General Information

What is the exhibition? A significant event in the life of a PYP school and student, Synthesis of the essential elements of the PYP and sharing them with the whole school community. A culminating experience It is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP.

What is the purpose of the Exhibition? To provide students with an opportunity to demonstrate independence and responsibility for their own learning To provide students with an opportunity to explore multiple perspectives To show how students can take action as a result of their learning To provide an authentic sustained process for assessing student understanding

What does it look like? A collaborative open-ended inquiry that begins from personal interests and expands into a real-life issue or problem The exhibition is an authentic process to assess student understanding Students will demonstrate an understanding of the essential elements of the PYP and will take ACTION as a result of their learning Students are involved in discussing an issue/problem to be investigated, deciding on the central idea and lines of inquiry, planning, gathering information, recording and reflecting, and presenting their findings Students will demonstrate understandings of the IB learner profile, skills, attitudes and the key concepts The emphasis is on the PROCESS, and all the stages are equally important

WHAT DOES IT LOOK LIKE?

WHAT DOES IT LOOK LIKE? Student’s own issue, wondering, interest or concern

WHAT DOES IT LOOK LIKE? Student’s own issue, wondering, interest or concern Ways in which this issue connects to others in the local community

WHAT DOES IT LOOK LIKE? Student’s own issue, wondering, interest or concern Ways in which this issue connects to others in the local community Global connections to the student’s own issue

HOW IS IT ORGANISED? The exhibition process begins on the 14th of August and ends on the 26nd of September. The assessors will be on tasks on the 26th and the presentations to parents will be on the afternoon of the 28th of September. The presentations to the school community will be during the school day on 29th September. The year 6 timetables are significantly different during this time due to the organization of the exhibition. Students will still have self-assigned homework, to support their inquiry related to the exhibition Students will attend specialist subject as usual and will have a focus on the exhibition where applicable ICT will be scheduled around inquiry groups

What are the 5 essential elements of the PYP we expect students to demonstrate? Knowledge: Students inquire into, and learn about, globally significant issues The Key Concepts: Form, Function, Causation, Change, Connection, Perspective, Responsibility, Reflection The transdisciplinary skills: Thinking, Social, Research, Communication and Self- management Attitudes: Empathy, Enthusiasm, Independence, Integrity, Respect, Tolerance, Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity Action: Successful inquiry will lead to responsible action initiated by the students

How much time do students spend working on the Exhibition? Students started brainstorming ideas in term 2 The Exhibition replaces one unit of inquiry under the Transdisciplinary theme HOW WE ORGANISE OURSELVES Exhibition process continues for six weeks Most of the day is devoted to the Exhibition

How does it differ from a unit of inquiry? The class teachers facilitate the process of the Exhibition rather than teach directly Students are guided by a personal mentor who helps them monitor their progress and assists them in setting new goals Specialist lessons continue but they mostly support the exhibition process Rather than lessons, workshops targeting particular skills will take place during the six weeks to guide the students and refine their skills

CONTENT Written Part- Any of these below Information report, Procedural text, Narrative, Recount, Report writing, Informative poster, Argument, Explanatory text Oral Presentation Demonstration, Speech, Explanation ICT- Any of these below PowerPoint, Websites, Video, Audio Maths- Any of these below Graphs, Charts, Tables, Venn diagram, Timeline, Statistical survey, Fractions, Percentages.. Performance- Any of these below Songs, Role play, Models, Hands on experiment, Painting, Observational drawing

ASSESSMENT The Process Understanding the Central idea Application of PYP concepts, skills and attitudes Inclusion of all requirements Timeline showing progress each week Evidence of action The Product The final presentation

HOW WILL IT BE ASSESSED? The assessments will address how well students have demonstrated their understandings of the central idea, lines of inquiry and the key concepts The assessments will address how well students have displayed the IB learner profile attributes, attitudes and transdisciplinary skills during their work over the 6 weeks. Rubrics and a bibliography will be used Feedback will be given to students on the eve of the parent presentation when assessors will check a specific number of exhibition units assigned to them.

