Planning the IB PYP Unit ……with the Kids!
Nancy Flynn, Principal Saunders Ave. Kindergarten is an exciting, dynamic place to learn, play and grow! Here we emphasize academic, social, emotional, physical and cultural growth through a foundation of international study and citizenship. Our learners become internationally-educated citizens through a focus on the development of positive attitudes towards self, towards people, towards the environment and towards learning. Life-long learning is developed through inquiry-based, hands-on learning.
The curriculum, learning and attitudes are synthesized in the International Baccalaureate Primary Years Program embodied in the student profile. Curriculum is developed through the framework of the International Baccalaureate Organization.
The natural curiosity of young children is nurtured through Units of Inquiry. The Organizing Themes and Units of Inquiry offer learners the opportunity to explore and acquire essential knowledge and skills, and to develop positive attitudes. The organizing themes and units of inquiry are: 1. We are proud of our school community and enjoy learning and working together! Our first unit of inquiry is "It's All About Me". Skip to Main Content. District Home.
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Kindergarten PYP info for families! Welcome to Highland Park Elementary School! Highland Park Elementary School. Espanol Hmoob Soomaali.The PYP curriculum is developed around six organizing trans-disciplinary themes that provide the structure for the Units of Inquiry. These themes identify areas of shared experience that have meaning for individuals of different cultures. As students explore these themes collaboratively, they increase their awareness of and sensitivity to others.
The themes are:. An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including family friends, communities, and cultures; rights and responsibilities; what it means to be human. In Grade 1, for example, students learn about the human body and how our unique physical system works. An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of human kind; the relationships between and the interconnectedness of individuals and civilization, form local and global perspectives.
In Grade 2, for example, students explore the way our solar system is viewed and how it continues to change. An inquiry into ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. In Grade 3, for example, students realise that art and society can be understood through creative expression and critical appreciation.
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.
In Grade 1, for example, students learn that water is a unique substance that is essential to all life. An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
In Grade 4, for example, students study that goods and services are given value and how systems allow for free trade. 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.
In Grade Primary, for example, students discover that mini-beasts are an essential part of the habitat we live in. Skip to content. Post to Cancel.Children are born thinkers and inquirers, so our process of teaching and learning is tailored to nurturing their curiosity and wonder, through exciting lines of inquiry.
Units of Inquiry
Each term at aLphabet is structured around a trans-disciplinary theme under which the Unit of Inquiry UOI lasts for approximately 6 — 8 weeks. Each theme looks at various lines of inquiry which are aligned to the key and related concepts. They are connected to each other as well as the central idea and transdisciplinary theme.
Each theme framework integrates hands on learning and student-initiated play. The curriculum is designed to integrate and enhance literacy, numeracy, stand-alone units, language development, ICT and extra-curricular activities. We believe in a balance of skills and content. Jolly Phonics is used to teach literacy. Songs are a powerful way to teach concepts to students and we incorporate movement as well.
We believe that thinkers stem from readers, therefore our learners are encouraged to spend the first 10 minutes in class reading a book of their choice.
Class work is performed individually, in pairs as well as in groups. We drive the belief that it is possible to get students to think deeply and ask questions that drive their learning, no matter what grade level they are in. We inspire student inquiry. These themes target the enhancement of knowledge, skills, concepts, attitudes and action across all grades by allowing children to learn about themselves and the world around them. The themes are a structured framework for learning in each grade and across all year levels, under which learner profile attributes are developed and demonstrated.
Each theme unveils itself through a Unit of Inquiry UOI which is an in-depth exploration of a concept. Under each UOI, students will inquire into a central idea or conceptual understanding, guided by the investigations and questions designed by the teachers.
Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.Encouraging greater student agency in your classroom is more than simply listening to the student voice.
Allowing the children to actively contribute to the planning of their own learning, absolutely promotes meaningful student involvement. You probably recognise your own planning as a mix and match of the above. Here is a brief run down of how I have planned our unit of inquiry with my class.
