Primary Years Programme workshop materials requirements - Category 1
Please review the materials requirements for the PYP category 1 workshops listed below:
- 1A An introduction to the IB standards for administrators new to the PYP
- 1B An introduction to the PYP curriculum model
- Making the PYP happen in the classroom
For more information about the goals & objectives of the workshop categories, please review the IB Global Workshop Architecture.
An introduction to the IB standards for administrators new to the PYP (1A)
Participants are requested to bring (either download to laptop or bring a hard copy):
- Sample Programme of Inquiry
- Blank planning document
- School mission statement
- A basis for practice
- Learner Profile booklet
- Rules for candidate schools
- Application for candidacy PYP
- Guide to school authorisation PYP
- Programme standards and Practices 2010
- General Regulations PYP
- Any relevant school policies
An introduction to the PYP curriculum model (1B)
Participants are requested to bring (either download to laptop or bring a hard copy):
- School mission statement
- Any relevant school policies
- Programme standards and Practices 2010
- A basis for practice
- Learner Profile booklet
- Developing a transdiscipinary programme of inquiry
Making the PYP happen in the classroom
Participants are requested to bring (either download to laptop or bring a hard copy):
- A completed unit planner on which the participant has collaborated
- The school’s programme of Inquiry
- Programme standards and Practices 2010
- Learner Profile booklet
- Developing a transdiscipinary programme of inquiry
- A basis for practice
Primary Years Programme workshop materials requirements - Category 2
Please review the materials requirements for the category 2 workshops listed below:
- 2B Promoting International-mindedness in the PYP
- 2C The Written Curriculum in the PYP
- 2D Collaborative Planning in the PYP
- 2F Assessment in the PYP
- 2H Pedagogical Leadership in the PYP
- Inquiry
- Teaching and learning
- Action
For more information about the goals & objectives of the workshop categories, please review the IB Global Workshop Architecture.
Promoting International-mindedness in the PYP (2B)
Participants are requested to bring (either download to laptop or bring a hard copy):
- Copies of the school’s programme of inquiry
- A completed unit planner on which the participant has collaborated
- An artifact that reflects your identity
- A resource you have used that promotes and/or reflects international-mindedness and global perspective
- Learner Profile booklet
- Programme standards and Practices 2010
- Towards a continuum of international education
- Developing a transdiscipinary programme of inquiry
- A basis for practice
The Written Curriculum in the PYP (2C)
Participants are requested to bring (either download to laptop or bring a hard copy):
- The school’s programme of Inquiry
- Unit planners
- A sample of the school’s scope and sequence documents
- Programme standards and Practices 2010
- Learner Profile booklet
- Developing a transdiscipinary programme of inquiry
- A basis for practice
Collaborative Planning in the PYP (2D)
Participants are requested to bring (either download to laptop or bring a hard copy):
- The school’s programme of Inquiry
- A completed unit planner on which the participant has collaborated
- Any policies/agreements/school documents relating to planning
Assessment in the PYP (2F)
Participants are requested to bring (either download to laptop or bring a hard copy):
- The school's programme of inquiry
- A completed unit planner on which the participant has collaborated
- A copy of your school’s essential agreements on assessment and/or your school’s assessment policy
- Samples of recording and reporting processes and procedures from your school
- A professional resource for assessment that you have found useful
- Programme standards and Practices 2010
- Other IB materials that may inform the workshop e.g. Mathemtatics and language scope and sequence
Pedagogical Leadership in the PYP (2H)
Participants are requested to bring (either download to laptop or bring a hard copy):
- The school’s programme of inquiry (4 copies)
- Copies of recent IB visit reports
- The school’s action plan and/or strategic plan
- A resource you have used that has supported you in your leadership role
- PYP coordinators handbook
- Programme standards and Practices 2010
- Learning in a language other than mother tongue in IB programmes
- Unit planners
- School's assessment and language policy
- One copy of their school’s report card
