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Understanding the PYP Curriculum What is the Primary Years Program? The International Baccalaureate Primary Years Program (PYP) is an international curriculum for children in the 3-12 year age range. The curriculum fosters the development of the whole child in all areas of learning. The PYP approach encompasses social, emotional, physical and cultural needs as well as supporting a strong academic program for all students. The Primary Years Program focuses on structured inquiry as the ideal way of learning. Six organizing questions provide the framework for the exploration of knowledge. Teachers and students are guided by these questions as they design curricular units for exploration and study. Students explore subject areas through these questions and often in ways that transcend conventional subject area boundaries. In the process, they develop an understanding of important concepts, acquire essential skills and knowledge, develop positive attitudes and learn to act responsibly.
The PYP strives for balance between the search for understanding, the acquisition of essential knowledge and skills, the development of positive attitudes and the opportunity for positive action. In terms of achieving this balance, the PYP identifies five essential elements of the curriculum. The five essential elements are - concepts, knowledge, skills, attitudes, and action These are relevant across the subject areas and provide the framework for learning and purposeful inquiry. They can have different application and interpretations across the subjects. The emphasis in the Primary Years Program is not on the acquisition of isolated facts and skills, but on a holistic understanding of ideas. Essential Elements Concepts powerful ideas which have relevance within and across the disciplines and which students must explore and re-explore in order to develop understanding Knowledge significant, relevant, subject matter we wish the students to explore and know about Skills those things the students need to be able to do to succeed in a changing, challenging world Attitudes dispositions which are expressions of fundamental values, beliefs and feelings about learning, the environment, and people Action demonstrations of deeper learning in responsible behavior through positive action and service; a manifestation in practice of the other essential elements The PYP has a set of eight concepts, each of which has major significance in the design of a transdisciplinary curriculum. These concepts are presented in the form of key questions. It is these questions which give a unit of inquiry direction and purpose. Each essential question is presented in its most basic, generic form, for example, What is it like? When working on a unit with a particular focus, teachers and students will generate more specifically subject related questions, for example, What is this place like? Key Concepts and Related Questions Form Definition: The understanding that everything has a form with recognizable features which can be observed, identified, described and categorized. Examples of related concepts: properties, structure, features, categories, patterns Key Question: What is it like? Change Definition: The understanding that change is the process of movement from one state to another. It is universal and inevitable. Examples of related concepts: adaptation, modification, cycles, sequences Key Question: How is it changing? Perspective Definition: The understanding that knowledge is not constructed only from the perspective of a particular discipline, individual or group. Examples of related concepts: subjectivity, fact, opinion, bias, prejudice, empathy Key Question: What are the points of view? Function Definition: The understanding that everything has a purpose, a role or a way of behaving which can be investigated. Examples of related concepts: behavior, operations, pattern, role, systems Key Question: How does it work? Responsibility Definition: The understanding that we are not passive observers of events but that we can make and must make choices and that, by doing so, we can make a difference. Examples of related concepts: rights, duty, custodianship, citizenship, values, justice, initiative Key Question: What is our responsibility? Causation Definition: The understanding that things do not just happen, that there are causal relationships at work and that actions have consequences. Examples of related concepts: consequences, sequences, patterns, impact Key Question: Why is it like it is? Connection Definition: The understanding that we live in a world of interacting systems in which the actions of any individual elements affect others. Examples of related concepts: systems, relationships, networks Key Question: How is it connected to each other? Reflection Definition: The understanding that there are different ways of knowing and that it is important to reflect upon our own conclusions, both with respect to the methods of reasoning we have employed and the quality and reliability of the evidence we have considered. Examples of related concepts: metacognition, reason, evidence, introspection, reliability Key Question: How do we know? Knowledge: The Program of Inquiry The Primary Years Program has identified themes, “Areas of Knowledge”, which have significance for all students and all cultures. These themes offer students the opportunity to explore knowledge, which is of genuine importance in understanding the human condition. Additionally, these themes will be revisited throughout the years of schooling, with the end result being an articulated curriculum content, from Nursery to Grade 5. The following themes provide the organizing structure for the school’s framework of content, or “Program of Inquiry”. 1. An inquiry into – Who we are An exploration of the nature of the self, of our beliefs and values; of personal health: physical, mental, social, spiritual; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human. 2. An inquiry into – Where we are in place and time An exploration of our orientation in place and time; of our personal histories and geographies; of history and geography from local and global perspectives; of our homes and journeys -actual and spiritual; of the greater journeys of humankind – the discoveries, explorations and migrations; of human achievements and the contributions of individuals and civilizations; of the descent and ascent of humankind; of the state of the race. 3. An inquiry into – How we express ourselves An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts. 4. An inquiry into – How the world works An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology. 5. An inquiry into – 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, both personal and global. 6. An inquiry into – Sharing the planet An exploration of our rights and responsibilities as we strive to share finite resources with other people, with other species; of individuals and communities, human and animal; of the relationships within and among them. Six guiding questions as outlined earlier are used to integrate subject knowledge across the main curriculum areas of Language; Mathematics; Social Studies; Science and Technology; The Arts; Personal, Physical and Social Education (PSPE).
