day 1 developments in pyp
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Developments in the Primary Years Programme by Mignon Weckert, Kirsten Loza, Sandy PatonTRANSCRIPT
Developments in th P i Ythe Primary Years
Programme
Mi W k tMignon WeckertKirsten LozaSandy PatonSandy Paton
PYP curriculum development
IB Cardiff, Wales (soon to be IB The Hague, NL)
Jennifer Giddings head of programme development
Sandy Paton curriculum managerSandy Paton curriculum manager
Kirsten Loza curriculum manager
Francesca Morse‐Burns resource development officerFrancesca Morse‐Burns resource development officer
Gill Paul senior administrative officer
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2011 PYP publications• PYP sample units of inquiry including planners
and other illustrative material provided by schools Feb 2011
• Making the PYP happen: Sharing practice(web-based newsletter) July 2011
• The role of ICT in the PYP June 2011
• PYP sample units of inquiry (continued) includingsingle-subject inquiries and the exhibition Nov 2011
• The History of the PYP Nov 2011
• Developing a transdisciplinary programme of inquiry–revised Dec 2011
NB: Next revised suite of PYP curriculum documents to be published 2014
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Curriculum support materials (CSM)
The PYP is exploring publishing curriculum support materials using wider range of media.
S t / Vid tScreencast / VideocastUsing videos to support understanding of written curriculum documents.
OCC: Introduction to arts and PSPE videos, February 2010
Web 2.0Exploring the use of wikis as a collaboration and publication tool for
Sample units of inquiry (2010‐11), The Role of ICT in a PYP school (2011)
BlogE‐newsletter aggregating regional, local, and association newsletters to
share practices in the PYP (2010)share practices in the PYP (2010)
CSM: videocastsCSM: videocasts
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CSM: Sharing PYP practice siteCSM: Sharing PYP practice site
• Aggregate of PYP newsletters published byAggregate of PYP newsletters published by networks and associations
• Be linked from the PYP page on the IB website• Be linked from the PYP page on the IB website http://ibo.org/pyp/U l i l di l ll• Use popular social media tools to allow sharing and discussion
• Moderated and monitored by IB staff
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l fCSM: sample units of inquiry• Units of inquiry developed by teaching teams in IB World SchoolsUnits of inquiry developed by teaching teams in IB World Schools• Searchable tags• Includes context for learning• Examples of multi‐media evidence, annotated to inform viewing• Identifies future considerations for the development of each unit of
inquiryinquiry• Part 1 available on the OCC in February 2011 with units from the
programme of inquiry• Part 2 available in November 2011 with exhibitions and units of
inquiry outside the programme of inquiry
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Sample programme of inquiry
• Result of pilot feedback• POI revised to better reflect the criteria in the rubric• POI revised to better reflect the criteria in the rubric• Incorporates current global issues content• Replacement of Developing a transdisciplinary POIp p g p y• Introduction to include
– Background to review, including criteria– Reference to relevant standards and practices (2010)– Implications of this change on other PYP documents– Specific examples from the process
• Published December 2011
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Who we are 4 5 yearsWho we are 4‐5 years2008 2011
Central idea: Friendships enrich our lives Central idea: People’s relationships with Central idea: Friendships enrich our lives and require nurturing in order to develop.
Key concepts: causation, responsibility
Related concepts: conflict or cooperation, interdependence
p peach other can have an impact on well-being.
Key concepts: function, responsibility, connectioninterdependence
Lines of inquiry
• How friends are made and kept
• Why friends are needed
Related concepts: cooperation, friendships, balance
Lines of inquiry• Characteristics that develop healthy
friendships
• How we develop relationships • How relationship affect us• Roles and behaviour within
relationships
AnalysisThe central idea in the 2008 sample is value-laden, in that it conveys the idea that our lives are enriched by friendships. The central idea was broadened to incorporate other types of relationships that may be significant to the students, eg classmates, friends
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and neighbours. The new central idea does not convey a specific value and is also more open to student inquiry, ensuring a range of responses is possible. The related concepts and lines of inquiry were revised in light of the changes to the central idea.