- One copy of their school’s calendar
Inquiry
Participants are requested to bring (either download to laptop or bring a hard copy):
- A completed unit planner on which the participant has collaborated
- The school's programme of inquiry
- Samples of differentiated tasks and/or assessments
- Regional or national curriculum documents if applicable
- A resource you have used that promotes or supports inquiry based teaching and learning
Teaching and learning
Participants are requested to bring (either download to laptop or bring a hard copy):
- A completed unit planner on which the participant has collaborated
- A resource you have used that promotes or supports inquiry based teaching and learning
- Samples of differentiated tasks and/or assessments
- A basis for practice
- Programme standards and Practices 2010
- Developing a transdiscipinary programme of inquiry
Action
Participants are requested to bring (either download to laptop or bring a hard copy):
- Mission statement from school
- The school's programme of inquiry
- Unit planners
- Examples/evidence of student-initiated education (2008)
- Learner Profile booklet
- Programme standards and Practices 2010
- Towards a continuum of international education
- A basis for practice
- Exhibition guidelines
Primary Years Programme workshop materials requirements - Category 3
Please review the materials requirements for the category 3 workshops listed below:
- 3A The Exhibition
- 3B Teachers as Researchers in the PYP
- 3C The Role of Language in the PYP
- 3D Reading and Writing through Inquiry in the PYP
- 3E The Role of Science and Social Studies in the PYP
- 3F The Role of Mathematics in the PYP
- 3G The Role of Arts in the PYP
- 3H The Role of Physical Education in the PYP
- 3J 3-5 Year Olds in the PYP
- Personal, physical and social education - Wellbeing
- Beyond symbolism – First peoples’ knowledge (two people, many thoughts)
- Concept based learning
- Play-based learning
- Science
- Sustainability as international mindedness
- Transdisciplinary learning
- The learning environment and inquiry
- The role of information and communication technology (ICT)
- The role of the coordinator
For more information about the goals & objectives of the workshop categories, please review the IB Global Workshop Architecture.
�The Exhibition (3A)
Participants are requested to bring (either download to laptop or bring a hard copy):
- PYP Exhibition guidelines
- Programme standards and Practices 2010
- DP Academic honesty guidance booklet and ethical practices poster available at http://occ.ibo.org/ibis/occ/spec/malpr.cfm?subject=malpr
- Evidence of student/teacher process and products from their schools’ exhibitions
Teachers as Researchers in the PYP (3B)
Participants are requested to bring (either download to laptop or bring a hard copy):
- American Educational Research Association ethical standards: http://www.aera.net/aboutaera/?id=222
- British Educational Research Association ethical standards: www.bera.ac.uk/
- Survey and Interview Ethics for Data Gatherers and Respondents http://www.ijoa.org/imta96/paper64.html
- DP Academic honesty guidance booklet and ethical practices poster available at http://occ.ibo.org/ibis/occ/spec/malpr.cfm?subject=malpr
The Role of Language in the PYP (3C)
Participants are requested to bring (either download to laptop or bring a hard copy):
- The school’s programme of inquiry
- A completed unit planner on which the participant has collaborated
- The school’s language policy, or language policy related documents including scope and sequence (if available)
- PYP language scope and sequence
- Samples of student reports which include examples of reports on the language of instruction, ESL/EAL, host country/mother tongue/foreign language
Reading and Writing through Inquiry in the PYP (3D)
Participants are requested to bring (either download to laptop or bring a hard copy):
- A completed unit planner on which the participant has collaborated
- The school’s programme of inquiry
- Resources that would be useful to share with fellow participants regarding reading/writing (including children’s literature, professional resources, samples of student work)
- PYP language scope and sequence
- Programme standards and Practices 2010
- Photographs of classroom literacy environments and photographs of children engaged in these literacy environments
- One or two writing samples from various stages in the writing process, preferably first drafts, from across the curriculum, (narratives, stories, poems, letters or other creative work)
