Primary Years Programme Workshops
Category 1 workshops
An introduction to the IB programme standards for administrators new to the PYP (1A)
An introduction to the PYP curriculum model (1B)
Making the PYP happen in the classroom
Category 2 workshops
Promoting international-mindedness
Category 3 workshops
Beyond symbolism – Indigenous ways of knowing
Personal, Social and Physical Education – Wellbeing
Reading and writing through inquiry
Sustainability as international-mindedness
The learning environment and inquiry
The role of information and communication technology (ICT)
The role of physical education
The role of science and social studies
Category 3 Continuum workshops
Category 1 workshops
There are three Category 1 workshops which meet the requirements for authorization. Please note that each has a different audience and focus.
An introduction to the IB programme standards for administrators new to the PYP (1A)
Audience
For administrators new to the PYP. Participants may be from non-IB schools as well as from schools that have identified themselves as interested, candidate or authorized. This workshop is for members of educational leadership teams: school directors, primary principals and assistant principals and designated PYP coordinators who
- are in schools conducting a feasibility study with a view to implementation of the PYP
- work in non-IB schools but are interested in learning about the programme
- are new to the PYP and/or are about to join an authorized or candidate school.
Description
This workshop will provide a basic understanding of the PYP for members of educational leadership teams who are either considering the implementation of the PYP or joining an authorized or candidate school. The sessions will focus on internationalism from the PYP’s perspective; the IB standards and practices; an overview of the written, learned and assessed curriculum; and the verification process, including the services provided by the IB and the significance and role of leadership in a PYP school.
An introduction to the PYP curriculum model (1B)
Audience
Teachers from non-IB schools as well as from schools that have identified themselves as interested, candidate or authorized. The participants:
- may not be currently working in an IB World School
- may be in schools conducting a feasibility study with a view to implementation
- may be about to join an authorized or candidate school
- may have just commenced teaching in an authorized or candidate school.
Description
The purpose of this workshop is to introduce the PYP as a systemic and all-encompassing curriculum through the study of Making the PYP happen: A curriculum framework for international education (2007). Participants will look at the implications of the learner profile as an expression of the philosophy of the IB and its contribution to the development of international mindedness. They will review the standards and practices that are crucial in preparation for verification. The workshop will present an overview of the written, taught and assessed curriculum as it pertains to concepts, knowledge, skills, attitudes and action – the five essential elements of the PYP that are integral to classroom practice.
Making the PYP happen in the classroom
Audience
This workshop is for administrators, coordinators and teachers who:
- are working in schools where the programme is being implemented AND
- have had an induction by their PYP coordinator, have taught approximately 6 months in a PYP school and have collaboratively planned at least one unit of inquiry
- have been working with the programme for some time but feel the need to revisit the basic philosophy and framework of the programme.
“Making the PYP happen" assists teachers with experience in the PYP to develop their personal knowledge and understanding of the essential elements of the programme; deepen their understanding of internationalism and the Learner Profile; prepare themselves for planning, teaching and assessing students; and develop skills to analyze and refine the school’s Program of Inquiry. The workshop environment supports educators as lifelong learners through reading and discussing current pedagogy and research. It supports teachers with their insights and questions on their journey to implement the Primary Years Programme.
Category 2 Workshops
Audience for all Category 2 workshops:
Teachers in candidate and authorized schools.
These workshops are for administrators, coordinators and teachers who
- have been working with the programme for at least one school year
- have previously attending a Category 1 PYP workshop (regional or in-school) facilitated by IB PYP workshop leaders organized by or through the regional office.
Action is the ‘so what’ of learning. In this workshop teachers critique the environments and provocations they provide for action to take place. Every element of the PYP supports the individual’s engagement in action through knowledge, skills, attitudes, problem-posing and problem-solving. Participants will discuss how students learn to choose to act, and to reflect on their actions, so that they contribute to their own well-being and that of the community and the environment. Teachers will appreciate that action takes many different forms with a range and balance of teacher and student initiative. Strategies to assess action will also be considered.
This workshop offers opportunities to explore the latest developments in assessment processes and their applications. Identifying what students know, understand, can do and feel at different stages in the inquiry process requires careful gathering and analysis of information about student performance. Participants will explore the purpose of assessment, a range of assessment practices, record keeping and communication and school-wide policy development. In addition to being highly relevant to classroom practices, participants have the opportunity to explore thinking in a supportive environment where facilitators and fellow participants mentor and coach each other in the true sense of collegial support and learning.
