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1 Contents: Primary Years Program at Upper Canada College IB mission statement & UCC mission statement IB Learner Profile PYP Curriculum Model (MYP, DP models) PYP Essential Elements Assessment Collaboration Q & A Page 2 Organization: What is the IB mission? Mission The International Baccalaureate 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. UCC s Previous Mission Statement To ignite boys curiosity, imagination and passion. To support diligence, innovation and excellence in all that they pursue. To encourage compassion and integrity throughout their lives. To challenge them to make a difference. This is our mission. We believe in boys. NEW MISSION STATEMENT COMING SOON! Page 3 Page 4 What is the IB learner profile? What characteristics do you want your son to possess when he graduates from school? IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programs and, therefore, the culture of all IB World Schools. Balanced Reflective IB programs promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. Page 5 Page 6 1

2 Overview of the PYP Page 7 Academic Programs offered at UCC SK - Grade 5 ~ Primary ~ IB Primary Years Program Grades 6-7 ~ Middle ~ IB Middle Years Program (implementing) Grades 8-10 ~ Intermediate ~ IB Middle Years Program (phased in implementation) Grades ~ Senior ~ IB Diploma Program Page 9 Page 10 Overview of the PYP IB PYP ESSENTIAL ELEMENTS Knowledge Concepts Skills Action Page 11 Page 12 2

3 Knowledge Knowledge: Program of Inquiry Knowledge Significant, challenging, engaging, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding Scope and Sequence Ontario Curriculum Program of Inquiry Page 13 Page 14 Knowledge: What are the PYP transdisciplinary themes? Knowledge: What are the PYP transdisciplinary themes? Who we are 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. Where we are in place and time 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. How we express ourselves 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 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 organize ourselves 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 Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Page 15 Page 16 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, in-depth understanding. Mental construct which is abstract, timeless, universal. Page 17 Page 18 3

4 Concepts Transdisciplinary Skills/Approaches to Learning Form-What is is like? Function-How does it work? Causation-Why is it like it is? 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? Those capabilities the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature. Thinking Acquisition of knowledge; comprehension; application; analysis, synthesis, evaluation, dialectical thought, metacognition. Social skills Accepting responsibility; respecting others; cooperating, resolving conflict; group decision-making; adopting a variety of group roles. Communication skills Listening; speaking; reading; writing; viewing; presenting; non-verbal communication. Page 19 Page 20 Transdisciplinary Skills/ Approaches to Learning Self management skills Gross motor skills; fine motor skills; spatial awareness; organization; time management; safety; healthy lifestyle; codes of behaviour; informed choices Research skills Formulating questions; observing; planning; collecting data; recording data; organizing data; interpreting data; presenting research findings Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people Page 21 Page 22 Action Appreciation Commitment Confidence Cooperation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance Successful inquiry may lead to action, initiated by the student as a result of the learning process. This action may extend the student s own learning, the learning of others or it may have a wider social impact. e.g. A 6-year-old child might spontaneously bring an item, such as a favourite book, to school as a prompt to continue a discussion, to illustrate a previous inquiry or to broaden the scope of an ongoing investigation. e.g. An 11-year-old child might decide research water bottle usage at the school and lobby school leaders for a water fountain which counts water bottles saved by refilling from the fountain. Page 23 Page 24 4

5 How is the PYP curriculum defined? Written curriculum Taught curriculum Assessed curriculum This is a model whereby all three components inform each other. It is a structured inquiry approach. Inquiry as a teaching and learning approach Inquiry, interpreted in the broadest sense, involves the following activities: speculating, exploring, questioning making connections between previous learning and current learning researching developing and testing theories collecting data, reporting findings and constructing explanations clarifying existing ideas and reappraising perceptions of events identifying assumptions taking and defending a position solving problems in a variety of ways analyzing and evaluating considering alternative explanations Page 25 Page 26 How is the PYP curriculum defined? Opening Classroom Doors Written curriculum Taught curriculum Assessed curriculum This is a model whereby all three components inform each other. vimeopro.com/ iboorg/online-pdvideos/video/ vimeopro.com/ iboorg/online-pdvideos/video/ It is a structured inquiry approach. Page 27 Page 28 Assessment in the PYP Formative & Summative Assessment The prime objective of assessment in the PYP is to provide feedback on the learning process. It identifies what students know, understand, can do, and feel at different stages in the learning process. summative assessment aimed at determining a student s understanding, generally at the end of a course of study or unit of work, formative assessment aimed at identifying the learning needs of students and forming part of the learning process itself. There are many opportunities for peer and self-assessment in all areas. Teachers select assessment strategies to support how students learn and perform. Teachers design assessment instruments to reflect the particular learning outcomes on which they intend to give feedback. Students and teachers are actively involved in the assessment process. Reporting to parents: October Parent-teacher Interviews December Written reports sent home February 3-way Conferences (student, parent and teacher) April Student-led conferences (student and parent) June Written reports sent hom Page 29 Page 30 5

6 Overview of the PYP Page 31 6