- Two children's books they have found particularly powerful with students
- Their class or teaching schedule for 1 week (current, previous or proposed)
The Role of Science and Social Studies in the PYP (3E)
Participants are requested to bring (either download to laptop or bring a hard copy):
- A completed unit planner on which the participant has collaborated
- The school's programme of inquiry
- Any professional resources that you might want to share
- Scope and sequence documents for science and social studies
- PYP science scope and sequence
- PYP social studies scope and sequence
- Developing a transdiscipinary programme of inquiry
- Programme standards and Practices 2010
The Role of Mathematics in the PYP (3F)
Participants are requested to bring (either download to laptop or bring a hard copy):
- The school’s programme of inquiry
- A completed unit planner on which the participant has collaborated
- Any professional resources you might want to share
- One copy of their school's math scope and sequence documents or benchmarks and standards
- PYP Mathematics scope and sequence
- Programme standards and Practices 2010
The Role of Arts in the PYP (3G)
Participants are requested to bring (either download to laptop or bring a hard copy):
- The school’s programme of inquiry
- A completed unit planner on which the participant has collaborated
- Any professional resources you might want to share
- PYP arts scope and sequence
- Programme standards and Practices 2010
- Role of arts in the PYP
The Role of Physical Education in the PYP (3H)
Participants are requested to bring (either download to laptop or bring a hard copy):
- A completed unit planner on which the participant has collaborated
- The school’s programme of inquiry
- A resource you have used that promotes or supports inquiry-based teaching and learning in the area of physical education
- The school’s curriculum document
- PYP PSPE scope and sequence
- Programme standards and Practices 2010
- Role of physical education in the PYP
3-5 Year Olds in the PYP (3J)
Participants are requested to bring (either download to laptop or bring a hard copy):
- The school's program of inquiry
- A completed unit planner on which the participant has collaborated
- Any professional resources you might want to share, including photographs of learning spaces/environments
- Programme standards and Practices 2010
- PYP Mathematics scope and sequence
- PYP language scope and sequence
- PYP PSPE scope and sequence
- Developing a transdiscipinary programme of inquiry
Personal, physical and social education - Wellbeing
Participants are requested to bring (either download to laptop or bring a hard copy):
- A completed unit planner on which the participant has collaborated
- The School's programme of inquiry
- Any professional resources you might want to share
- PYP PSPE scope and sequence
- Programme standards and Practices 2010
- Learner Profile booklet
- role of physical education in the PYP
Beyond symbolism – First peoples’ knowledge (two people, many thoughts)
Participants are requested to bring (either download to laptop or bring a hard copy):
- A family photograph
- A memory, a feeling, an idea, a hope, a dream
- An electronic copy of this article: http://uacoe.arizona.edu/short/Publications/Exploring%20sign%20Systems.pdf
- An open mind
Concept based learning
Participants are requested to bring (either download to laptop or bring a hard copy):
- Samples of a programme of inquiry (POI) and unit planners
- Regional or national curriculum documents if applicable
- Making the PYP happen: a curriculum framework for international primary education IB programme standards and practices
- PYP mathematics scope and sequence
- PYP language scope and sequence
- Any one additional scope and sequence document
Play-based learning
Participants are requested to bring (either download to laptop or bring a hard copy):
- Programme of inquiry from Early Years
- Units of inquiry
- Any documentation you have used to assess children’s understandings
- Making the PYP happen: A curriculum framework for international primary education
- PYP Language and Mathematics scope and sequence documents
Science
Participants are requested to bring (either download to laptop or bring a hard copy):
- Samples of POI and unit planners
- Regional or national science curriculum documents if relevant
- Copy of ‘Low cost equipment for science and technology education’ available from: http://unesdoc.unesco.org/images/0010/001023/102321eb.pdf Prepare and bring any one of these UNESCO experiments for a mini-science show.
