What is the IBO ?

1. International BaccalaureatePrimary Years Programme (PYP) PresentationRiverstone International School 2009

2. What is the IBO ? • IBO is the International Baccalaureate Organization • A non-profit educational foundation based in Geneva, Switzerland • Diploma program (final 2 years of school) • Middle Years program (11- 16 years of age) • PYP program (3 – 12 years of age) • IBO provides curriculum & assessment development, teacher education, information sessions, electronic networking and other educational services to IB schools

3. IBO Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

4. Riverstone Mission Statement Riverstone students are independent lifelong learners who take the most challenging courses that prepare them for entrance to the best universities around the world. They are passionate and caring about their community and the environment, thinking globally and acting locally. They are confident communicators and active listeners. They are empathetic, inquisitive, creative, respectful, principled and balanced individuals. Riverstone students are leaders by example; they are our hope for a better future.

5. What is the PYP? • An International, transdisciplinary program designed to foster the development of the whole child, not just in the classroom, but through other means of learning. • PYP focuses on the total growth of the developing child, encompassing social, physical, emotional and cultural needs in addition to academic welfare. • PYP combines best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational framework for all children.

6. What is the PYP? (cont) • Provides an opportunity for learners to construct meaning, principally through concept-driven inquiry. • Traditional academic subjects are part of the PYP, but it emphasizes the interrelatedness of knowledge and skills through a transdisciplinary programme of inquiry. • The PYP focuses on the heart as well as the mind and addresses social, physical, emotional and cultural needs as well as academic ones.

7. The PYP aims to develop in student’s: • Sensitivity to the experiences of others through the curriculum  • Characteristics listed in the learner profile  • Attitudes that are an explicit element of the programme  • Expectation of socially responsible action as a result of the learning experience

8. What is transdisciplinary inquiry? • Focus on big ideas/issues/concepts • Essential knowledge, skills, andattitudes are necessary and must be taught • Focus on taking socially responsible action • Emphasis: Inquiry, Problem Solving, Critical Thinking • Integrates key learning areas

9. AN INTERNATIONAL STUDENTWhat is the PYP learner profile? The goal of the Primary Years Program is to create internationally minded students. IBO believes that students should be: • Inquirers • Thinkers • Communicators • Risk-takers • Knowledgeable • Principled • Caring • Open-minded • Well-balanced • Reflective

10. The Curriculum Model • Commitment to structured inquiry as the leading vehicle for learning. • Six transdisciplinary themes provide the framework for the exploration of knowledge. • Students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action.

11. Organizing Themes Who We Are An exploration of the nature of the self; our beliefs and values; personal, physical, mental, social, and spiritual health; of our families, friends, communities, and cultures; our rights and responsibilities; of what it means to be human.

12. Where We Are In Place and Time An exploration of our orientation in place and time; our personal histories; history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations.

13. How We Express OurselvesAn exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

14. How The World Works An exploration of the physical and material world; natural and human-made phenomena; of the world of science and technology.

15. How We Organize Ourselves An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on us and the world around us.

16. Sharing the Planet An exploration of our rights and responsibilities as we strive to share finite resources with other people and with other living things; of communities and of the relationships within and between them.

17. The Process of Inquiry Students learn to ask questions. They are encouraged to develop their own questions related to the materials being studied. Through questioning, students learn there are a broad range of answers for a given question and they begin to appreciate the enormous, complex world in which they live.

18. Attitudes In addition to the concepts, content and skills that are imbedded in the curriculum, students are taught and they practice the attitudes outlined by IBO. These attitudes are descriptive of a person who is a responsible citizen of his/her local and world wide community.

19. Students should demonstrate the following attitudes: • Appreciation - Appreciating the wonder and beauty of the world and its people • Commitment - Being committed to their learning, persevering, and showing self discipline and responsibility • Confidence - Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions • Cooperation - Cooperating, collaborating, and leading or following as the situation demands • Creativity - Being creative and imaginative in their thinking and in their approach to problems and dilemmas • Curiosity - Being curious about the nature of learning and of the world, its people and cultures

20. Students should demonstrate the following attitudes: • Empathy - Imaginatively projecting themselves into another's situation, in order to understand his/her thoughts, reasoning and emotions • Enthusiasm - Enjoying learning • Independence - Thinking and acting independently, making their own judgments based on reasoned principles and being able to defend their judgments • Integrity - Having integrity and a firm sense of fairness and honesty • Respect - Respecting themselves, others, and the world around them • Tolerance - Feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others

21. What does this mean for parents? • The PYP is working to define a balanced program of concepts, knowledge, skills, attitudes and actions for children • The PYP curriculum sets high standards for and has high expectations of students • The teachers plan the program together, providing a coherent education • The PYP promotes good teaching practice, both through the written curriculum documents and by sharing ideas among authorized IB schools • The PYP incorporates a range of assessment, recording and reporting strategies

22. What will my child be learning? Your child will: • Engage in structured, purposeful inquiry, which engages students actively in their own learning. PYP believes this way students learn in the most constructive manner • Develop a deep understanding of important concepts • Conduct research into knowledge which has local and global significance • Acquire and practise a range of essential skills • Be encouraged to develop positive attitudes towards learning, the environment and other people • Be involved in responsible action and service learning

23. Confucius on Questioning! In his teaching the wise man guides his students but does not pull them along; he urges them to go forward and does not suppress them; he opens the way but does not take them to the place; …. If his students are encouraged to think for themselves we may call the man a good teacher. (Confucius c.500BC taken from Brown and Wragg pg.18)