2. IST mission statement
IST aspires to provide an outstanding
international education. We value and respect
cultural diversity and embrace the people and
natural environment of Tanzania. Within this
safe, secure and caring community students
reach their full potential as citizens of the world.
3. IBO mission statement
The International Baccalaureate Organization 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 IBO 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.
4. IST is a PYP school…
International Baccalaureate
Primary Years Programme
The PYP is a philosophy and a curriculum
framework that helps prepare students for
life as global citizens.
Written, taught and learned
curriculum,
5 Essential Elements:
Knowledge, concepts, skills,
attitudes, action
Constructivist,
inquiry based,
transdisciplinary
5. An internationally-minded person is...
Knowledgeable
Caring Risk-taker
Reflective Communicator
Principled Thinker
Balanced Inquirer
Open-minded
9. The
planned
curriculum
Learners
constructing
meaning
The
The taught
assessed
curriculum
curriculum
10. The five essential elements
• What do we want students to
concepts understand?
knowledge • What do we want students to know?
• What do we want students to be able to
skills do?
attitudes • How do we want students to feel?
• How do we want students to act as a
action result of their learning?
11. Concepts
The key concepts, also expressed as key questions, help teachers and
students to consider ways of thinking and learning about the word,
and act as a provocation to extend and deepen student inquiries.
Key Concept Key Question
Form What is it like?
Function How does it work?
Causation Why is it the way 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?
12.
13. Transdisciplinary Skills
To conduct purposeful inquiry and to be well-prepared for lifelong learning –
student needs to develop skills beyond those considered “basic”.
Thinking skills Social skills Research
• Acquisition of knowledge • Accepting responsibility
• Comprehension • Respecting others skills
• Application • Cooperating • Formulating
• Analysis • Resolving conflict questions
• Synthesis • Group decision-making • Observing
• Evaluation • Adopting a variety of group roles • Planning
• Dialectical thought • Collecting
• Metacognition Self-management skills data
• Gross motor skills • Recording
Communication skills • Fine motor skills data
• Listening • Spatial awareness • Organizing
• Speaking • Organization data
• Reading • Time management • Interpreting
• Writing • Safety data
• Viewing • Healthy lifestyle • Presenting
• Presenting • Codes of behaviour research
• Non-verbal communication • Informed choices findings
14. Attitudes
Attitudes
A To conduct purposeful inquirypersonal attitudes towards people, towards the
focus on the development of and to be well-prepared for lifelong learning –
environment, towards learning, beyond those considered to the well-being of
student needs to deelop skills attitudes that contribute “basic”.
the individual and of the group.
15. Action
• Successful inquiry will lead to responsible action, initiated by
the student as a result of the learning process (p25)
• a voluntary demonstration of a student’s empowerment
Reflect Choose
Act
16. Knowledge – subject areas
• Language
• Mathematics
• Science
• Social Studies
• Arts
• Personal, Social and Physical Education
17. Knowledge
“To be truly educated, a student must also make
connections across the disciplines, discover ways to
integrate the separate subjects, and ultimately relate
what they learn to life” (Boyer 1995: 82). Ernest Boyer
proposed that students explore a set of themes
representing shared human experiences such as
“Response to the Aesthetic” and “Membership in
Groups”. He referred to these as “Core Commonalities”.
In the PYP, this idea of human commonalities shapes
the transdisciplinary themes.
The Primary Years Programme: A basis for practice p8
18. Knowledge – transdisciplinary
themes
• Who we are
• Where we are in place and time
• How we express ourselves
• How the world works
• How we organise ourselves
• Sharing the planet
19.
20.
21.
22.
23.
24. Let’s Reflect
In what ways does the PYP seem different or similar to
your own school experiences?
In what ways is it different or similar to your child’s
previous education?
What strengths do you see in the programme?
What worries do you have about the programme?
Notas do Editor
CIS accreditation process starting – this will be under review…Top three words, Think, Pair, Share…
Thinking routines:Connect – which words or phrases do you feel a connection with?Challenge – which challenge your views or opinions?
Based on constructivism, the notion that no-one is a blank slate, everyone comes to every learning experience with past knowledge that enables them to make sense of new information IN DIFFERENT WAYS! This shifts the emphasis from seeing whether everyone knows the same thing, to finding out HOW each student UNDERSTANDS what they are learning…
Based on constructivism, the notion that no-one is a blank slate, everyone comes to every learning experience with past knowledge that enables them to make sense of new information IN DIFFERENT WAYS! This shifts the emphasis from seeing whether everyone knows the same thing, to finding out HOW each student UNDERSTANDS what they are learning…
Students acquire skills linked to specific subject areas; for example, in language the students become literate, in maths they become numerate. These skills provide student with the tools of inquiry.
