Primary Years Programme (PYP)

INTERNATIONAL BACCALAUREATE

Primary Years Programme (PYP)

 

Parkhill Primary School is an International Baccalaureate (IB) Candidate School and is currently in the process of becoming authorised to teach the IB Primary Years Programme (PYP). It is an internationally recognised programme and provides the framework for implementing the Victorian Curriculum.

The Primary Years Programme is a programme of teaching and learning that focuses on the development of the whole child with the overarching concept of how to develop international mindedness. Education of the whole person emphasising intellectual, emotional, social, and physical growth whilst also involving the traditions of learning languages, humanities, mathematics, sciences and the arts. In order to promote this development you will see there is an emphasis on recognizing and developing the attributes of the IB Learner Profile in conjunction with acknowledgment of the demonstration of particular attitudes. The ‘Learner Profile Action Board’ is a focal point in each classroom.

International Baccalaureate Mission Statement

The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

For more information, please visit the IB website at: http://www.ibo.org/programmes/primary-years-programme/

Learner Profile

IB learners strive to be:

  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open- minded
  • Caring
  • Risk-takers
  • Balanced
  • Reflective

Click here for more information.

Attitudes

The IB Attitudes we encourage and demonstrate at Parkhill are:

  • Enthusiasm
  • Respect
  • Tolerance
  • Creativity
  • Cooperation
  • Appreciation
  • Curiosity
  • Integrity
  • Commitment
  • Independence
  • Empathy
  • Confidence.

You will see the ‘Learner Profile’ and ‘Attitudes’ in every classroom and displayed around the school along with the School values – Essential Agreements on a variety of topics including expected classroom and playground behaviour.

Action in the PYP

Action in the PYP is initiated independently by the student as a result of the learning process. Action extends the student’s learning or may have wider social impact depending on the age of the student. We celebrate ACTION every day in our classrooms. Students respond to their learning by bringing in artefacts, photos, books and many other items in response to what they are learning in the classroom. Sometimes we don’t see the action that occurs because it may happen at home or in the community. ACTION may take different forms and may be taken by an individual or by a group of students. Responsible action may occur through caring for our environment or raising money for a particular cause – but most importantly it is instigated by the student. Action may also be demonstrated through a sense of responsibility and respect for self, others and the environment.

Reference: Making the PYP Happen: A curriculum framework for international education. Please visit the IBO website for further information. http://www.ibo.org/programmes/primary-years-programme/curriculum/

 

Five Essential Elements of the PYP

There are Five Essential Elements of the PYP:

1.The acquisition of essential knowledge
2.The mastery of skills
3.Development of conceptual understanding
4.Demonstration of positive attitudes
5. Taking of responsible action.

The aim of all IBO programmes is to develop internationally minded people who recognizing their common humanity and shared guardianship of the planet help create a better and more peaceful world. The Primary Years Programme is a programme of teaching and learning that focuses on the education of the whole person emphasising intellectual, emotional, social, and physical growth whilst also involving the traditions of learning languages, humanities, mathematics, sciences and the arts. In order to promote this development you will see there is an emphasis on recognizing and developing the attributes of the IB Learner Profile in conjunction with acknowledgment of the demonstration of particular Attitudes.

Year 6 PYP Exhibition

In the final year of the IB PYP program, students participate in a culminating project known as the Exhibition. Students are required to engage in a collaborative transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems.

The PYP exhibition has a number of key purposes:

  • For students to engage in an in-depth, collaborative inquiry.
  • To provide students an opportunity to demonstrate independence and responsibility for their own learning.
  • To provide students with an opportunity to explore multiple perspectives.
  • For students to synthesize and apply learning of previous years and to reflect upon their journey through the PYP.
  • To provide an authentic process for assessing student understanding.
  • To demonstrate how students can take action as a result of their learning.
  • To unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP.
  • To celebrate the transition of learners in the primary to secondary education.
Programme of Inquiry

At the heart of the PYP Philosophy is a commitment to structured Inquiry as the leading vehicle for learning. Inquiry is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding.

The students at Parkhill will approach Inquiry in a variety of ways:

  • Exploring, wondering and questioning
  • Experimenting and playing with possibilities
  • Making connections between previous learning and current learning
  • Making predictions and acting purposefully to see what happens
  • Collecting data and reporting findings
  • Clarifying existing ideas and reappraising perceptions of events
  • Deepening understanding through the application of a concept
  • Making and testing theories
  • Researching and seeking information
  • Taking and defending a position
  • Solving problems in a variety of ways.

In the process the student will:

  • Gain knowledge that is relevant and of global significance
  • Develop an understanding of concepts, which allows them to make connections throughout their learning
  • Acquire transdisciplinary and disciplinary skills
  • Develop attitudes that will lead to international-mindedness
  • Take action as a consequence of their learning.

Six transdisciplinary themes provide the framework for Inquiry Learning:

  • Who we are
  • Where we are in place and time
  • How we express ourselves
  • How the world works
  • How we organise ourselves
  • Sharing the Planet.

 

Transdisciplinary Themes
WHO WE ARE
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
WHERE WE ARE IN PLACE AND TIME
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
HOW WE EXPRESS OURSELVES
An 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.
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.
HOW WE ORGANISE OURSELVES
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.
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.

 

In the near future click here to see the Parkhill Programme of Inquiry by Year Level.

 

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