1. ACS EGHAM INTERNATIONAL SCHOOL GRADE 5 EXHIBITION 2011
ACTIONS AFFECT OTHERS

2. WHAT IS THE EXHIBITION?
The Primary Years Program (PYP) exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP and sharing them with the whole school community. As 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.

3. WHAT DOES IT LOOK LIKE?
The exhibition is 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

4. WHAT DOES IT LOOK LIKE?
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

5. WHAT DOES IT LOOK LIKE?
Student’s own issue, wondering, interest or concern
Remind parents that the personal connection is crucial and that making connections to the local community is important in grade 5. Grade 10 is where the students focus on global connections.
Dolphin example.
Example of tie - don’t like wearing a tie, make connection to other males in the school and local community that need to wear ties, then make connection to women and what they need to wear, then consider the role that clothes play to socialize men and women, or maybe think about a homeless person and how clothes enable us to do certain jobs - it must be difficult for them to get a job.
Ways in which this issue connects to others in the local community
Global connections to the student’s own issue

7. STUDENT ROLE 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)
Journal is not a recount. It is a place for your child to discuss their thoughts, questions, understandings, problems/concerns, or solutions they might have. Journal will help with final reflective essay.
Organizing meetings with primary sources is very important in regard to personal connection to an issue/problem and to understand different perspectives in an authentic way.

8. STUDENT ROLE 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
Groups of no more than three, and there can be students working independently (they will work collaboratively with mentors, teacher-managers and other students during the process)
Forum – to be used for students to upload documents, web links, and maintain a bibliography. Each group to have their own exhibition page. We will also be using Diigo and Noodletools as resources to help them with the exhibition.

9. PARENT ROLE Regularly discuss progress and work ethic
Support and encourage on a social and emotional level
Communicate regularly with teacher-manager and student
What does this look like? driving to and from places, being a sounding board, having things planned for down-time, being actively involved in homework
Parents can take groups of students out of school during exhibition times, but must follow school protocol (refer to parent information handbook). Each student will need a permission form if not going with own parent and teachers must be given three days notice. Reminder that this is still a learning time so no diversions. Any parent taking a group of students needs to have a CRB check.
Parents can act as advisors about specific skills they have (e.g. using imovie, powerpoint, note-taking, proof reading). Get room parents to organise a list of parents and how they are able to contribute.
Communication between students/parents/groups/teacher-managers, if any issues come up please immediately arrange a meeting with your child’s teacher-manager. If you child is telling you about a problem make sure they have first communicated with their teacher-manager.

10. TEACHER-MANAGER ROLE
Work with groups and individuals during all stages of the process
Regularly discuss progress and work ethic
Support and encourage on a social and emotional level
Communicate regularly with students, mentors, parents and other teachers
Assessment of individuals and groups
Prefer communication in person due to the time it takes to write/read s, and the fact that things can be misunderstood. Teacher-managers. Bussing/pickups/sick student s still go to homeroom teacher.

11. MENTOR ROLE
Work with groups and individuals during all stages of the process
Regularly discuss progress and work ethic
Support and encourage on a social and emotional level. Mentors will read journals and give feedback to the students and teacher-managers
Communicate regularly with students and teacher- managers
The mentors are not responsible for assessment. They are no responsible for the final product. “neutral support”
They are there to guide the groups through the exhibition process. They will meet regularly with the teacher-managers to discuss how groups are working and to discuss strategies if there are problems. Parents should contact the teacher-manager about any concerns about their child or the group.
“Mentor Jobs”
8:00 meeting with teacher-manager once a week (Monday or Tuesday), to discuss previous weeks group meetings
Read journals before meeting giving feedback, written or oral (feedback about how they are working, reflecting, progress)
Meet with group once a week
If you are unable to give up this much time each week, consider being an advisor. Advisor may mean several meetings over the course of the exhibition, or one off meetings about an area that you have a specialization in. (eg proofreading, design, drama)

12. PYP COORDINATOR, ASSISTANT PRINCIPAL AND PRINCIPAL ROLE
Work with groups and individuals during all stages of the process
Regularly discuss progress and work ethic
Support and encourage on a social and emotional level
Communicate regularly with students, parents, mentors and teacher-managers
Provide opportunities for relevant professional development and support
Promote the exhibition in the school

13. Don’t over think this.

14. HOW IS IT ORGANISED?
The exhibition process begins on the 21st of February and ends on the 15th of April. The presentations to parents will be on the evening of the 12th of April. The presentations to the school community will be during the school day on the 13th of April.
The grade 5 schedules are significantly different during this time due to the organisation of the exhibition.
The timeframe has been decided based on this student cohort.
Having groups across grades enables the students to have a greater scope of other students to work with.
Presentations are determined by the best way the group feels to display their process. They can be many different things, but it is hard to know what they might be because the inquiry will drive the presentation. They will have a display board.

15. HOW IS IT ORGANISED?
Students will still have assigned homework, though the amount and content may vary depending on the week. The inquiry homework will be related to the exhibition
Students will attend single subject lessons as usual (as 5A, 5B and 5C), though IT will be scheduled around teacher-manager groups
Single subject lessons will have a focus on the exhibition where applicable
Homework is differentiated during exhibition especially. Content is based on the process and will be authentic. The pacing will vary and so will the level of parental support required - this will be dependant on the student and on the stage of the process.
Homework should always support learning in class but if it becomes significantly difficult contact the teacher-manager.

16. HOW WILL IT BE ASSESSED?
The assessments will address how well students have demonstrated their understandings of the central idea, lines of inquiry, IB learner profile, attitudes, transdisciplinary skills and the key concepts
The student handbook, a journal, rubrics, a bibliography, and a reflective essay will be used
Feedback will be given during student-led conferences and in school reports
Assessment will be done by teachers and students.

17. ?
QUESTIONS