PYP presentation parents 2010
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The document provides an overview of Kennedy School's implementation of the Primary Years Programme (PYP). It introduces the aims of the PYP workshop, which are to model the philosophy and pedagogy of the PYP, familiarize participants with the IB Learner Profile, and provide suggestions for parental support. It also summarizes the essential elements of the PYP curriculum framework, including knowledge, concepts, skills, attitudes and action. Finally, it discusses the PYP's transdisciplinary units and learner profile attributes that develop internationally-minded students.
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Semelhante a PYP presentation parents 2010
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PYP presentation parents 2010
- 1. Kennedy School Implementing the Primary Years Programme May 2010
- 3. Learners Constructing Meaning What do we want to learn? How will we know what we have learned? How best will we learn? The written, taught and assessed curriculum.
- 9. Which profile do parents consider the most important?
- 10. Which profile would you like a teacher to demonstrate?
Notas do Editor
- My name is Jacqueline Harmer, I am the PYP co ordinator at Kennedy. I have been working as a PYP co ordinator for 6 years and I am a trainer with IB Asia Pacfic region.
- These are the aims of the workshop. We will probably not answer all of your questions but I hope after today’s session you feel that we are open to your questions and will try to answer them through one of the means of communication available. CLC, newsletters or by direct e mail.
- WHAT DO WE WANT TO LEARN? This is the aims of the workshop I have just shared – in the classroom they are the objectives. HOW BEST WILL WE LEARN? Today we will be using some of the strategies that teachers may use in the classroom. HOW WILL WE KNOW WHAT WE HAVE LEARNED – This has 2 purposes – it means we need to find out what is known before we start and also to check progress during and at the end of the learning process. We are going to start with PRE ASSESMENTS – test, brainstorm, T and F, W questions, PYP Is, Is not. These are used by teachers to identify misconceptions, making suitable groupings for future work and identifying missing knowledge and understanding. They will also influence HOW the teacher will approach the unit. It is very important to start where the children are at so that students can connect new learning with already established ideas – this is the constructivist approach that is embedded in PYP. This means that a unit of inquiry may not be the same from class to class or even student to student as teachers where possible will differentiate to meet the needs of individuals.
- Some of you may have listened to the introduction in the PTA session, you should all have received the PYP Handout. I have spare in case anyone wants one. We will continue working together to explore some of the ideas behind PYP. IB Mission statement, PYP at Kennedy & essential elements. At any point if you have any questions note them on the post its and add them to our WONDER WALL. I will then be answering them via the VLE if they are not dealt with today. These are used in the classroom to allow students the freedom to explore some of their own ideas.
- This is the Kennedy Mission statement. It has recently been extended to further strengthen the alignment with IB PYP & Kennedy school.
- S & S = curriculum – what we should be covering. As adults you have a role to play, by being here you are showing a commitment to your child’s education. Mention shift happens if people want clarification – slides from EA training.
- Today we are mainly focusing on the knowledge from these 5 and how this knowledge is organised under PYP. We will also be looking at the learner profile the glue that sticks the essential elements together.
- It is expected that all students and adults in the school will demonstrate these characteristics. To begin with we will teach these attributes and help students understand what they mean in action. To help you understand what we mean by these attributes we are going to do an activity. I could just tell you about them but the idea is to engage you as that way you will learn more. MATCHING ACTIVITY Then give out attitudes and they can highlight the words and ideas on the attitude that appear in the learner profile. VIDEOS from last years year 2.
- We surveyed some parents in year 1 and 2 last year to find out what the thought with regards to the learner profile. These are a summary of the results. Apologies as they are difficult to see but I will read out the top and bottom ones each time.
- The knowledge element is expressed in the written curriculum. This is taught through stand alone, specific subject classes. Eg PE, Maths, Mandarin and Music. As well as through the units of inquiry, the stand alone lessons still include inquiry pedagogy and the skills, attitudes, concepts and learner profile. Students will do an in depth inquiry into the area for each of the transdisciplinary themes so after 6 years they should have an understanding of the big ideas in each theme. Match title to description. These units are driven by a central idea which should provide an opportunity for relevant, significant, engaging and challenging learning thhrough inquiry These units must fall within six organising themes – which roughly relate to subjects. Pshe. Who we are history & geog. Where we are in place & time Arts & language, how we express Maths, science & technology how the world works Social studies/geog how we organise ourselves PSHE citizenship sharing the planet Staff have agreed upon a whole school programme for inquiry. On your new tables try and match the CI to the correct transdisciplinary theme It could be possible for a CI to come under more than one TD theme but the lines of inquiry and concepts clarify this. Give example – conflict could be sharing the planet if a concept were resolution – for us it is change so it is where we are in place and time.
- I will give all of you a hand out for this. Discuss some issues – space, research tasks, computer time etc. Offer guidelines: use questions rather than instructions. – eg when researching ask them what they have learnt – if the child says they did their HW and they hold up reams of printed stuff from Wikipedia no thinking was required – therefore they haven’t really done any work. Do not do the work for them. Ask them what the instructions mean – they will have had it explained do not try and interpret them yourself. Following the instructions is part of the task. Support them in taking responsibility by allowing time/space/strategies etc We don’t want to encourage silly excuses we want the child to make the right choices. It should not be modelled that others can be blamed. (exceptions) Feedback as questions: how could you improve, have you done your best?
- There is a link on the VLE in the PYP section to the IBO website where you can find more although that area of CLC is still under development. If you have an concerns at any time please come and speak to me or send an e mail. On the reverse of the sheet on home support is the PYP page from the VLE. Action comments are very welcome – sign in as your child to share anything on the Forums. This area is under development. Thank you for coming please complete a feedback form if you have time as this will help us improve future workshops. There is a parent expert sign up sheet – please add your name and contact details if you feel you can support a specific unit of inquiry. You can do this on the VLE.