Will there be a grade in the assessment of the Exhibition? No. A single grade will not adequately address the learning of the whole Exhibition. It is possible that a group will be very successful with the final presentation but not do so well with the process. The results will not be ‘averaged out’. The Year 6 teachers and mentors will share their observations of each group. This information will also help to assess the process.

General Info At least one part of the exhibition will be presented in French and they might even present a piece in Creole- Host Country language Students may also present in their native language i.e. Written work, oral presentation, performance, composition or technology. An English translation will need to be provided.

French requirements At least one part of their exhibition will be presented in French. It could be written work, oral presentations or performances. A new timetable has been devised for French but students will still have their four sessions with French teacher. No meetings should be scheduled with mentors during the slots allocated to French. If there is a Field Trip ,students will have to inform the French teacher one day in advance. The French teacher will guide the students through each stage of the process , facilitate their inquiry into different French writing genres in which they can present their final work and provide expert subject knowledge where applicable.Students will receive a booklet “Types de texte” to guide them in their understanding and selection of the genre. There will not be any French homework. The French teacher will ensure the participation of all students in the group by accommodating their needs and abilities. Students who are not fluent in French, might wonder how they can participate in the French part. It is a collaborative inquiry and the French teacher will ensure that in the group, each can help each other.

Technology (ICT) Students may choose ICT to present part of their Exhibition. They can choose for example to make a Power-point presentation, website, video or audio recording ICT is used : To access primary and secondary resources To record and organize data (digital images, video) To record, organize, analyse and reflect on their learning To communicate process with peers, teachers, mentors and parents To present the exhibition Others: 1. E-mail address 2. No pen drives- use one drive 3. No tablets or phones from home 4. Form to be signed and returned 5.Cameras

Homework During the Exhibition, children do not get any homework from the teachers or the mentors. They use their time for research or gather information for their group work. All homework is self assigned- that is the group members themselves self assign homework that they will carry out after discussion in the group or with the mentor.

Field trips During the Exhibition, groups of children along with their mentors will organise field trips. The mentors may or may not accompany the group. Parents will be called upon to ensure the travel of the children to the place to visit and back. At no time will the children be left with a driver. Children will always be accompanied by a parent. The parent will act as facilitator during the visit and enable the children to make the best of this field trip. Parents will have to write a short reflection when they come back as a feedback on the relevance and success of the field trip.

ROLES & RESPONSIBILITIES

STUDENT RESPONSIBILITY BE BALANCED Keep a journal of the exhibition process where they regularly record their ideas, decisions, actions, emotions and progress. Use a range of primary and secondary sources (e.g. interviews, surveys, artifacts, first-hand experiences, visits, working models, science investigations, and books, newspaper articles and the internet respectively) Distribute the responsibilities for tasks Use an exhibition handbook to guide and document the process Communicate regularly with their group, parents, teacher-manager and mentor Maintain a bibliography of resources used Negotiate ways to share their findings Assess and reflect on their progress

PARENT RESPONSIBILITY TO Regularly discuss progress , Academic honesty and personal integrity Support and encourage on a social and emotional level Communicate regularly with class teacher and student Ensuring field trip transport to and from places. Be a sounding board to bounce back ideas with students Support involved in self – set homework

TEACHER RESPONSIBILITY Work with groups and individuals during all stages of the process Regularly discuss progress, academic honesty and integrity Support and encourage on a social and emotional level Communicate regularly with students, mentors, parents and other teachers Assessment of individuals and groups

MENTOR RESPONSIBILITY Work with groups and individuals during all stages of the process Plan and organize field trips as per the chosen unit direction Regularly discuss progress, academic honesty and integrity. Support and encourage on a social and emotional level. Read diaries and give feedback to the students and class teacher Communicate regularly with students and class teacher

PYP COORDINATOR RESPONSIBILITY Work with groups and individuals during all stages of the process Regularly discuss progress, academic honesty and integrity. Support and encourage on a social and emotional level Communicate regularly with students, parents, mentors and class teachers Promote the exhibition in the school