The Collaborative planning workshop provides PYP teachers with the chance to learn more about themselves and others as they work together in school situations. Effective collaborative practices are explored through analyzing and sharing of flexible systems and structures, role-play, practical, collaborative learning experiences and investigating the use of technology to promote collaboration. The collaborative process supports the transdisciplinary nature of the PYP. The power of this is demonstrated through a simulation of the planning process highlighting ways to include the whole teaching team in developing units of inquiry. Collaborative planning in the PYP is about learning to build positive professional relationships that lead to improved student learning.
Pedagogical Leadership deepens the understanding of the transdisciplinary and inquiry-based pedagogy of the PYP. The workshop looks at how assessing schools against the standards and practices supports the planning, implementation and improvement of the programme. It explores the partnership between administrators and PYP coordinators, determining the responsibilities of the pedagogical leadership team. Leaders are encouraged to examine how the diverse ways people think, learn and work affect how their learning communities function. Change is complex and there are many factors that impact its effectiveness. The workshop assists leaders to more effectively manage change, particularly as it relates to the ongoing implementation of the PYP.
Promoting international-mindedness
This workshop supports PYP teachers in the development and promotion of international-mindedness. Participants will examine the relationship of the IB learner profile both in and beyond the school community. An internationally-minded curriculum reflects a diversity of cultures and perspectives. Through the Program of Inquiry, the PYP provides opportunities for learning about issues that have personal, local and global relevance and significance. Teachers will also explore the significance of action as internationally-minded learners demonstrate responsibility for and commitment to making a difference in the world.
This workshop focuses on the “taught curriculum” component of the PYP model and seeks to provide some answers to the question “how best will we learn.” Participants are introduced to a variety of practical teaching strategies that will assist in facilitating inquiry learning in their classrooms. The participants will examine the links between an inquiry driven curriculum, inquiry process models, construction of meaning and active responsible learning. Areas covered include questioning tactics, differentiation, grouping and learning styles, underlined by the principles of backwards by design and effective assessment for learning.
The PYP definition of curriculum includes the written, the taught and the learned curriculum and the interdependent relationship between the three. Curriculum development is a shared responsibility shared by teachers and students. It provides for the study of the home / home country, the culture of individual students and the culture of others. This workshop focuses on the layers of the written curriculum - the programme of inquiry, unit planners and scope and sequence documents - and the direct impact they have on each other and student learning. Participants will collaboratively examine the role of key concepts, related concepts, and curriculum mapping techniques to ensure a balance between disciplinary and transdisciplinary teaching and learning.
Category 3 workshops
Please read the audience descriptions carefully. Please note that, with the exception of ‘The Exhibition’, and ‘Role of Coordinator’, Category 3 workshops are open to teachers from non-IB schools. The public course descriptions will contain this statement:
For participants from non-IB schools:
We welcome your participation in this workshop, but please be aware that there is an assumption that you understand the basic structure of the PYP and have experience with concept–based inquiry learning and backwards by design. The workshop leaders will not have the time to address questions regarding the fundamental structures of our programme. If you are from a non-IB school, please be familiar with the following material:
- The Primary Years Programme: A basis for practice. This is available for purchase from the IB store: http://store.ibo.org
- H. Lynn Erickson (2007) Concept based curriculum and instruction for the thinking classroom, Corwin, 2007.
- Lynn Erickson’s books can also be bought as a web book at http://openlibrary.org/books/OL3552422M/Concept-based_curriculum_and_instruction
- Some very basic information on Erickson’s work is available online, but should only be considered a supplementary reference: http://ibnaconference.org/files/Concept_Based_Curriculum_and_Instruction-Erickson.pdf
- Wiggins, G. & J. McTighe (2006) Understanding by Design. ASCD, 2006.
- Some basic information is available online, but should only be considered a supplementary reference: http://www.grantwiggins.org/documents/mtuniontalk.pdf
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf
This workshop explores the elements of the PYP in the teaching and learning of 3- to 5-year-olds. Inquiry includes, but also extends beyond, asking and answering questions. It is provoked through a stimulating environment, where teacher acts as guide, facilitator and co-learner. Participants will further explore the importance of environment through considering how it shapes learners, how the way we structure space and time reflects what we believe about children’s learning, and what learning is “important.” Teachers will develop an understanding of how mathematics and language concepts can be achieved in creative, playful and meaning-making ways where children learn at their own rates. The written, taught and assessed curriculum is also considered within the context of young children.
Beyond symbolism – Indigenous ways of knowing
Descriptor for workshop if delivered within Australia
This workshop experience is for school administrators, curriculum coordinators and classroom teachers at all levels within our schools. This particular experience will focus on First Peoples’ Views and Knowledge. Participants will have the opportunity to engage with First Australian-Gamilaraay and Muruwari educators to develop an understanding about First Peoples’ ways of knowing and using the “oral tradition.” This workshop has been developed to try and assist teachers as they focus on engaging authentic methods of weaving First Peoples’ knowledge into their curriculum offering.
