Developments in th Primary the Pi Years Y Programme
Mignon Weckert Mi W k t Kirsten Loza Sandy Paton
PYP curriculum development IB Cardiff, Wales (soon to be IB The Hague, NL)
Jennifer Giddings
head of programme development
Sandy Paton curriculum manager Sandy Paton curriculum manager Kirsten Loza curriculum manager Francesca Morse‐Burns resource development officer Francesca Morse‐Burns resource 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) including single-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 Screencast / Videocast t / Vid t Using videos to support understanding of written curriculum documents. OCC: Introduction to arts and PSPE videos, February 2010
Web 2.0 Exploring 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)
Blog E‐newsletter aggregating regional, local, and association newsletters to share practices in the PYP (2010) share practices in the PYP (2010)
CSM: videocasts CSM:Â videocasts
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CSM: Sharing PYP practice site CSM: Sharing PYP practice site • Aggregate Aggregate of PYP newsletters published by 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/ • Use popular social media tools to allow U l i l di l ll sharing and discussion • Moderated and monitored by IB staff
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CSM: sample units of inquiry l f Units of inquiry developed by teaching teams in IB World Schools Units 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 inquiry • 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 POI p 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 years Who we are 4‐5 years 2008 Central idea: Friendships enrich our lives Central idea: Friendships enrich our lives and require nurturing in order to develop. Key concepts: causation, responsibility
2011 Central idea: People’s p relationships p with each other can have an impact on wellbeing.
Related concepts: conflict or cooperation, interdependence
Key concepts: function, responsibility, connection
Lines of inquiry
Related concepts: cooperation, friendships, balance
•
How friends are made and kept
•
Why friends are needed
•
Characteristics that develop healthy friendships
Lines of inquiry • How we develop relationships • How relationship affect us • Roles and behaviour within relationships
Analysis The 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 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. Page 9
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 pyp@ibo.org
f ll follow PYP d development l on T Twitter i @ib @ibpyp send us evidence of what good looks like
Videos Page 10
Photos
Web links
Number off programme es
Growth in the PYP
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IBAEM 153
IBAP
205
IBA
405
Total
763
Review of Programme standards and practices Standards
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 Standards
Practices
DP requirements MYP requirements PYP PYP requirements
Review of Programme standards and practices d i An example of programme specific requirements for PYP
Review of processes for authorization and evaluation th i ti d l ti 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 standards • Forms organized according the revised Programme standards and practices • Inclusion of already existing best practices
Requirements for authorization Requirements to become an IB World School are Requirements 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 p g programme • Requirements related to the implementation of the programme of 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 designee before candidacy b f did – Required in‐school workshop for all teachers during the candidate phase candidate phase – Expectation of fulfillment of PD requirements at the time of the verification visit • No authorization with matters to be addressed
Changes in evaluation processes Changes in evaluation processes • Guide and self‐study questionnaire merged in one document d • Emphasis on ongoing development through the school’s action plan • Frequency: every five years ( except the PYP q y y y ( p first cycle: 4 years after authorization) • More detailed explanation of self More detailed explanation of self‐study study process • More focused questions under each standard More focused questions under each standard
Action plan A: Philosophy p y The school’s educational beliefs and values reflect IB philosophy. Objective
Actions
Date to be achieved
Person/group responsible for achieving g this objective
Budgetary implications
Evidence of achievement or of p progress g towards achievement of the objective
B: Organization B1: Leadership and structure The school’s leadership and administrative structures ensure the implementation of the Diploma/Middle Years/Primary Years Programme. Objective
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 processes • 2010 2010: Publication of revised documents (October/November) P bli i f i dd (O b /N b ) – 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 documents • 2012: All schools use new documents for all processes y q p y • January 2014: All requirements for the new processes are fully in place