exploring the pyp at gems world academy 2017-18

EXPLORING THE PYP AT GEMS WORLD ACADEMY Presented by Jeff Hart, PYP Principal and David Gerber, PYP Curriculum CoordinatorSeptember 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

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

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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.

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Jeff HartElementary Principal

Cheryl MurreeAssistant Principal (Early Childhood)

Kristen Murphy Assistant Principal

David Gerber PYP Coordinator

Our Challenge for the Future…

Our Mission Statement:

GEMS World Academy-Dubai develops inquiring, reflective and caring learners who, through the rigourof 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.

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.

A Cycle of Inquiry in the PYP

Curriculum Model of the PYP

Language

Based on learning continuums

-Reading

-Writing

-Listening and Speaking

-Viewing and Presenting

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

Mathematics

Based on learning continuums

-Data Handling

-Measurement

-Pattern and Function

-Shape and Space

-Number

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.

Science Scope and Sequence

Social Studies Strands

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.

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.

Personal, Social Physical Education

PSPE-Working together

Trans-disciplinary Learning

Curriculum Model of the PYP

Trans-disciplinary Themes

How the World WorksInquiry 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 technologicaladvances 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.

Curriculum Model of the PYP

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?

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)

Nearpod-Student version

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Use the Code here:

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

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

Language Assessments

PM Benchmarks example

Language Assessments

Spelling Writing example

Language Assessments

6 traits writing example

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

What is my child learning? Curriculum Map

Data from Math Whizz

What is my child learning? Curriculum Map

Data from Math Whizz

Socrative-What do you still want to know?

Please submit any other questions (along with contact information) using

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