IBO: A Brief HistoryIBO: A Brief History

• International schools for American diplomats’ International schools for American diplomats’ children in native cultures.children in native cultures.

• Prepare students to gain admission to university.Prepare students to gain admission to university.• Formally established as an organization in 1968 Formally established as an organization in 1968

based in Geneva, Switzerland.based in Geneva, Switzerland.• The Diploma Programme, for students in the final The Diploma Programme, for students in the final

two years of school before university. two years of school before university. • The Middle Years Programme (MYP) is for The Middle Years Programme (MYP) is for

students aged 11 to 16 established in 1992.students aged 11 to 16 established in 1992.• The Primary Years Programme (PYP) is for The Primary Years Programme (PYP) is for

students aged 3 to 12 established in 1997.students aged 3 to 12 established in 1997.

Primary Years Programme Primary Years Programme (PYP)(PYP)• Provides an opportunity for learners to construct Provides an opportunity for learners to construct

meaning, principally through concept-driven inquiry.meaning, principally through concept-driven inquiry.• Traditional academic subjects are part of the Traditional academic subjects are part of the

programme but it emphasizes the interrelatedness of programme but it emphasizes the interrelatedness of knowledge and skills through a transdisciplinary knowledge and skills through a transdisciplinary programme of inquiry.programme of inquiry.

• The PYP focuses on the heart as well as the mind and The PYP focuses on the heart as well as the mind and addresses social, physical, emotional and cultural addresses social, physical, emotional and cultural needs as well as academic ones.needs as well as academic ones.

• PYP schools have various student populations in all YP schools have various student populations in all types of schools including the public, private, charter, types of schools including the public, private, charter, and magnet schools. Student populations are transient and magnet schools. Student populations are transient and/or stable.and/or stable.

• Natural fit with standards-based practices.Natural fit with standards-based practices.• Exists in already high achieving schools or as a catalyst Exists in already high achieving schools or as a catalyst

for school improvement plan.for school improvement plan.• Flexibility in language of instruction and languages Flexibility in language of instruction and languages

taught.taught.

International BaccalaureateInternational Baccalaureate Organization Mission Organization Mission

StatementStatementThrough comprehensive and balanced curricula Through comprehensive and balanced curricula coupled with challenging assessments, the IBO coupled with challenging assessments, the IBO aims to assist schools in their endeavors to develop aims to assist schools in their endeavors to develop the individual talents of young people and teach the individual talents of young people and teach them to relate the experience of the classroom to them to relate the experience of the classroom to the realities of the world outside. Beyond the realities of the world outside. Beyond intellectual rigour and high academic standards, intellectual rigour and high academic standards, strong emphasis is placed on the ideals of strong emphasis is placed on the ideals of international understanding and responsible international understanding and responsible citizenship, to the end that IB students may citizenship, to the end that IB students may become critical and compassionate thinkers, become critical and compassionate thinkers, lifelong learners and informed participants in local lifelong learners and informed participants in local and world affairs, conscious of the shared humanity and world affairs, conscious of the shared humanity that binds all people together while respecting the that binds all people together while respecting the variety of cultures of attitudes that makes for the variety of cultures of attitudes that makes for the richness of life.richness of life.

Internationalism: the PYP Internationalism: the PYP PerspectivePerspective

• Reflects a range of Reflects a range of interrelated factors (the interrelated factors (the student profile).student profile).

• Focus is on student learning.Focus is on student learning.

• Prepare students for Prepare students for successful participation in a successful participation in a global society.global society.

• Value-laden.Value-laden.

