1. Introduction to International Baccalaureate Primary Years Programme(PYP) Objective: Gain an understanding of the basic philosophy and curricular model of the International Baccalaureate programme.
Pulaski International School of Chicago
Diana Racasi
IB Coordinator
August 2011

2. The Written Curriculum
Caring
Thinker
Risk-Taker
Knowledgeable
Open-Minded
Inquirer
Balanced
Communicator
Principled
Reflective
Learner Profile
International School: culture, climate, students example of adults, curriculum, resources, staffing, language, special needs, reflection, extension
Curriculum: Everything for which the school takes responsibility
Learners Constructing Meaning
Knowledge
Who We Are
Where We Are in Place
and Time
How We Express
Ourselves
How the World Works
How We Organize
Sharing the Planet
Subject disciplines
Language Math Arts
Social Studies
Science and Tech.
Pers. Soc. And Phys. Ed.
Assessment by
Self
Peers
Teachers
Formative
Summative
Formal
Informal
Public
Criteria
Concepts
Form
Function
Causation
Change
Connection
Perspective
Responsibility
Reflection
Transdisciplinary
Skills
Social
Communication
Research
Thinking
Self-
Management
Attitudes
Appreciation
Commitment
Confidence
Co-operation
Creativity
Curiosity
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance
Action
Choose
Act
Reflect
Effective
Teaching
Practices
Inquiry
Constructivism
Collaborative
Planning
Reflection
Taught
Curriculum
The Written Curriculum
Assessed
Curriculum 2

3. IB HISTORY Pulaski’s IB Mission:
Was established in 1968 in Geneva, Switzerland.
The IBO offers three programs of international education for students aged 3-19 years old:
*The Diploma Program at the high school level (grades 9-12).
*The Middle Years Program (MYP) (students years old).
*The Primary Years Program (PYP) (for students 3-12 years old).
There are 2,390 authorized IB schools in 129 countries.
Pulaski’s IB Mission:
Pulaski International School of Chicago aims to develop inquiring and compassionate lifelong learners who strive for their personal best in academics, civic consciousness, individual responsibility and personal skills. The entire school community provides a culture of high expectations through the rigor of the International Baccalaureate Programme. We encourage all of our students, including our special education students, English language learners and gifted students to become proactive learners of the world through language studies and intercultural instruction.

4. IB Learner Profile Attributes
The aim of the PYP is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The heart of the Primary Years Programme (PYP) is the Learner Profile. We use these ten attributes to define and develop an internationally minded person. These are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools.
IB Learner Profile Attributes
Attitudes
Attitudes

5. How is a PYP School Different?
Explicit international-mindedness
Student centered
Pulls together best practice from around the world
An expectation to collaborate
Understandings of Inquiry
Concept vs theme driven programme
The IB planners

6. The Written Curriculum
An aim of the PYP is to create a transdisciplinary curriculum that is engaging, relevant, challenging and significant for learners in the 3-12 age range. The PYP definition of curriculum consists of three interrelated components that are expressed in the form of the following three open-ended questions which compel teachers to think deeply about their own practices with regard to student learning.
What do we want to learn?
The Written Curriculum
the expression of ideas, issues, and concepts on paper
How best will we learn?
The Taught Curriculum application of best classroom practices
How will we know what we have learned?
The Assessed Curriculum
application of effective assessments

7. I. What do we want to learn?
In the PYP a balance is sought between
Acquisition of essential knowledge and skills
Development of conceptual understanding
Demonstration of positive attitudes
Taking responsible action
Five Essential Elements
of the Written Curriculum
Knowledge
Concepts
Attitudes
Skills
Actions
These elements resonate throughout the entire PYP curriculum model

8. Knowledge: What do we want students to know about?66
Students inquire into, and learn about globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to one of six transdisciplinary themes which are: 1 3 5 4 2

9. The Programme of Inquiry is a guiding document written and revised collaboratively by Pulaski grade level teams. It is organized into six themed units by age level, to frame the curriculum of the school year. Each Unit of Inquiry will include a Central Idea and Lines of Inquiry, Key Concepts, Attitudes, Learner Profile Attributes, and Trans-disciplinary Skills to be developed during the inquiry. In addition, each classroom will display the current unit of inquiry along with student questions and work.
Programme of Inquiry

10. Concepts: What do want students to understand
Concepts: What do want students to understand? The eight key concepts, also expressed as key questions, help teachers and students consider ways of thinking and learning about the world, and act as a provocation to extend and deepen student inquiries.
curriculum
A concept driven curriculum helps the learner construct meaning through improved critical thinking and the transfer of knowledge

11. Skills: What do we want students to be able to do?
There are 5 sets of transdisciplinary skills acquired
in the process of structured inquiry.
The construction of meaning is complemented by the students acquiring a range of skills that are valuable in the units of inquiry and any teaching and learning that goes on in and outside of the classroom.