The entire process took about hours over the course of a week. I then took the material and typed it into our planner, creating a working document that we used together throughout the unit, just like I would have done if planning with my colleagues This also works well with kiddos preparing for the Exhibition.PYP INQUIRY CYCLE
I have written each part of the process below, like the boxes in the IB PYP planner are titled and included a link to my exemplar. To begin with, I gave each group of kids chart paper and together they brainstormed the theme and its definition.
The official IB definition for How The World Works was put on our Smart Board for all to see andprior to setting the children loose, I explained to them that this was going to be a science unit focusing on the interactions within the natural world They knew what our central idea was roughly going to be — looking at adaptations of living things.
I held off on addressing assessment until we had a better understanding of the core of the unit. The groups were then asked to look more closely at their charts and make connections between their first thoughts, adding to them as they wished.
I demonstrated how to link their thoughts with lines. Within the planner, I typed this in box 1, under an additional title of my own, Continuing Themes, meaning themes or ideas that continued. I put the charts on the wall around the room, creating a gallery walk. We chatted about the similarities and how they fit with the theme and what our unit was going to be about.
Each group then took their collection of ideas and collaboratively wrote a central idea in one sentence. We shared each sentence and I wrote it on the board for all to see. I want to add that even though I felt that we should add more to the central idea, I was outvoted! This was challenging for me!! The next task was to decide upon the key concepts that we were going to focus on throughout our unit.
Looking closely at the connections we made in our first chart, the groups then selected 3 key concepts. Before we created a chart for this, we had to decide as a whole class, which three concepts would best fit with our unit.
I was more concerned with the children learning the process of planning. Once we had our 3 concepts, a second chart was prepared, split into the 3 key concepts of our upcoming unit. From there, the children wrote their inquiries. Again, we shared our ideas, compared and contrasted and came up with lines of inquiry. Finally, I showed the children examples of previous planners and how I would look at the knowledge and skills that I wanted them to learn throughout our unit.
We chatted about how it was a very science based unit and they knew without a doubt that they wanted experiments! You can see examples of tools videos, books, visitors and content knowledge maths skills, research skills, reading etc that they added. It was during this stage that we planned our summative assessment ideas.
As the teacher, of course, I elaborated upon this within the planner.The IB Primary Years Programme PYP for children aged 3 - 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning.
The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding. It is a student-centered approach to education for children aged It reflects the best of educational research, thought leadership and experience derived from IB World Schools. The PYP has evolved to become a world leader in future-focused education.
The PYP is an example of best educational practice globally, responding to the challenges and opportunities facing young students in our rapidly changing world.
The PYP curriculum framework begins with the premise that students are agents of their own learning and partners in the learning process. It prioritizes people and their relationships to build a strong learning community. PYP students use their initiative to take responsibility and ownership of their learning. By learning through inquiry and reflecting on their own learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile to make a difference in their own lives, their communities, and beyond.
The framework emphasizes the central principle of agency, which underpins the three pillars of school life:. Embedded in the framework is the recognition of the importance of fostering an individual's self-efficacy.
Students with a strong sense of self-efficacy are active in their own learning and take action in their learning community. Learn more about the PYP curriculum framework. The PYP focuses on the development of the whole child as an inquirer, both in school and in the world beyond.
The PYP offers a transformative experience for students, teachers and whole school communities and delivers excellent outcomes by providing an education that is engaging, relevant, challenging and significant. PYP learners know how to take ownership of their learning, collaborating with teachers to deepen understanding and increase their confidence and self-motivation.
Through actively engaging in integrated ongoing assessment they become effective, self-regulated learners who can act on constructive feedback.
Guided by six transdisciplinary themes of global significance, students broaden their learning by developing their conceptual understandings, strengthening their knowledge and skills across, between and beyond subject areas.
Schools must successfully complete an authorization process to become an IB World School. Learn more about implementing the PYP at your school.Player of the TournamentBets will be settled on the officially declared Player of the Tournament. Event SpecialsAll-in compete or not. Pre-Game Match BettingIn the event of a match starting but not being completed, the player progressing to the next round or being awarded the victory will be deemed the winner for settlement purposes.
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