2. International BaccalaureateGeneral Regulations 3. ScopeThe
International Baccalaureate Organization is a foundation that has
developed and offers three programmes of international education:
Primary Years Programme (PYP) the Middle Years Programme (MYP)
Diploma Programme 4. An IB WorldSchool school, that has been
authorized by the IB Organization to offer one or more of its
programmes. 5. The purposes of the PYP scope and sequencedocuments
are to: provide a tool to inform the whole school community about
teaching and learning in each subject area make transparent the
essential elements of the PYP in the context of the subject areas
clarify the role of the subject areas in a transdisciplinary
programme 6. What it means to be anIB World School 7. The
importance of the learner isin the centre of educationalprocess The
schools curriculum includesall student activities The outward and
forwardthinking school 8. Application Process Consideration phase
Candidate phase Authorization phase 9. Does the Role of the
PedagogicalLeadership Team Change overTime? Time-consuming Dread,
inertia, fatigue, cynicism, of insight, enthusiasm need to be
managed To meet all the requirements of the programme 10. IB
Learner Profile 11. Role and Responsibilities of Schools 12. Role
and Responsibilities ofSchools Conform to the Rules for IB World
Schools:PYP Follow the Education Programme aimed atSs in the 3-12
age group. Schools are self-sustained for quality ofteaching of the
PYP. Schools should inform the trustees of thePYP and how the
school realizes it. The IB organization does not guarantee thata
school will remain capable to implementthe PYP. 13. The
transdisciplinary nature of the programmesix
transdisciplinarythemes. Who we are Where we are in placeand time
How we expressourselves How the world works How we
organizeourselves 14. International-mindedness in
thePYPopportunities: to learn about world issues to get involved in
activities that encourageresponsible citizenship 15. How do we
choose tocommunicate information aboutassessment? Assessment
without feedback is merelyjudgment Feedback is the component of
assessmentthat lets us interpret the judgment andimprove our work.
16. Assessment as feedbackThe teacher needs to consider: if the
nature of students inquiry develops overnature if students are
becoming aware that realproblems require solutions based on
theintegration of knowledge that spans and connectsmany subject
areas if students are demonstrating mastery of skillsand an
accumulation of a comprehensiveknowledge base to enable them to
conduct theirinquiries successfully, find solutions and
solveproblems if students are demonstrating both independence 17.
The construction of knowledgeChildren should get an opportunity to:
test and revise their models make connections between their
previousand current perceptions construct their own meaning 18.
Inquiry as a pedagogical approach exploring, wondering and
questioning experimenting and playing with possibilities making
connections between previous learning andcurrent learning making
predictions and acting purposefully to seewhat happens collecting
data and reporting findings clarifying existing ideas and
reappraisingperceptions of events deepening understanding through
the applicationof a concept making and testing theories researching
and seeking information 19. The ProcessInquiryAction 20. A
concept-driven curriculum 21. Models of shared pedagogical
leadership Compulsory components of all pedagogical leadership
modelsProgrammeCoordinatorSchool principal 22. Matrix model of
pedagogical leadershipHead of schoolSchool principal Programme
coordinatorClassroom teachersSingle-subject teachers 23.
Responsibilities of the pedagogical leadershipteamThe school
should: identify and train teachers to take onresponsibilities for
pedagogical leadership develop, in collaboration with specific
interestgroups, a clear, long-term strategic plan, withactions and
a timeline for its implementation develop and implement the school
language policy develop and implement the school assessmentpolicy.
24. To support the students,the school should: ensure that the
curriculum promotes studentsmaking connections, thinking
conceptuallyand critically, and reflecting on their ownlearning
ensure support is available for students withdiagnosed special
needs ensure the balance betweentransdisciplinary and disciplinary
learning ensure that the knowledge component of theschool
curriculum is worth knowing 25. PYP(Primary Years Programme)A
Curriculum Framework for International Primary Education,created by
International Baccalaureate 26. What are the beliefs and valuesthat
drive the PYP? IB learner profile 27. What is curriculum? all
students should be supported toparticipate in the programme to the
fullestextent possible the schools curriculum includes all
thosestudent activities, academic and non-academic, for which the
school takesresponsibility, since they all have an impacton student
learning 28. CurriculumWhat do we want to learn?The written
curriculum the identification of a framework of whats worth
knowingHow best will we learn?The taught curriculum the theory and
application of good classroom practiceHow will we know what we have
The assessed curriculumlearned?the theory and application of
effective assessment 29. What do we want to learn?Essential
elements of the written curriculum Knowledge Concepts Skills
Attitudes Action 30. How best will we learn? Inquiry Planning (list
of learning objectives) ICT (information and communication
technologies) 31. How will we know what we havelearned?Assessment !
feedback on the learning process 32. Points for consideration if
the nature of students inquiry develops overtimeif they are asking
questions of more depth if students are becoming aware that real
problemsrequire solutions based on the integration ofknowledge that
spans and connects many areas if students are demonstrating mastery
of skills if students are accumulating a comprehensiveknowledge
base and can apply their understandingto further their inquiries
successfully if students are demonstrating both independenceand an
ability to work collaboratively 33. Subject areas Language
Mathematics Science Social Studies Personal, social and physical
education Arts