Contributions welcome
teachers interested in contributing to the development of curriculum support materials
support your regional associations and networks (web-based newsletter)
get in touch [email protected]
f ll PYP d l T i @ibfollow PYP development on Twitter @ibpyp
send us evidence of what good looks like
Videos Photos Web linksPage 10
Videos Photos Web links
Growth in the PYP
IBAEM 153es
IBAEM 153
IBAP 205
f pro
gram
me
IBA 405
Num
ber o
f
Total 763
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Review of Programme standards and practices
Standards PracticesStandards Practices
A: Philosophy 9
B1: Organization: Leadership and structure 6
B2: Organization: Resources and support 12
C1: Curriculum – Collaborative planning 9
C2: Curriculum - Written curriculum 11
C3: Curriculum - Teaching and learning 16
C4: Curriculum - Assessment 13
Total practices 76
Review of Programme standards and practices
Programme specific requirements
DP requirementsrequirements
Standards Practices
requirements
MYP Standards Practices requirements
PYPPYP requirements
Review of Programme standards d iand practices
An example of programme specific requirements for PYP
Review of processes for th i ti d l tiauthorization and evaluation
Aims:• Further developing global consistency of these processes• Ensuring the processes are sustainable for further growth of
the IB• Further ensuring the quality of the processes
Structure:• Forms organized according the revised Programme standardsForms organized according the revised Programme standards
and practices• Inclusion of already existing best practices
Requirements for authorizationRequirements to become an IB World School areRequirements to become an IB World School are included in the Guide to school authorization
• Requirements related to the school entity• Requirements related to the structure of the programmep g
• Requirements related to the implementation of the programmeof the programme
Guide to school authorization format for PYP
Changes in the authorization process
• Submission of applications online• Introduction of a consultation process to support schools• Introduction of a consultation process to support schools
through the candidate phase.• Verification visit• Changes in PD requirements
– Required workshop attendance for Head of school or d i b f diddesignee before candidacy
– Required in‐school workshop for all teachers during the candidate phasecandidate phase
– Expectation of fulfillment of PD requirements at the time of the verification visit
• No authorization with matters to be addressed
Changes in evaluation processesChanges in evaluation processes• Guide and self‐study questionnaire merged in
done document• Emphasis on ongoing development through the school’s action plan
• Frequency: every five years ( except the PYP q y y y ( pfirst cycle: 4 years after authorization)
• More detailed explanation of self‐studyMore detailed explanation of self study process
• More focused questions under each standard• More focused questions under each standard
A: PhilosophyAction plan
Objective Actions Date to be
achieved
Person/group responsible for achieving this
Budgetary implications
Evidence of achievement
or of progress
p yThe school’s educational beliefs and values reflect IB philosophy.
gobjective
p gtowards achievement
of the objective
B: OrganizationB1: Leadership and structureThe school’s leadership and administrative structures ensure the implementation ofthe Diploma/Middle Years/Primary Years Programme.
Objective Actions Date to Person/group Budgetary Evidence ofObjective Actions Date to be
achieved
Person/group responsible for achieving this
objective
Budgetary implications
Evidence of achievement
or of progress towards achievement
of the objective
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Timeline for implementation of new processes2010 P bli i f i d d (O b /N b )• 2010: Publication of revised documents (October/November)– Programme standards and practices– Guide to school authorization Application for candidacy– Guide to school authorization, Application for candidacy and application for authorization
– Programme evaluation guide and questionnaire• 2011: Transition year
– Candidate applications: according to new process– Authorization: gradual phasing in of the new process– Evaluation: schools may request to use the new documentsdocuments
• 2012: All schools use new documents for all processes• January 2014: All requirements for the new processes are fully y q p y
in place