PYP Student Profile PYP Student Profile AttributesAttributes

• InquirersInquirers

• ThinkersThinkers

• CommunicatorsCommunicators

• Risk-takersRisk-takers

• KnowledgeableKnowledgeable

• PrincipledPrincipled

• CaringCaring

• Open-mindedOpen-minded

• Well-balancedWell-balanced

• ReflectiveReflective

PYP Student ProfilePYP Student Profile

• InquirersInquirers: Their natural curiosity : Their natural curiosity has been nurtured. They have has been nurtured. They have acquired the skills necessary to acquired the skills necessary to conduct purposeful, constructive conduct purposeful, constructive research. They actively enjoy research. They actively enjoy learning and this love of learning learning and this love of learning will be sustained throughout their will be sustained throughout their lives.lives.

PYP Student ProfilePYP Student Profile

•ThinkersThinkers: They exercise : They exercise initiative in applying thinking initiative in applying thinking skills critically and creatively skills critically and creatively to make sound decisions and to make sound decisions and to solve complex problems.to solve complex problems.

PYP Student ProfilePYP Student Profile

•CommunicatorsCommunicators: They receive : They receive and express ideas and and express ideas and information confidently in information confidently in more than one language, more than one language, including the language of including the language of mathematical symbols. mathematical symbols.

PYP Student ProfilePYP Student Profile

•Risk-takersRisk-takers: They approach : They approach unfamiliar situations without unfamiliar situations without anxiety and have the confidence anxiety and have the confidence and independence of spirit to and independence of spirit to explore new roles, ideas and explore new roles, ideas and strategies. They are courageous strategies. They are courageous and articulate in defending those and articulate in defending those things in which they believe.things in which they believe.

PYP Student ProfilePYP Student Profile

•KnowledgeableKnowledgeable: They have : They have spent time in our schools spent time in our schools exploring themes which have exploring themes which have global relevance and global relevance and importance. In so doing, they importance. In so doing, they have acquired a critical mass have acquired a critical mass of significant knowledge.of significant knowledge.

PYP Student ProfilePYP Student Profile

•PrincipledPrincipled: They have a : They have a sound grasp of the principles sound grasp of the principles of moral reasoning. They of moral reasoning. They have integrity, honesty and a have integrity, honesty and a sense of fairness and justice.sense of fairness and justice.

PYP Student ProfilePYP Student Profile

•CaringCaring: They show : They show sensitivity to the needs sensitivity to the needs and feelings of others. and feelings of others. They have a sense of They have a sense of personal commitment to personal commitment to action and service.action and service.

PYP Student ProfilePYP Student Profile

•Open-mindedOpen-minded: They respect : They respect the views, values and the views, values and traditions of other individuals traditions of other individuals and cultures and are and cultures and are accustomed to seeking and accustomed to seeking and considering a range of points considering a range of points of view.of view.

PYP Student ProfilePYP Student Profile

•Well-balancedWell-balanced: They : They understand the importance understand the importance of physical and mental of physical and mental balance and personal well-balance and personal well-beingbeing..

PYP Student ProfilePYP Student Profile

•ReflectiveReflective: They give : They give thoughtful consideration to thoughtful consideration to their own learning and their own learning and analyze their personal analyze their personal strengths and weaknesses in strengths and weaknesses in a constructive manner.a constructive manner.

WHAT IS WHAT IS CURRICULUM?CURRICULUM?Include all student Include all student activities, academic activities, academic and non-academic and non-academic since they have an since they have an impact on student impact on student

learning.learning.

Three Three Interrelated Interrelated ComponentsComponents1.1. The written curriculum.The written curriculum.

The identification of student learning within a The identification of student learning within a curriculum framework. The expression of curriculum framework. The expression of teacher’s ideas on paper.teacher’s ideas on paper.

2.2. The taught curriculum.The taught curriculum. The theory and application of good classroom The theory and application of good classroom practice. Examination and continued re-practice. Examination and continued re-examination of practice. Continued professional examination of practice. Continued professional development.development.

3.3. The learned curriculum.The learned curriculum.The theory and application of effective The theory and application of effective assessment. Meaningful assessment brings assessment. Meaningful assessment brings balance to our work and reminds us of its balance to our work and reminds us of its purpose.purpose.

