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International Baccalaureate

International Baccalaureate. The Primary Years Programme. What is the International Baccalaureate?. The International Baccalaureate (IB) offers high quality programmes of international education to a worldwide community of schools.

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International Baccalaureate

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  1. International Baccalaureate The Primary Years Programme

  2. What is the International Baccalaureate? The International Baccalaureate (IB) offers high quality programmes of international education to a worldwide community of schools. • Our three programmes for students aged 3 to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. There are more than 651,000 IB students at 2,392 schools in 129 countries.

  3. IB Mission Statement High quality international education for a better world 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 programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

  4. All three programmes: • Have a strong international dimension • Draw on content from educational cultures around the world • Require study across a broad range of subjects • Include both individual subjects and transdisciplinary areas • Give special emphasis to learning languages • Focus on developing the skills of learning • Provide opportunities for individual and collaborative planning and research • Encourage students to become responsible members of their community

  5. THE PYP • Promotes the construction of knowledge • Promotes inquiry as a pedagogical approach • Creates a concept driven program • Strikes a balance between the transdisciplinary program of inquiry and traditional disciplines • Promotes international-mindedness • Requires valid and varied assessment

  6. International-Mindedness in the Primary Years ProgramIB Learner ProfilePYP schools develops students who are: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective

  7. What is the curriculum framework? • Five essential elements: concepts, knowledge, skills, attitudes, action. The knowledge component, developed through inquiries into six transdisciplinary themes of global significance, supported and balanced by six subject areas.

  8. PYP-5 Essential Elements • Knowledge: what do we want students to know about? • Concepts: what do we want students to understand? • Skills: what do we want students to be able to do? • Attitudes: what do we want students to feel, value, and demonstrate? • Action: how do we want our students to act?

  9. KNOWLEDGE PYP Transdisciplinary Themes • Who we are • Where we are in place and time • How we express ourselves • How the world works • How we organize ourselves • Sharing the planet

  10. 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; of what it means to be human. • Science/Health • PE/Wellness • Social Studies(Sociology, Anthropology) • Character Education

  11. 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 • Science (Geology, Astronomy) • Math • Social Studies (Geography, immigration, History)

  12. 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 • Language (Literature) • The Arts (Art, Music, Dance/Movement) • Speech

  13. 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. • Science(Physics, Chemistry) • Technology • Media • Math

  14. How We Organize 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. • Social Studies (Economics, Career Education, Government, Civics, Religion, Sociology) • Science

  15. 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 relationships within and between them; access to equal opportunities; peace and conflict resolution. • Economics • Science(Biology, Ecology, Conservation)

  16. Appreciation Commitment Confidence Cooperation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance PYP Attitudes

  17. ActionHas an opportunity for involvement in responsible action and social service based on the topics presented through the planners

  18. Soil Raw and Unused Some nutrients (prior knowledge) exist, but there is nothing for the soil to nourish. Until…

  19. Seed Teachers plant a seed. (Central Idea or Theme) Alone it is small and useless, but through care and nourishment, the seed grows into something great that no longer requires extensive care.

  20. Five Essential Elements

  21. Concepts Reflection Form Responsibility Function Causation Perspective Change Connection The seed begins to grow roots; the roots use the soil’s nutrients to develop.

  22. Knowledge How we share the planet How we organize ourselves How the world works How we express ourselves Where we are in place and time Who we are While roots are growing, the beginning of a trunk is formed. The trunk grows as inquiry grows.

  23. Skills Thinking Self-management Research Social Communication Once basic concepts and knowledge is established, students begin to “branch out”.

  24. Attitudes Curiosity Empathy Creativity Enthusiasm Cooperation Independence Confidence Integrity Commitment Respect Tolerance Appreciation Possibly the most visible element of IB, attitudes cover the tree like leaves.

  25. Action Choose, Act, & Reflect The fruit is the most useful part of a tree. Long after planners are taught and students leave our schools, the long-term nourishment of the fruit lives on and plants new seeds…

  26. Actions Attitudes Skills Knowledge Concepts

  27. Question&Answer

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