Student Guide to the

International Baccalaureate

Primary Years Programme

Exhibition

Buist Academy

Charleston, South Carolina

Fifth grade students at Buist Academy participate in Exhibition, a celebration of the transition from the Primary Years Programme to the MYP. The Exhibition is the culmination of the PYP, allowing students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP.

The purpose of the Exhibition is for students to engage in an in-depth, collaborative inquiry into a personally significant topic, to demonstrate independence and responsibility for their own learning, and to take action as a result of their learning.

The Exhibition unites students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP.

Student learning will be assessed in a variety of ways. Firstly, there will be ongoing assessment of each individual student’s contribution to and understanding of the exhibition, through self and peer assessments. Secondly, there will be a summative assessment and reflection on the event itself. Students will be involved in collaboratively developing assessments and assessment criteria.

Role of the student• have an understanding of the purpose and requirements of the exhibition from the outset of the process • participate in selecting a real-life issue or problem for the exhibition• develop the inquiry by helping to decide on a central idea, lines of inquiry and student questions• collaboratively plan learning and assessment experiences• carry out an open-ended inquiry into a real-life issue or problem• demonstrate an understanding of the IB learner profile• demonstrate an understanding of the five essential elements—knowledge, concepts, skills, attitudes and actiono Learner Profile / Attitudes / International-mindedness - explore multiple

perspectiveso Transdisciplinary Skills - develop and apply skills from all five of the

transdisciplinary skill areaso Knowledge – synthesize aspects of all six transdisciplinary themes, explore

knowledge that is significant and relevant o Concepts - incorporate all the key concepts; an understanding of the key concepts

should be demonstrated by the application of key questions throughout the inquiry process

oAction - students should demonstrate an ability to reflect on and apply their learning to choose appropriate courses of action and carry them out

• select and utilize a variety of strategies and resources to meet the outcomes of the inquiry; wherever possible, students should use a variety of source materials, such as first-hand experiences, interviews, surveys, field visits, artifacts, science investigations, working models, not just book and/or Internet research• be academically honest when referring to their sources of information• communicate effectively with teachers, peers and parents• reflect on the components of and processes involved in the exhibition; they should keep a journal or portfolio of their planning, draft pieces of work, sketches and photographs of work in progress as well as the final product• carry out self-assessment and peer assessment• present the exhibition to the school community.

Table of Contents for Exhibition 2010-11Early February – Preparation

Starting Exploration ..............................................................................................5-9

IB Learner Profile ......................................................................................5Attitudes ....................................................................................................

..6Exhibition

Checklist....................................................................................7Academic Honesty

Form ...........................................................................8Essential

Agreements ................................................................................9Feb 20-24 - Section 1

Deciding on Groups and Investigating Issues......................................10-12

My Group ......................................................................................................10

Transdisciplinary Theme ...........................................................................11

Collaborative Work Skills Rubric.............................................................12March 7 – Section 2

Parents MeetingFrom Feb 20 – Section 3

Student Choice for Exhibition (Teacher Student Conference 1).....13-17PYP Key

Concepts .........................................................................................13Brainstorm: How will I find the answers?..............................................14Issue

Analysis ...............................................................................................15My

Research ..................................................................................................16-20Action! .......................................................................................................

......21Section 4

Assessment Tasks.........................................................................................22

Finalized Group Planning Rubric ................................................................23

May 12 – Section 5Information/Research Complete – (Teacher/Student Conference 2 w/reflection)

May 22 to June 2 – Section 6a. Rough Draftb. Working on Exhibitionc. Three Major Components (Teacher/ Student Conference 3 w/reflection)

June 7 - Section 7Exhibition Components set for Mock Exhibition

June 9-10 – Section 8Showing Classmates the Exhibition

June 13-14 – Section 9

Iron-Out Problems (Final Teacher/ Student Conference w/reflection)June 15 – Preview

Day of the ExhibitionPYP Exhibition (Parent Evaluation) .................................................24-28

June 16 – Section 10Assessing Achievement......................................................................25-Learner Summative Reflection ........................................................25-26Self Reflection on Process ................................................................27Thinking Backwards and Forwards ...................................................28Reflection on another Presentation ..............................................29

OngoingBibliography .....................................................................................................30

-31Skills Self Reflection......................................................................................32Self Reflection .................................................................................................33-

34Self Reflection Attitudes .............................................................................35Addendums – Research Report, Resources................................................36Self Reflection (Thinking about the way I work) ....................................37Self Reflection (Thinking about the results) ..........................................38Mentor Meeting Record Sheet ...................................................................39

IB Learner Profile

Attitudes

Individual declaration ofAcademic HonestyBy signing this declaration I am confirming that I understand the meaning of‘plagiarism’.

Plagiarism is the presentation by a student of an assignment which has in fact beencopied in whole or in part from another student’s work, or from any other source (e.g.published books, periodicals, or the web) without due acknowledgement in the text.

I, _____________________________ declare that for this submitted work:_ I did not cut-and paste information from others without appropriate use ofquotation marks and direct reference to their work;

_ I did not re-word the ideas of others without proper and clearacknowledgement;

_ I did not write ideas or suggestions that originated from others and claim these

as my own;

_ I did not include words from other students’ work or any other source withoutpermission.

Signed: ___________________________ Date: ______________

Essential Agreements:We agree to:

accept responsibilityrespect otherscooperatemake decisions as a grouptake different roles within the groupfind solutions to problems when they arisebe organizedmanage our timelisten and think of different perspectivesmake choices and decide what is importantcommunicate with different peopleincorporate the eight key conceptsdisplay positive attitudes

All group members should discuss these agreements and sign below:

My Group

Teacher: __________________________ Meeting Location: ___________________

Mentor: ___________________________ Mentor/Teacher_____________________

Members of My Group and contact information:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Three things about myself that I want to share with my group:

1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

As a learner, I am good at:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

The IB profile character trait I am strongest at is

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

EXHIBITION 2010STUDENT CHECKLIST

Name: ________________________ Class: _________

TASK DATE CHECKStarting exploration: area of investigation students are interested to pursue, possible real-life issues or problems to be investigatedStudents decide on issues independently and as a class then make up groups based on interestsGroups are organized based on issues/interestsParents MeetingStudent Choice for Exhibition made and research begins - Students generate their questions to guide their research- Research articles found and notes made- Pictures or images related to issue gathered with captions in journal and bibliographical notes- Identify the aims of the inquiry, pose questions that help to define the central idea and to decide upon the lines of inquiryGroups have finalized their group plannerInformation/research completeo First plan of the Exhibition (Rough Draft)o Working on the Exhibition: Students work on all parts of their presentation: (persuasive essay, action component and artistic display)o 3 major components (research, action and display) must be essentially completed!Exhibition components ready for mock ExhibitionShowing classmates the Exhibition‘Iron Out Problems’Showcase for Grade 6 classesDay of the ExhibitionAssess the whole process and reflect upon the achievement

Transdisciplinary Theme:

Central Idea:

Lines of Inquiry

Key concepts

Questions