The inquiry units form the basis of study for students at Al Sahwa Schools. They are transdisciplinary in nature, where subject knowledge, whether it is mathematics, music, or social studies are utilized to arrive at an understanding of the six organizing themes Nursery through K2 will study four units of inquiry during a school year. Grade 1 through Grade 5 students will study all six units of inquiry during a school year. A major component of the curriculum is the development of students’ skills. In order to conduct purposeful inquiry and to be well prepared for further education and for life beyond school, students need to master a wide range of skills beyond those normally referred to as basic, which include skills that transcend individual subject areas. Communication Skills Speaking: Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating opinions Reading: Reading a variety of sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions. Listening: Listening to others; listening to directions or instructions; listening to information Writing: Recording information and observations; taking notes and paraphrasing; writing summaries; writing reports; keeping a journal or record reports Non-verbal communication : Recognizing the meaning of visual and kinesthetic communication Research skills Formulating questions: Identifying something one wants or needs to know and asking compelling and relevant questions which can be researched. Observing : Using all the senses to notice relevant details Planning: Developing a course of action; writing an outline; devising ways of finding out necessary information Collecting data : Gathering information from a variety of resources, such as measuring, maps polls, surveys, direct observation, resource books, films, people, exhibitions… Recording data Describing and recording observations, by drawing, note taking, making charts, tallying, writing statements… Organizing data Sorting and categorizing information; arranging into understandable forms, such as , narrative descriptions, tables, timelines, graphs and diagrams Interpreting data Drawing conclusions from relationships and patterns that emerge from organized data Presenting research findings Effectively communicating what has been learned; choosing appropriate media Social skills Accepting responsibility Taking on and completing tasks in an appropriate manner; being wiling to assume a share of the responsibility
Respecting others
Cooperating
Resolving conflict Group decision making Listening to others; discussing ideas; asking questions; working towards and obtaining consensus Adopting a variety of group roles Understanding what behaviour is appropriate in a given situation and acting accordingly; being a leader in some circumstances, a follower in others Thinking skills Acquisition of knowledge Gaining specific facts, ideas, vocabulary; remembering in a similar form Comprehension Grasping meaning from material learned; communicating and interpreting learning Analysis Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics Metacognition Analyzing one' s own and others' thought processes; thinking about thinking and thinking about how one thinks and how one learns Evaluation Making judgments decisions based on chosen criteria, standards and conditions Application Making use of previously acquired knowledge in practical or new ways Synthesizes Combining parts to create wholes; creating, designing, developing and innovating Dialectical Thought Thinking about two or more different points of view at the same time: understanding both points of view, being able to construct an argument for either point of view based on knowledge of the other; realizing that others can also take one's own point of view. Self Management skills Gross motor skills Exhibiting skills in which groups of large muscles are used and the factor of strength is primary Fine motor skills Exhibiting skills in which precision in delicate muscle systems is required Spatial awareness Displaying a sensitivity to the position of objects in relation to oneself or to each other Organization Planning and carrying out activities effectively Time management Using time effectively and appropriately Safety Engaging in personal behaviour which avoids placing oneself or others in danger or at risk Healthy lifestyle Making informed choices to achieve a balance in nutrition, rest, relaxation and exercise; practicing appropriate hygiene and self-care Codes of behavior Knowing and applying appropriate rules or operating procedures of groups of people Informed choices Selecting an appropriate course of action or behavior based on fact or opinion While recognizing the importance of concepts, knowledge and skills, we agree with the PYP belief that these alone do not make an internationally educated person. It is vital that one must also focus on the development of positive attitudes towards people, towards the environment and towards learning. Al Sahwa Schools believe that the following attitudes must be dealt with consciously, professionally and explicitly within the written curriculum. Teachers make every effort to design activities, which promote positive attitudes.
