EXPLORING THE PYP AT GEMS WORLD ACADEMY Presented by David Gerber, PYP Curriculum Coordinator

If we teach today's students as we taught yesterday's, we rob them of tomorrow - John Dewey

Our Challenge for the Future…

Our Mission Statement:

GEMS World Academy-Dubai develops inquiring, reflective and caring learners who, through the rigour of the IB programs, have the knowledge, skills and character to take action and create a better, more peaceful world. Supported by highly qualified staff in world-class facilities, our diverse international community is encouraged to develop intercultural understanding and respect.

Learning Objectives for Today

Begin to understand subject areas and how they fall within the trans-disciplinary approach to teaching and learning

Begin to understand how GWA-Dubai uses inquiry and concepts to build knowledge

Begin to understand how students’ knowledge is assessed in the PYP.

Inquiry

Is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding. This can mean:

• exploring, wondering and questioning • making connections between previous learning and current learning• making predictions and acting purposefully to see what happens• collecting data and reporting findings• deepening understanding through the application of a concept• making and testing theories• researching and seeking information• taking and defending a position• solving problems in a variety of ways.

Curriculum Model of the PYP

Language

Based on learning continuums

-Reading -Writing-Listening and Speaking-Viewing and Presenting

Mathematics

Based on learning continuums

-Data Handling

-Measurement

-Pattern and Function

-Shape and Space

-Number

Science

There are two units per grade level with a major science focus, which equates to approximately 12 weeks of science related learning each year

The four strands of science taught in the elementary school are:

• Living Things: The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

• Earth and Space: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the systems, distinctive features and natural phenomena that shape and identify the planet; the infinite and finite resources of the planet.

• Materials and Matter: The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

• Forces and Energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Science Scope and Sequence

Social Studies Strands

Social studies strands

Human systems and economic activities The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Social organization and culture The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Continuity and change through time The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Human and natural environments The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Resources and the environment The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Social Studies Skills

Arts in the PYP

Arts are integral to the IB Primary Years Programme (PYP). They are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and through a variety of media and technologies. The PYP recognizes that not all learning can be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solving skills and social interactions.

Personal, Social Physical Education

PSPE-Working together

Trans-disciplinary Learning

Trans-disciplinary Themes

How the World WorksInquiry into the natural world and its laws, the interaction

between he natural world (physical and biological) and human societies; how humans use their understanding of

scientific principles; the impact of scientific and technological

advances on society and on the environment.

Other Tran-disciplinary Themes: Who We Are How We Organize Ourselves

Where we are in place and Time

Sharing the Planet

How We Express Ourselves “One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture.” Kathryn Paige-School of Education, University of South Australia.WHY?

What is a concept?

Timeless- Can be applied at any time period

Universal- Can be applied to any culture or society

PYP Key Concepts:-Form-What is it like?-Function-How does it work?-Change-How is it changing?-Causation-Why is it like this? -Connection-How is it connected to other things?-Perspective-What are the points of view? -Reflection-How do we know? -Responsibility-What is our responsibility?

Concepts VS Topics

Topics Concepts

Dinosaurs Extinction

Butterflies Migration

World War II Leadership/Peace

Minibeasts Adaptations

Trains Transportation

Solar Power Energy Use

Computers Communication

Cell Biology Adaptation

Lynn H Erickson (2007)

The prime objective of assessment in the PYP is to provide feedback on the learning process.

It identifies what students know, understand, can do, and feel at different stages in the learning process.

Teachers select assessment strategies to support how students learn and perform

Teachers design assessment instruments to reflect the particular learning outcomes on which they intend to give feedback

Assessment in the PYP

Assessment Within the PYP

• Pre-Assessments- Students prior Knowledge of the central idea

• Formative assessment-Are they developing an understanding of the central idea?

• Summative Task-Have they understood the central idea and key concepts. Are they able to use the skills taught throughout the unit?

• Portfolio• Anecdotal

records• Continuums

• Checklists• Reflection

prompts• Authentic action

Language Assessments

PM Benchmarks example

Language Assessments

Spelling Writing example

Language Assessments

6 traits writing example

Mathematics Assessments

Data from Math WhizzDevelopmental Assessments

We use resources from different math

programs to generate a

developmental assessment

Standardized Assessment Measure of

Academic Progress (MAP) tests

How do we know it works?

What’s next?

Continued learning focusing on: The framework of the PYP Assessment in the PYP The Inquiry Cycle and supporting inquiry at home Conceptual Learning