French / German!

Caring - discuss ways your children can care for others - in the community / globally,

get them involved in recycling / composting at home

Risk-takers - encourage your children to try new things, try goal setting at home

(What is something they would like to be able to do better?)

Balanced - provide opportunities for your children to participate in varied activities,

discuss balance of food groups when preparing meals together

Reflective - discuss with your child their perceived strengths and areas for

development, use to set goals

March 27, 2018

In this issue:

Kindergarten

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

Unit of Inquiry 2 (Term 1: Week 8—Term 2: Week 2)

Our Prep classes are incredibly

engaged whilst learning about God’s most

amazing creation— The Human Body!

From the PYP Coordinator A few weeks ago, I had a ‘mum moment’ in realizing once again the power of language. Faced

with a situation of heading down a rather challenging cliff face, there was a level of anxiety and

almost refusal to attempt. By simply making a connection with the language of the Learner

Profile, particularly in regards to being a risk-taker we had great success in attempting and

navigating our way down the cliff.

In this edition, we will look closer at the Learner Profile and I would like to encourage you to

consider using this language within your homes as well. We would love to commence a photo

wall in our school hall of these achievements, so if you have any photos that you are willing to

share, please print, add a brief blurb to the back and hand them in to the office.

KINDERGARTEN

Lines of Inquiry

Family histories begin in different places

We are all on a personal journey

Important events lead to change

Key Concepts

Function: How does it work?

Perspective: What are the points of view?

Demonstration of Learning

Students will demonstrate their

understanding and knowledge through the

presentation of a ‘Treasure Box’, relating

their collected artifacts to the Central Idea.

Learning Areas/NESA Outcomes

History (HTe-1, The-2)

Geography (GEe-1, GEe-2)

English (ENe-1A)

Where we are in place and time

An inquiry into orientation in place and time; personal histories; homes

and journey; the discoveries, explorations and migrations of humankind;

the relationships between and the interconnectedness of individuals

and civilisations, from local and global perspectives.

Central Idea: Exploring family history allows us to reflect on who we are and where we’ve come from

YEAR ONE

Central Idea: People interact with, use and value the natural environment in different ways

Lines of Inquiry

The features of places

The Earth’s resources

Materials and their uses

Key Concepts

Form: What is it like?

Causation: Why is it like it is?

Responsibility: What is our responsibility?



understanding and knowledge through the

creation of a diorama, with a simple oral

presentation in response to set questions

and criteria.


Geography (GE1-1, GE1-2)

Science (ST1-7MW-T, ST1-10ES-S)

Sharing the Planet

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.

YEAR TWO

Central Idea: Natural changes have a cause and effect

Lines of Inquiry

The natural cycles of the earth

How natural cycles impact change

The effect of natural changes on

human society

Key Concepts



Change: How is it changing?



knowledge and understanding through

the development of a multi-media

presentation (News report) based on a

given weather scenario.


Science (ST1-1WS-S , ST1-2DP-T,

ST1-3DP-T , ST1-10ES-S )

Geography (GE1-2)

PDHPE (SLS1-13)

How the world works

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.

YEAR THREE

Central Idea: People have a responsibility to share resources and places with other living things.

Lines of Inquiry

The rights of living things

The interdependence of living things in

environments

People’s rights and responsibilities for?

interacting with natural environments

Key Concepts

Connection: How is it connected to oth-

er things?


Responsibility: What is our

responsibility?



knowledge and understanding through a

variety of tasks requiring them to become

journalists, sharing simple research and


Geography (GE2.2, GE2.3)

Science (ST2-1WS-S, ST2-4LW-S)

Sharing the Planet





YEAR FOUR

Central Idea: People encounter a range of challenges and opportunities.

Lines of Inquiry

We all have rights and responsibilities

Not all people have access to equal

opportunities

We are advocates for peace and conflict

resolution

Key Concepts

Responsibility: What is our responsibility?

Perspective: What are the points of view?

Reflection: How do we know?


Students will demonstrate their knowledge and

understanding through a variety of tasks,

matching rights and responsibilities and

producing an effective campaign as an

advocate for peace.



PDHPE (PSS2.5)

Sharing the Planet





YEAR FIVE

Central Idea: Scientific discoveries advance our understanding

Lines of Inquiry

Earth’s place in the solar system

The ways discoveries are made

How scientific discoveries continue to

shape the future

Key Concepts


Reflection: How do we know?


Students will demonstrate their knowledge

and understanding through a de-

sign task, outlining requirements for survival

on another given planet.


Science (ST3-4WS, ST3-5WT, ST3-8ES)

History (HT3-3)


How the world works





environment.

YEAR SIX

Central Idea: Natural events have impacted and continue to impact the Earth

Lines of Inquiry

The Earth’s surface

Natural events continue to cause

change

Advances in technology increase our

understanding of natural events

Key Concepts


Function: How does it work?

Change: How is it changing?



knowledge and understanding through

a task involving them to demonstrate

how a natural event occurs, and what

humans can do to mitigate this risk.


Science (ST3-2DP-T, ST3-7MW-T, ST3-

10ES-S)

Geography (GE3-1, GE3-2, GE3-2)

How the world works





environment.

pyp news - st peter's anglican primary school...(making the pyp happen, pg4) the learner...

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