International Baccalaureate World School

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Southlands Elementary School

• International Baccalaureate World School
• Primary Years Program

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IB Mission Statement

• 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.
• The IB 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.

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What is a PYP Education?

• educational framework that focuses on
  inquiry-based learning (asking questions and
  searching for answers)
• encourages a learning process that emphasizes
  natural curiosity and making connections
• students are taught to understand that learning
  is about asking questions and seeking answers,
  which may lead to new, more complex questions!
• local curriculum is organized into the PYP
  framework
• transdisciplinary approach to learning
  (integrating subjects when appropriate)

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Who is the PYP for?

• inclusive education all children in the school
  are part of the PYP, regardless of their learning
  needs
• addresses academic, social, and emotional
  well-being of every child
• encourages students to develop independence and
  take responsibility for their own learning

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What is a typical PYP day?

• some direct instruction in reading, writing, and
  math
• units of inquiry, with a main focus on science,
  social studies, fine arts, and/or health and
  careers
• French language instruction twice a week
• on-going assessment and reflection, by teachers
  and students (no external IB exams)
• group-work and individual work
• daily physical activity

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PYP Learner Profile

• aim of the PYP is to develop internationally
  minded students who help to create a better and
  more peaceful world
• traits of the learner profile are
• inquirers open-minded
• knowledgeable caring
• thinkers risk-takers
• communicators balanced
• principled reflective

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PYP Written Curriculum

• knowledge significant, relevant content
• concepts powerful ideas that have subject
  significance but also connect to other curricular
  areas
• skills transdiciplinary capabilities students
  need to succeed in a changing, challenging world
• attitudes expressions of fundamental values,
  beliefs, and feelings about learning, the
  environment and people
• action demonstrations of deeper learning through
  responsible action

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Knowledge(Transdisciplinary Themes)

• units of inquiry are planned under six
  transdisciplinary themes, which repeat each year
• Who we are
• Where we are in place and time
• How we express ourselves
• How the world works
• How we organize ourselves
• How We Share the planet

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Key Concepts

• concepts shape the units of inquiry and give them
  direction and purpose
• form What is it like?
• function How does it work?
• causation Why is it like 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?

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Concept-based Learning

• instructional focus is on concepts rather than
  themes or topics, and is expressed through a
  central idea

Rather than Memorize and locate the rivers,
bodies of water, and mountains in British
Columbia. Inquire into Geographic features may
determine where humans settle.
Rather than Research bear facts types of bears,
what they eat and where they live. Inquire into
Animal habitats are affected by human behaviour.
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Skills(Approaches to Learning)

• students are given opportunities to develop
  transdisciplinary skills needed for academic and
  personal success
• thinking skills
• social skills
• communication skills
• self-management skills
• research skills

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Attitudes

• students are encouraged to develop the following
  attitudes towards people, the environment, and
  learning
• appreciation empathy
• commitment enthusiasm
• confidence independence
• cooperation integrity
• creativity respect
• curiosity tolerance

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Action

• something students choose to do as a result of
  their experiences, because it is important to
  them
• students, staff, and families are encouraged to
  use a cyclical process, called the Action Cycle
• by reflecting on learning, social situations, and
  behavioral issues, students can make a choice and
  take action

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For more information

• Southlands School website
• http//go.vsb.bc.ca/schools/southlands
• IB website
• http//www.ibo.org/pyp