- The Primary Years Programme as a model of transdisciplinary learning
- Developing a transdisciplinary programme of inquiry
- Making the PYP happen: A curriculum framework for international primary education
- PYP Science and Mathematics scope and sequence documents
- Any other PYP scope and sequence documents of relevance to participants
Sustainability as international mindedness
Participants are requested to bring (either download to laptop or bring a hard copy):
- A copy of your school's programme of inquiry (POI)
- A few examples of units of inquiry
- Any documents your school has developed related to sustainability
- Any images or DVDs of your school related to sustainability that you would like to share
- Agenda 21 http://www.unep.org/Documents.Multilingual/Default.Print.asp?documentid=52 (See Children and Youth; Promoting Education)
- Decade for sustainability http://www.unesco.org/en/esd/
- Earth Charter http://www.earthcharterinaction.org/content/pages/The-Earth-Charter.html
- UNESCO education statement http://www.unesco.org/en/esd/programme/educational-dimensions
- Visualising sustainability http://computingforsustainability.wordpress.com/2009/03/15/visualising-sustainability/
- Millennium assessment http://www.maweb.org/en/index.aspx
- Living Beyond Our Means: Natural Assets and Human Wellbeing http://www.maweb.org/en/BoardStatement.aspx
- Ecosystems and Human Wellbeing http://www.maweb.org/documents/document.356.aspx.pdf
- Global status of ecosystem services http://www.wri.org/publication/content/7755
- Biogeochemical Cycles of Nature (general reference) http://www.smithlifescience.com/CyclesNature.htm
- Developing a transdisciplinary programme of inquiry
- The Primary Years Programme as a model for transdisciplinary learning
- Making the PYP Happen: a curriculum framework for international primary education
- The Learner Profile Booklet
- A continuum of International learning
- Science and Social studies scope and sequence
- Other documents that you think may be relevant to you programme (Basis of Practice, CAS documentation)
Transdisciplinary learning
Participants are requested to bring (either download to laptop or bring a hard copy):
- Relevant state or national curriculum documents
- Programme of inquiry
- Any related curriculum mapping documents from their school
- The Primary Years Programme as a model of transdisciplinary learning
- Developing a transdisciplinary programme of inquiry
- Making the PYP happen: A curriculum framework for international primary education
- PYP Language and Mathematics scope and sequence documents
- PYP Science and Social Studies scope and sequence documents
- Any other PYP scope and sequence documents of relevance to participant
The learning environment and inquiry
Participants are requested to bring (either download to laptop or bring a hard copy):
- Articles available online that are included in the final section on copyrighted material
- A laptop or notebook computer
- A copy of the school Program of Inquiry
- A copy of their current school design with some pictures of learning spaces
- Information to share re: learning environments – alternative fieldtrip experiences broadening understanding within a unit of inquiry, unconventional structures, systems, approaches employed which warrant discussion, interesting spaces used to facilitate better teaching and learning, programs promoting pedagogical shift
- Making the PYP happen: a curriculum framework for international primary education
The role of information and communication technology (ICT)
Participants are requested to bring (either download to laptop or bring a hard copy):
- Making the PYP happen: a curriculum framework for international primary education (electronic or paper form)
- A laptop computer configured for wireless internet access (participants who don’t have access to this should contact the workshop facilitators prior to the workshop so they can arrange to have a laptop provided for them to borrow)
- A USB flash/travel drive (with at least 1 GB of storage)
- Access to the most current copy of their school’s program of inquiry and planners for inquiry units (electronic form)
- Copies of essential agreements and policies related to the implementation of the PYP at their school (assessment policies, collaborative planning agreements, Exhibition procedures, etc) (electronic or paper form)
- OCC log-in information
- Examples of documents and resources participants use to facilitate ICT integration at their school within the context of the PYP (school ICT policy/guidelines, planning templates, computer lab/planning schedules, website links, PYP unit/lesson plans, exemplars of student work, etc)
- A flash memory video camera (such as a flip camera) or other mobile video recording device
- I-pods, digital cameras, tablets or other mobile devices participants use to facilitate student integration of ICT within their learning
The role of the coordinator
Participants are requested to bring (either download to laptop or bring a hard copy):
- Samples of a program of inquiry (POI), unit planners and daily planning documents and action plans
- Developing a Transdisciplinary Program of Inquiry
- Current PYP coordinators‘ handbook
- Making the PYP happen: a curriculum framework for international primary education
- Making the PYP happen: Pedagogical leadership in a PYP school
- IB programme standards and practices
- Guide to authorization and Guide to evaluation
Questions?
Please contact us at +1 301-202-3025 or via email at ibid@ibo.org.
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