Attitudes We Encourage Students to Develop Appreciation: appreciating the wonder and beauty of the word 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 make appropriate decisions and choices Cooperation: cooperating, collaborating and leading 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 Empathy: imaginatively projecting themselves into another's situation ,in order to understand 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 The PYP embodies the belief that international education must extend beyond intellectual attainment to include not only responsible attitudes, but also thoughtful and appropriate actions. At Al Sahwa Schools we make every effort to meet the challenge of offering all learners the opportunity and the power to choose their actions, to act and to reflect on these actions in order to make a difference in and to the world. The action component of the PYP involves service in the widest sense of the word: service to fellow-students, to the staff and to the community. Through such service, students are able to grow both socially and personally, developing skills such as cooperation, problem solving, conflict resolution and creative and critical thinking. These actions are ways in which the students exhibit their commitment to the attitudes that we seek to embrace within the schools community. Effective action begins at the most immediate and basic level: in the family, in the classroom, in the hallways and on the playground. Al Sahwa believes not only that it is possible for students to identify appropriate actions, but also that we have a responsibility to enable them to choose their actions carefully, to facilitate these actions and to encourage them to reflect on the actions they undertake. Assessment is integral to all teaching and learning. It is central to the Primary Years Program’s goals of thoughtfully and effectively guiding students through the five essential elements of learning. The five essential elements of learning are the: · understanding of concepts · acquisition of knowledge · mastering of skills · development of attitudes . · decision to take action Both students and teachers actively engage in assessing the student’s progress as part of the development of their wider critical thinking and self-evaluation skills. Formative Assessment: Formative assessment is · interwoven with the daily learning and helps teachers and students find out what the students already know in order to plan the next stage in learning. · Formative assessment and teaching are directly linked: neither can function effectively or purposefully without the other. · Continuous formative assessment provides insights into students' understanding, knowledge, skills and attitudes. These are necessary to plan further activities, which address issues of concern to the teacher and the students. Continuous formative assessment is also a means of exploring the learning styles and individual differences of the students in order to customize the unit of inquiry. Assessment data will be collected in the following ways: 1. Observations: Students are observed often and regularly, with the teacher taking a focus varying from wide angle (for example focusing on the whole class) to close-up (for example focusing on one student, or activity), and from non-participant (observing from without) to participant (observing from within). 2. Performance Assessments: These are goal-directed tasks with established criteria. They are meaningful and significant challenges and problems. In these tasks there are numerous approaches to the problem and rarely only one correct response. They are usually multi-modal and require the use of many skills. Audio, video and narrative records are often useful for this kind of assessment. 3. Process Focused Assessments: Students are observed often and regularly and the observations are recorded by noting the typical as well as non-typical behaviors. Teachers use multiple observations and often use checklists, inventories and narrative descriptions. 4. Selected Responses: These are single occasion, one-dimensional exercises. Tests and quizzes are the most familiar examples of this form of assessment. 5. Open-ended Tasks: These are situations in which students are presented with a stimulus and asked to communicate an original response. The answer might be a brief written answer, a drawing, a diagram or a solution. 6. Portfolios: This is a purposeful collection of a student's work that is designed to demonstrate successes, growth, higher order thinking, creativity and reflection. Portfolios should not be thought of as a collection of work but rather as an exhibition of an active mind at work. 6. Summative Assessment: This happens at the end of the teaching and learning process and gives the students opportunities to demonstrate what has been learned. A culmination performance at the end of each unit of inquiry is required by each class and is an excellent example of summative assessment. Examples of Evaluation Processes to be used at Al Sahwa Schools · Rubrics: This is an established set of criteria used for scoring or rating students' tests, portfolios or performances. The descriptors tell the assessor what characteristics or signs to look for in students' work and then how to rate that work on a predetermined scale. Benchmarks: These are samples of students' work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric. · Holistic scoring: This produces a single score, typically based on a 1 to3,4 or 5 point scale. It is based on the overall impression of a sample of work, rated against established criteria. · Analytical scoring: This process awards separate scores for different aspects of the work. This yields more information than holistic scoring and is often used for diagnostic purposes or when students need specific feedback on their strengths and weaknesses. Summative end of unit or end of term testing and exams, quizzes and drop tests The teacher, in developing each Unit of Inquiry, synthesizes the essential elements into a “Central Idea” which embodies the key concept(s) to be learned, understood in depth and demonstrated by each student. “Essential Questions” support the central idea. They are generated by the teacher and drive inquiry and learning outcomes. The teacher and students will work together to generate “Student Questions”. The central idea, essential questions and student questions form the basis with which inquiry is conducted into significant content. In the course of this inquiry students acquire essential knowledge and skills and engage in responsible action. They do so in a climate that fosters positive attitudes. The central idea, essential questions and student questions are posted in each core classroom. Using the written curriculum as the primary resource, teachers and students plan a process of structured inquiry involving a range of classroom activities – the taught curriculum. Assessment, which provides data on the learned curriculum, is integral to these activities and focuses upon both the quality of the learning process and that of the learning products. Al Sahwa Schools sees students, parents and teachers as partners united by a spirit of inquiry and a commitment to continuous improvement, working towards the common goal of providing every student with an international education of the highest quality. As a Parent how can you help How You Can? We are especially interested in community involvement, speakers, and places of interest to visit for study excursions, or people who would be interested in conducting small group activities in class which are relevant to the units of inquiry. We are always looking for people within the school community who could enrich our units of inquiry. Please let us know if you or someone you know would be interested in helping a classroom teacher by providing a special learning opportunity. |
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P.O. Box 644 Mina Al Fahal Postal Code 116 Sultanate of Oman Telephone: +968 24607620 Fax: +968 24695927 |
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