12. Attitudes: What do we want students to feel, value and demonstrate
Attitudes: What do we want students to feel, value and demonstrate? The twelve “Attitudes” are the daily expressions of the “Learner Profile” used by teachers in teaching and by students in their learning. It is vital to also focus on the development of personal attitudes toward people, environment and towards learning attitudes that contribute to the well-being of the individual and the group.

13. The action cycle is a working
Action: How do we want students to act? An explicit expectation of the PYP is that successful inquiry will lead to Responsible action, initiated by the student as a result of the learning process.
The action cycle is a working
model to guide learning
experiences, research, inquiry and social interactions. This never ending cycle includes
reflection, choice and action.
Students are encouraged to
reflect, to make informed choices and to take action that will help their peers, school staff, and the
wider community. This is how
students demonstrate a deeper sense of learning, by applying their knowledge to service and positive action.

14. II. Taught Curriculum. How best will we learn
II. Taught Curriculum How best will we learn? -application of best classroom practices-
The 6 transdisciplinary themes help teachers develop a Programme of Inquiries: in-depth investigations into important ideas, identified by teachers, which are substantial and require a high level of involvement on the part of the students
These ideas require students to construct meaning from the world around them by drawing on their prior knowledge, by providing provocation through new experiences and by providing time and opportunity for reflection.
Teachers plan for this type of learning using the PYP planner which is designed to be used collaboratively and structured around a central idea and lines of inquiry.

15. Inquiry-based Teaching and Learning What does it look like?
Student-centered creates a learner-centered environment
Can be structured, guided or open
Uses multiple sources of information
Addresses multiple intelligences
Engages the learner, is interesting, provokes curiosity
Engages the learner with the social and physical environment to make sense of the world
Collecting data and reporting findings
Solving problems in a variety of ways
The act of inquiring, seeking information by asking questions
Searching for truth, or knowledge
Examination into facts or principles
Research investigation
Understanding is built on
what the learner already
knows and believes, moving
from current level of
understanding to a deeper
level of understanding

16. III. The Assessed Curriculum How will we know what we have learned
III. The Assessed Curriculum How will we know what we have learned? application of effective assessments-
Assessment is central to the PYP goal of thoughtfully and effectively guiding students through the five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action.
formative assessment which aims to promote learning by giving regular and frequent feedback
summative assessment which is the culmination of the teaching and learning process which aims to give teachers and students a clear insight into students’ understanding of the central idea

17. The Written Curriculum
Caring
Thinker
Risk-Taker
Knowledgeable
Open-Minded
Inquirer
Balanced
Communicator
Principled
Reflective
Learner Profile
International School: culture, climate, students example of adults, curriculum, resources, staffing, language, special needs, reflection, extension
Curriculum: Everything for which the school takes responsibility
Learners Constructing Meaning
Knowledge
Who We Are
Where We Are in Place
and Time
How We Express
Ourselves
How the World Works
How We Organize
Sharing the Planet
Subject disciplines
Language Math Arts
Social Studies
Science and Tech.
Pers. Soc. And Phys. Ed.
Assessment by
Self
Peers
Teachers
Formative
Summative
Formal
Informal
Public
Criteria
Concepts
Form
Function
Causation
Change
Connection
Perspective
Responsibility
Reflection
Transdisciplinary
Skills
Social
Communication
Research
Thinking
Self-
Management
Attitudes
Appreciation
Commitment
Confidence
Co-operation
Creativity
Curiosity
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance
Action
Choose
Act
Reflect
Effective
Teaching
Practices
Inquiry
Constructivism
Collaborative
Planning
Reflection
Taught
Curriculum
The Written Curriculum
Assessed
Curriculum 17

19. IB Learner Profile

20. IB IB –PYP Attitudes and Learner Profile

21. The Learner Profile

23. Learner Profile

24. References & Resources
Information adapted from the International Baccalaureate cite Retrieved August 15, 2011 from and Making the PYP Happen Coming soon access to IBO’s Online Curriculum Centre (OCC) Awesome IB video clips Opening Classroom Doors