One reference was made during the meeting to a TED Talk by Sir Ken Robinson. You will find the talk here: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

1. EXPLORING THE PYP
AT GEMS WORLD
ACADEMY
Presented by Jeff Hart, PYP Principal and David Gerber,
PYP Curriculum Coordinator
September 27th, 2017-8:20 to 9:20 Planetarium
If we teach today's students as we taught yesterday's, we rob them of
tomorrow - John Dewey

2. The PYP at GEMS World Academy – Dubai
 - Introductions
 - Why do we do the things we do?
 - Make connections to what you already know
 - Delivering the PYP at GWA
 - Assessment in the PYP
2

3. Introductions
 Cheryl Murree
 Assistant
Principal (Early
Childhood)
Over the past 5 years, Cheryl has
grown to be a respected and
committed Educational Leader
within the GWA Dubai community.
She arrived as an experienced IB
PYP Elementary Teacher in
2011 and since has taken on
leadership roles including Team
Leader, PYP Coordinator and has
most recently been appointed
Assistant Early Childhood Principal.
 Kristen Murphy
 Assistant Principal
Born in Boston, Massachusetts, Kristen has
lived in Dubai for over half of her life, both as a
child and an adult. Kristen is a highly
experienced educator, having taught for over
twenty years in American, British and IB
curriculums. She started teaching at GEMS
World Academy in 2012.
3
Jeff Hart
Elementary
Principal
Cheryl Murree
Assistant
Principal
(Early
Childhood)
Kristen Murphy
Assistant
Principal
David Gerber
PYP
Coordinator

4. Our Challenge for the Future…

5. Our Mission Statement:
GEMS World Academy-Dubai develops inquiring,
reflective and caring learners who, through the rigour
of the IB programs, have the knowledge, skills and
character to take action and create a better, more
peaceful world. Supported by highly qualified staff in
world-class facilities, our diverse international
community is encouraged to develop intercultural
understanding and respect.

6. Inquiry
Is the process initiated by the students or the teacher that moves the students from their current
level of understanding to a new and deeper level of understanding. This can mean:
• exploring, wondering and questioning
• making connections between previous learning and current learning
• making predictions and acting purposefully to see what happens
• collecting data and reporting findings
• deepening understanding through the application of a concept
• making and testing theories
• researching and seeking information
• taking and defending a position
• solving problems in a variety of ways.

7. A Cycle of Inquiry in the PYP

8. Curriculum Model of the PYP

9. Language
Based on learning
continuums
-Reading
-Writing
-Listening and
Speaking
-Viewing and
Presenting

10. Language
Subset for each of the Literacy
Areas-
-Reading
Types of Text and Oral Reading
Reading Strategies
Comprehension and Response
Reading Attitudes
-Writing:
Types of Text
Mechanics and Conventions
Process and Content
Attitude and Self-Evaluation
Subset for each of the Literacy Areas-
-Listening and Speaking
Patterns in Language
Self-Expression
Understanding and following
Directions
Asking and Answering
Questions
Participation in conversation
Attentive Listening, etc
-Viewing and Presenting
Viewing
Presenting

11. Mathematics
Based on learning
continuums
-Data Handling
-Measurement
-Pattern and
Function
-Shape and Space
-Number

13. Science
There are two units per grade level with a major science focus, which equates to approximately 12
weeks of science related learning each year
The four strands of science taught in the elementary school are:
• Living Things: The study of the characteristics, systems and behaviours of humans and
other animals, and of plants; the interactions and relationships between and among them, and with
their environment.
• Earth and Space: The study of planet Earth and its position in the universe, particularly its
relationship with the sun; the systems, distinctive features and natural phenomena that shape and
identify the planet; the infinite and finite resources of the planet.
• Materials and Matter: The study of the properties, behaviours and uses of materials, both
natural and human-made; the origins of human-made materials and how they are manipulated to
suit a purpose.
• Forces and Energy: The study of energy, its origins, storage and transfer, and the work it
can do; the study of forces; the application of scientific understanding through inventions and
machines.