Learners Constructing Learners Constructing MeaningMeaning

How best willwe learn?

Taught Curriculum

What do wewant to learn?

Written curriculum

How will weknow what we learned?

Learned curriculum

PYP Uses WE in PYP Uses WE in These Questions These Questions

Everyone is a learner, Everyone is a learner, the entire school the entire school

communitycommunityTeachers must continue

to learn about the content in which we are engaged and our own

practice.

The Written CurriculumThe Written CurriculumThe Essential ElementsThe Essential Elements

• Concepts: Powerful ideas that have relevance Concepts: Powerful ideas that have relevance within and across the disciplines in which students within and across the disciplines in which students must explore and re-explore in order to develop must explore and re-explore in order to develop understanding.understanding.

• Knowledge: Significant, relevant, subject matter we Knowledge: Significant, relevant, subject matter we wish the students to explore and know about.wish the students to explore and know about.

• Skills: Those things that the students need to be Skills: Those things that the students need to be able to do to succeed in a changing, challenging able to do to succeed in a changing, challenging world.world.

• Attitudes: Dispositions which are expressions of Attitudes: Dispositions which are expressions of fundamental values, beliefs, and feelings about fundamental values, beliefs, and feelings about learning, the environment, and people.learning, the environment, and people.

• Action: Demonstrations of deeper learning in Action: Demonstrations of deeper learning in responsible behavior through positive action and responsible behavior through positive action and service; a manifestation in practice of the other service; a manifestation in practice of the other essential elements.essential elements.

What attitudes does the PYP What attitudes does the PYP suggest that schools should suggest that schools should

encourage?encourage?

• AppreciationAppreciation

• CommitmentCommitment

• ConfidenceConfidence

• CooperationCooperation

• CreativityCreativity

• CuriosityCuriosity

• EmpathyEmpathy

• EnthusiasmEnthusiasm

• IndependenceIndependence

• IntegrityIntegrity

• RespectRespect

• ToleranceTolerance

AppreciationAppreciationAppreciating the Appreciating the

wonder and beauty of wonder and beauty of the world and its the world and its

peoplepeople

CommitmentCommitment

Be committed to their Be committed to their learning, persevering learning, persevering

and showing self-and showing self-discipline and discipline and responsibility.responsibility.

ConfidenceConfidenceFeeling confident in their Feeling confident in their

ability as learners, have the ability as learners, have the courage to take risks, courage to take risks,

applying what they have applying what they have learned and making learned and making

appropriate decisions and appropriate decisions and choices.choices.

CooperationCooperation

Cooperating, Cooperating, collaborating and collaborating and

leading or following leading or following as a situation as a situation

demands.demands.

CreativityCreativityBeing creative and Being creative and imaginative in their imaginative in their thinking and in their thinking and in their

approach to problems approach to problems and dilemmas.and dilemmas.

CuriosityCuriosityBeing curious of the Being curious of the nature of learning nature of learning

and of the world, its and of the world, its people and cultures.people and cultures.

EmpathyEmpathyImaginatively Imaginatively

projecting themselves projecting themselves into another into another

situation, in order to situation, in order to understand his or her understand his or her thoughts, reasoning thoughts, reasoning

and emotions.and emotions.

EnthusiasmEnthusiasmEnjoying Enjoying learning!learning!

IndependenceIndependence

Thinking and acting Thinking and acting independently, making independently, making their own judgments their own judgments based on reasoned based on reasoned

principles and being able principles and being able to defend their judgments.to defend their judgments.

IntegrityIntegrityHaving integrity and a firm Having integrity and a firm

sense of fairness and sense of fairness and honesty.honesty.

RespectRespectRespecting Respecting themselves, themselves,

others and the others and the world around world around

them.them.

ToleranceToleranceFeeling sensitivity Feeling sensitivity

towards differences towards differences and diversity in the and diversity in the

world and being world and being responsive to the responsive to the needs of others.needs of others.