Descriptor for workshop when delivered with other indigenous groups
This workshop experience is for school administrators, curriculum coordinators and classroom teachers at all levels within our schools. This particular experience will focus on First Peoples’ Views and Knowledge. Participants will have the opportunity to engage with indigenous educators and develop an understanding about indigenous ways of knowing and using the “oral tradition.” This IB workshop experience has been developed to try and assist teachers as they focus on engaging authentic methods of weaving First Peoples’ knowledge into their curriculum offering.
In the PYP, concepts and conceptual questions drive the way we teach and learn in a transdisciplinary context. The purpose of this professional development is to explore concepts in greater depth. Participants will review the theory behind conceptual thinking, develop a better understanding of key and related concepts and analyze the Program of Inquiry and units of inquiry through different conceptual lenses. Participants will also explore practical ways of assessing a learner’s conceptual understanding within a unit of inquiry.
Inquiry is the pedagogy that underpins all programmes in the IB. This workshop looks at how the PYP framework provides opportunities for all learners to engage in relevant and significant inquiries through the transdisciplinary themes and in single subject classes. Participants will critique a range of inquiry models emphasizing that inquiry is an ongoing process that leads to reflection, new inquiries and deep understanding. Inquiry is true differentiation, supporting the personal construction of meaning and meaningful action regardless of language competency or learning style.
Personal, Social and Physical Education – Wellbeing
Well-being is intrinsically linked to all aspects of a learner’s experience at school and beyond. Personal, Social and Physical Education is integral to teaching and learning in the PYP; it is embodied in the learner profile and represents the qualities of internationally-minded learners and effective, lifelong learners. This workshop explores the responsibility that all members of the school community have to the wellbeing of their students, not just the classroom teacher or the physical education teacher alone, and how the PYP concepts are a vehicle for developing physical, emotional, cognitive, spiritual and social wellbeing. Participants will look at how the PSPE scope and sequence directly supports the development of the transdisciplinary skills and highlights the transdisciplinary nature of the PYP.
From birth, play is the way children inquire and learn about the world around them. This workshop looks at the importance of time, space, materials and relationships in inquiry. Participants will explore their own political and cultural images of the child and the impact that has on the learning environment. The workshop will look at theoretical as well as practical considerations and the research into children’s physical, social and emotional development.
Reading and writing through inquiry
This workshop enables participants to extend their knowledge, skills and understanding relevant to the teaching of reading and writing using an inquiry approach. The workshop invites participants to evaluate their own beliefs about the teaching of reading and writing and how these beliefs affect pedagogical approaches offered in the classroom. Participants have the opportunity to reflect on their own units of inquiry through the lenses of learning language, learning about language and learning through language to establish a balance between each one.
Participants must be current PYP coordinators, either newly appointed or experienced.
This workshop looks at the role of the PYP coordinator in documentation; organizing professional development opportunities; and managing complex relationships, resource management and communication with a range of stakeholders. All of these responsibilities are integral to the successful implementation of the programme. The workshop will provide opportunities for reviewing new and existing publications, curriculum mapping, policy writing, and reviewing the guidelines for verification and evaluation. Participants will also become familiar with the Global PD architecture, REGIS and the role of the IBEN. The workshop will model collaborative leadership strategies and explore ways to effectively manage change.
Many primary teachers feel uncomfortable teaching science in the context of the program of inquiry. This workshop aims to improve teachers’ understanding of science knowledge and skills that can be incorporated in any unit of inquiry. Participants will examine how key concepts can lead to deep science understanding and facilitate the relationships with other disciplines through every transdisciplinary theme. Sessions will be included in either a science laboratory or an external science environment to provide opportunities to develop inquiries and consider the significance of transdisciplinary skills. The workshop will explore various styles of scientific text and the use of children's literature to provoke scientific thinking and inquiry.
Sustainability as international-mindedness
Sustainability is more than “reduce, reuse and recycle.” It is international-mindedness when it considers the environment in context of our social, personal and technological developments. Besides exploring practical environmental action in schools, the workshop also looks at school and student leadership, motivational factors and the place of sustainability in all of the transdisciplinary themes.
Inquiry is a stance that educators can take as professional learners. Researching practice is also considered one of the most powerful professional development tools, leading to significant improvement in student learning. Teachers and administrators need strategies for structuring and answering questions about issues of teaching, learning and leadership within their schools. Participants will study a range of methodologies and analysis techniques for valid and reliable research. They will leave the workshop with a plan for a specific professional inquiry and opportunities to develop, share and consider publishing their findings. By looking at themselves as inquirers, participants may also develop further insights into inquiry as the pedagogy of the IB.