14. Science Scope and Sequence

15. Social Studies Strands

16. Social Studies Skills in PYP Schools
Social studies strands
Human systems and economic activities The study of how and why people construct organizations and systems; the ways in
which people connect locally and globally; the distribution of power and authority.
Social organization and culture The study of people, communities, cultures and societies; the ways in which
individuals, groups and societies interact with each other.
Continuity and change through time The study of the relationships between people and events through time; the past, its
influences on the present and its implications for the future; people who have shaped
the future through their actions.
Human and natural environments The study of the distinctive features that give a place its identity; how people adapt to
and alter their environment; how people experience and represent place; the impact
of natural disasters on people and the built environment.
Resources and the environment The interaction between people and the environment; the study of how humans
allocate and manage resources; the positive and negative effects of this
management; the impact of scientific and technological developments on the
environment.

17. Arts in the PYP
Arts are integral to the IB Primary Years Programme (PYP). They are a
powerful mode of communication through which students explore and
construct a sense of self and develop an understanding of the world
around them. Arts provide students with a wide range of opportunities and
means to respond to their experiences and engage with historical, social
and cultural perspectives. The students are stimulated to think and to
articulate their thoughts in new ways, and through a variety of media and
technologies. The PYP recognizes that not all learning can be supported
solely through language, and that arts as a medium of inquiry also provide
opportunities for learning, communication and expression. Learning
about and through arts is fundamental to the development of the whole
child, promoting creativity, critical thinking, problem-solving skills and
social interactions.

18. Personal, Social Physical Education

19. PSPE-Working together

20. Trans-disciplinary Learning

21. Curriculum Model of the PYP

22. Trans-disciplinary Themes
How the World Works
Inquiry into the natural world and its laws, the interaction between
he 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.
Other Tran-disciplinary Themes:
Who We Are How We Organize Ourselves
Where we are in place and Time Sharing the Planet
How We Express Ourselves
“One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger
picture.” Kathryn Paige-School of Education, University of South Australia.

23. Curriculum Model of the PYP

24. What is a concept?
Timeless- Can be
applied at any time
period
Universal- Can be
applied to any culture
or society
PYP Key Concepts:
-Form-What is it like?
-Function-How does it work?
-Change-How is it changing?
-Causation-Why is it like this?
-Connection-How is it connected to
other things?
-Perspective-What are the points of view?
-Reflection-How do we know?
-Responsibility-What is our
responsibility?

25. Concepts VS Topics
Topics Concepts
Dinosaurs Extinction
Butterflies Migration
World War II Leadership/Peace
Minibeasts Adaptations
Trains Transportation
Solar Power Energy Use
Computers Communication
Cell Biology Adaptation
Lynn H Erickson (2007)

26. Nearpod-Student version
 Please log-in to Nearpod.com-
 Use the Code here:

27.  The prime objective of
assessment in the PYP is to
provide feedback on the
learning process.
 It identifies what students
know, understand, can do, and
feel at different stages in the
learning process.
 Teachers select assessment
strategies to support how
students learn and perform
 Teachers design assessment
instruments to reflect the
particular learning outcomes
on which they intend to give
feedback
Assessment in the PYP

28. Assessment Within the PYP
• Pre-Assessments- Students
prior Knowledge of the
central idea
• Formative assessment-Are
they developing an
understanding of the central
idea?
• Summative Task-Have they
understood the central idea
and key concepts. Are they
able to use the skills taught
throughout the unit?
• Portfolio
• Anecdotal records
• Continuums
• Checklists
• Reflection prompts
• Authentic action

29. Language Assessments
PM Benchmarks example

30. Language Assessments
Spelling Writing example

31. Language Assessments
6 traits writing example

32. Mathematics Assessments
Data from Math Whizz
Developmental
Assessments
We use resources from
different math
programs to generate a
developmental
assessment
Standardized
Assessment
Measure of Academic
Progress (MAP) tests
CAT 4 –Cognitive
Assessment

33. What is my child learning? Curriculum Map
Data from Math Whizz

34. What is my child learning? Curriculum Map
Data from Math Whizz

36. Socrative-What do you still want to know?
 Please submit any other questions (along with contact information) using
 Room name=Exploring001