PYP ESSENTIAL ELEMENTS - OVERVIEW

TEACHING/LEARNING KNOWLEDGE Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience/understanding Transdisciplinary Themes Who we Are Inquiry into what it means to be human CONCEPTS 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, indepth understanding. Form What is it like? 5 ESSENTIAL ELEMENTS SKILLS ATTITUDES Those capabilities the students Dispositions that are expressions of need to demonstrate to succeed fundamental values, beliefs and in a changing, challenging feelings about learning, the world, which may be environment and people disciplinary or transdisciplinary in nature. Thinking Skills 1. Acquisition of knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 7. Dialectical thought 8. Metacognition Research Skills 1. Formulating questions 2. Observing 3. Planning 4. Collecting data 5. Recording data 6. Organizing data 7. Interpreting data 8. Presenting research Social Skills 1. Accepting responsibility 2. Respecting others 3. Cooperating 4. Resolving conflict 5. Group decision making 6. Adopting a variety of roles Communication Skills 1. Listening 2. Speaking 3. Reading 4. Writing 5. Non-verbal communication Self-management skills 1. Gross/Fine motor skills 2. Spatial awareness 3. Organization 4. Time management 5. Safety 6. Healthy lifestyle 7. Codes of behaviour 8. Informed choices Appreciation Valuing of the wonder and beauty of the world and its people Commitment Serious about learning, shows selfdiscipline and responsibility Confidence Confident in their ability as learners, courage to take risks, applying what they have learned and making appropriate choices Cooperation Works in a group, collaborating and leading/following as the situation demands Creativity Creative and imaginative in thinking and in approach to problems Curiosity Curiosity about learning and of the world and its people and cultures Empathy Able to project themselves into anothers situation in order to understand others Enthusiasm Enjoying learning Independence Thinking and acting alone, making judgments and being able to defend them Integrity Being honest and demonstrating a considered sense of fairness. Respect Respect themselves, others and the world around them Tolerance Sensitivity toward difference Responsive to needs of others INTERNATIONAL MINDEDNESS ACTION Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements

THE PYP PLANNER

IB LEARNER PROFILE

1. What is our purpose? Central Idea Transdisciplinary Theme Summative Assessment Task(s) 2. What do we want to learn? Key Concepts Related Concepts Lines of Inquiry Teacher Questions/ Provocations 3. How might we know what we have learned? Assessing prior knowledge and skills Assessing student learning What evidence will we look for 4. How best might we learn? Learning Experiences 5. What resources need to be gathered? 6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP? 8. What student-initiated inquiries arose from the learning? 9. Teacher Notes

CHOOSE

Function Where we are in time How does it work? and place Inquiry into orientation in Causation place and time local and Why is it like it is? global perspective How we express ourselves Inquiry into the ways in which we discover and express ideas How the world works Inquiry into the natural world and its laws, the interaction between the natural world and human societies How we organize ourselves Inquiry into the interconnectedness of human-made systems and communities. Sharing the planet Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things. 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?

REFLECT

Risk Takers Willingness to make mistakes Try new things Willing and open to try and do things in different ways Thinkers Prior Knowledge Link with something new Build upon other peoples ideas Communicators Follow directions Express feelings, thoughts and ideas in words, mathematics, art and music Knowledgeable Thirst for knowledge Openness to learn about self and others Inquirers Questioning Curiosity Principled Honesty Reflective decision making Responsible learners Caring Thoughtful Helpful to others Sensitivity Open Minded Active listening Acceptance of other peoples perspectives Balanced Healthy lifestyle Time management Reflective Thoughtful Metacognition
Modified by Ellen Manson, RCHK, 2010 from a document created at Immanuel Primary School, Adelaide, Australia

Through the action cycle the students are able to grow both personally & socially. It is intended that the person taking the action will grow from the experience, and that the process of taking action, or not, will contribute to each student establishing a personal set of values. Ref: IBO, 2007 PYP action cycle: an ability to reflect upon the local and global consequences of ones actions; thinking about how to make choices based on these actions; and the ability to plan and carry planned action(s) through to a (hopefully) successful outcome. Finally the need to evaluate the action(s), so the cycle (C.A.R) begins again. NB Action should not always be concerned with fund raising Teachers should be aware of both tokenism and the contradiction of planning for student-initiated action

ACT

Disciplinary Subject Areas Languages Mathematics Science Social Studies The Arts PSPE