Candidate* and authorized PYP schools ONLY
This workshop is for administrators, coordinators and teachers who
- have been working with the programme for at least two school years
- have previously attended a category 2 PYP workshop (regional or in-school), facilitated by IB PYP workshop leaders and organized by or through the regional office
- have an in-depth understanding of the philosophy and curriculum framework of the programme.
*Candidate schools which have an authorization visit scheduled in the next 9 months.
The Exhibition workshop uses inquiry to engage participants with the varied resources, readings and tools to optimize the culminating learning experience for the students within the PYP. Teachers will explore the importance of transferrable, enduring understanding and how students’ voices can lead the learning and the action through local, national and global issues. The exhibition is viewed as a collaborative process; this workshop is a time to listen, view, share exhibition experiences and develop a conceptual understanding of the issues in context of the exhibition guidelines and the IB standards and practices.
The learning environment and inquiry
The workshop moves beyond the classroom environments. Although the participants will critically look at that space and its impact on learning, they will also consider the wider meaning of environment as all that surrounds a student. It supports the premise that “the environment is the third teacher.” Teachers, administrators, business administrators, and architects in the process of exploring learning environments, planning new building projects or refurbishing older structures develop tools use a collaborative process to develop a vision targeting school improvement by considering the uses of space, pedagogical advancement, and access to current practice and thinking.
Experience the strength of collaborative practice with passionate and like-minded educators. “The role of the arts in the PYP” is a workshop designed to empower passionate and like-minded arts specialists and educators interested in the arts by gathering them together as one to engage in opportunities for deeper inquiry and reflective practices and to continue to build upon their arts knowledge. The workshop will offer a forum for an honest, in-depth discussion about learning theory, pedagogy, assessment, the significant role of the single-subject teacher and the challenges associated with this. It will offer time to explore the authentic integration of the arts through the lenses of the essential elements, documentation and the role the arts have within a PYP school’s curriculum.
The role of information and communication technology (ICT)
Information and communication technology is a vital resource that PYP schools must use to help students and staff develop the Learner Profile; apply the understanding, knowledge, skills, and attitudes of the PYP curriculum; become life-long learners; and take positive action as members of our information and technology-driven global society. This workshop will assist teachers and administrators to develop a deep understanding of how ICT can be used to transform teaching and learning practices rather than as a stand-alone subject area. This workshop also aims to be the first truly paperless face-to-face workshop offered in IBA that engages all participants in active use of internet and electronic resources to support teaching and learning over the course of the entire workshop.
All teachers are teachers of language. The PYP views all languages as equally important. This includes the language of instruction, mother tongue, ESL, EAL and host country language. This workshop explores the fluid nature of language learning as a continuum, not developmentally tied to an age or stage. Teachers will examine the varying roles of language teachers in advising, supporting or integrating language in the program of inquiry or in single subjects. They will look at the importance of learning language, learning about language and learning through language. Participants will be guided on the development of a language policy.
How is mathematics taught using an inquiry approach? How is mathematics addressed within and outside of the context of the Program of Inquiry? How do learners construct and transfer meaning and then apply with understanding? The aim of this workshop is to provide participants with the skills, knowledge and ideas needed to successfully address the teaching and learning of mathematics within the context of their educational setting. Teachers will have an opportunity to discuss the teaching and learning of mathematics, share resources and work on relevant curriculum documentation.
The role of physical education
This workshop explores the scope, purpose and meaningful integration of physical education in the PYP. In a balanced PE program, students learn, learn about and learn through movement. Physical education skills are developed in an inquiry context where students can pose problems, solve problems and understand new ideas. Participants will also consider the role of PE in the transdisciplinary program and how their subject-specific content can help students understand the world, themselves and each other. Teachers will look at how planning, teaching and assessing in PE reflects all the essential elements of the IB learner profile.
The role of science and social studies
Many issues of personal and social relevance to students in the PYP require both science and social studies understanding, yet transcend the boundaries of these traditional subject areas. Their interdependent relationships, together with other disciplines, assist students in understanding the transdisciplinary themes. This workshop explores the key and related concepts and the development of skills within the context of science and social studies. It supports the development of a balanced program of inquiry that addresses a breadth and depth of both.
Meeting the demands of national and state curriculum can be a challenge for PYP schools. This workshop looks at tools to map local curriculum against the PYP scope and sequence documents. It unpacks the transdisciplinary themes and examines how effective, concept-based central ideas and lines of inquiry can be designed to address curriculum in a way that is relevant, challenging and engaging. Participants will also look at how the transdisciplinary skills are an essential element of curriculum mapping.
In addition to the Category 3 workshops listed above, there are additonal offerings listed under Continuum workshop for the Primary Years Programme (PYP).
Programme Evaluation
The Learner Profile
Please click here for more information about these workshops.
