1	IBO Primary Years Programme An overview United Nations International School Hanoi
2	Background Initially the PYP was developed in the early 1990’s as the International Schools Curriculum Project (ISCP) 1997: International Baccalaureate Organisation Primary Years Programme 1997: 11 authorised schools… globally UNIS is #7011 2000: 42 schools Jan 2005: 193 schools in 53 countries Sept 2005: 234 schools in 60 countries Sept 2006: 296 schools in ? countries
3	"7001 International School of Amsterdam" 7001 International School of Amsterdam NETHERLANDS 7002 Frankfurt International School GERMANY 7003 Saint Dominic's International School PORTUGAL 7004 Southbank International School U.K. 7005 The Zurich International School SWITZERLAND 7006 Dwight School UNITED STATES 7007 Windhoek International School NAMIBIA 7008 Munich International School GERMANY 7009 Danila Kumar Primary School SLOVENIA 7010 Mercedes College AUSTRALIA 7011United Nations Int School - Hanoi VIETNAM 7012 St John's International School BELGIUM 7013 International School Suva FIJI 7014 International College Spain SPAIN 7015 New Int School of Thailand THAILAND 7016 International School of Latvia LATVIA 7017 International School in Nacka SWEDEN 7018 Moscow Economic School RUSSIA 7019 Vienna International School AUSTRIA 7020 Istanbul Int Community School TURKEY
4	Globally PYP schools are…… Charter schools State/ public schools National schools Independent schools International schools
5	PYP is… …for all students
6	"So what is the PYP" So what is the PYP?
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8	It is…a framework designed to meet children’s needs… academic social physical emotional cultural
9	"…and it allows for" …and it allows for a comprehensive approach to teaching and learning through an international curriculum modelled with guidelines for what students should learn, using a teaching methodology and a wide range of assessment strategies.
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12	But consider….. What attributes do you want your child to exhibit at the end of their schooling?
13	"For us at UNIS-Hanoi we..." For us at UNIS-Hanoi we believe students should demonstrate the following attributes…not only in the Elementary School but across the three IB Programmes to the IB Diploma Programme Students who are…..
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17	"These characteristics create the" These characteristics create the learner profile It helps teachers and students… establish goals plan units of inquiry assess performance
18	There are Six transdisciplinary themes help teachers and students explore knowledge in the broadest sense
19	"Teachers and students use key..." Teachers and students use key questions to structure the units of inquiry… these concepts are:
20	Form What is it like? What are the different jobs people do in the school and community? G1
21	Change How is it changing? How is silk produced? G3
22	Responsibility What is our responsibility? How can we care for them (creatures)? PK
23	Transdisciplinary skills – - skills that transcend subject areas
24	Transdisciplinary skills Social skills… responsibility, respect, cooperation, resolving conflict, group decision making
25	Transdisciplinary skills Communication skills… listening, speaking, reading, writing, non-verbal communication
26	Transdisciplinary skills Research skills… formulating questions, observing, planning, collecting, recording organizing and interpreting data, presenting research findings
27	Transdisciplinary skills Thinking skills… acquisition of knowledge, comprehension, application, analysis, synthesis, evaluation, dialectical thought, metacognition
28	Transdisciplinary skills Self-management skills… gross and fine motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behaviour, making informed choices
29	The written curriculum Five essential elements at the centre:
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32	Which brings us to the PYP model
33	Attitudes – what do we want the students to demonstrate? Appreciation Commitment Confidence Cooperation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance
34	Action – how do we want the students to act?
35	In the spirit of internationalism students are required to learn a second language in addition to the language of instruction of the school from the age of seven.
36	Teachers and students assess student work There are no examinations or external moderation of student work by the IBO.
37	"Interwoven with daily learning" Interwoven with daily learning Helps teachers and students find out what students already know, to plan the next stage of learning
38	"Takes place at the end..." Takes place at the end of the teaching and learning process
39	Student progress At UNIS we use portfolios of student achievement to document progress We also indicate on a continuum how students are progressing in Math and Language
40	Reporting We report using: traditional parent/teacher conferences, student led conferences where students are demonstrating their learning on their own.
41	The PYP exhibition Students aged 10 to 12, in the final year of the programme, participate in a culminating project called the PYP exhibition It demonstrates proficiencies in all areas of the programme
42	Inquiry? www.gmsgroup.com accessed 18 September 2006
43	Inquiry? A stance that … …is open... to ideas, even conflicting ones …is about wondering...being playful with ideas and words …is engaging and supportive …building on each other’s utterances…agreeing/disagreeing with others and own ideas…offering evidence and opinions …is committed… to make a sustained effort
44	Inquiry? …begins at the boundary between knowing and not knowing …arises out of knowing and goes beyond knowing …uses a variety of investigations and language acts in constructing meaning …is driven by the human need to make sense of the world
45	Structure Planners Programme of Inquiry Written curriculum…scope and sequences PYP Authorisation and Evaluation – a global measurement
46	At the end…. Students who complete the Primary Years Programme become . . .
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50	Risk takers who approach unfamiliar situations without anxiety have confidence and independence of spirit to explore new roles,ideas and strategies are courageous and articulate in defending things in which they believe
51	Knowledgeable who have spent time in school exploring themes with global relevance and importance acquired a critical mass of significant knowledge
52	Principled who have a sound grasp of the principles of moral reasoning integrity, honesty and a sense of fairness and justice
53	Caring Show sensitivity towards the needs and feelings of others Have a personal commitment to action and service
54	Open-minded Respect the views, values and traditions of other individuals and cultures Are accustomed to seeking and considering a range of points of view
55	Balanced Understand the importance of physical and mental balance and personal well-being
56	Reflective Give thoughtful consideration to their own learning Analyse their personal strengths and weaknesses in a constructive manner