Overview

6 years ago

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Scroll down to view the following sections:
Mission Statement 
What is PYP? 
Learner Attitudes
Learner Profile
 
(Picture above is:  Upper Blue Student Action)  

April 2010

Upper Blue Elementary Staff and Students are proud to announce that we have earned the authorization to offer the Primary Years Programme (PYP) of the International Baccalaureate (IB)! We are now an official IB World School!

As part of the authorization process, UBE has been implementing phases of Primary Years Program since the 2003-04 school year.

For further information about the IB and its programmes, visit http://www.ibo.org.

 

Mission Statement

The International Baccalaureate 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 organization 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.

 

What is PYP?

The International Baccalaureate Primary Years Programme (PYP) is designed for students aged 3 to 12. It focuses on the total growth of the developing child, touching hearts as well as minds and encompassing social, physical, emotional and cultural needs in addition to academic development.

The PYP draws on research and best practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant, engaging, challenging and significant educational framework for all children.

 

Learner Attitudes

Cooperation

Appreciation

Commitment

Tolerance

Integrity

Respect

Confidence

Creativity

Enthusiasm

Independence

Empathy

Curiosity

 

 

 Learner Profile

Reflective

Risk-takers

Principled

Caring

Open-minded

Knowledgeable

Inquirers

Thinkers

Communicators

Balanced

 

 


 

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Learner Profile

6 years ago

IB Learner Profile

An internationally minded person is a person who demonstrates

the attributes of the IB Learner profile.



Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

 

Risk-Takers (Courageous)
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

 

Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
  

Open-Minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. 

 

Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. 

 

Principled

We act with integrity and honesty, with a strong sense of fairness and justice and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

 

Balanced
We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

 

Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. 

 

Thinkers
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

 

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

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PYP Attitudes

6 years ago

PYP Attitudes

Attributes that we want students to value and demonstrate.



Appreciation
Appreciating the wonder and beauty of the world and its people

 

Commitment
Being committed to our own learning, preserving and showing self-discipline and responsibility

 

Confidence
Feeling confident in our ability as learners, having the courage to take risks, applying what we have learned and making appropriate decisions and choices

 

Cooperation
Cooperating, collaborating and leading or following as the situation demands

 

Creativity
Being creative and imaginative in our thinking and in our approach to problems and dilemmas

 

Curiosity
Being curious about the nature of learning, about the world, its people and cultures

 

Empathy
Imagining yourself in another's situation in order to understanding his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others

 

Enthusiasm
Enjoying learning and willingly putting the effort into the process

 

Independence
Thinking and acting independently, making our own judgments based on reasoned argument, and being able to defend our judgments

 

Integrity
Being honest and demonstrating a considered sense of fairness

 

Respect
Respecting yourself, others and the world around them

 

Tolerance
Being sensitive about differences and diversity in the world and being responsive to the needs of others

As a Caring Community, we should be modeling, looking for, and recognizing authentic demonstrations of the PYP attitudes in our children's daily lives.

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Transdisciplinary Themes

6 years ago

Transdisciplinary Themes

At the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. According to Nancy Cecil in The Art of Inquiry, "When children see to ask or answer questions about things for which there are many potentially correct answers, they begin to develop an attitude of appreciation for the immensity and complexity of the natural world." Teachers at each grade level develop units of study that center around the six transdisciplinary themes.

Six Themes:

These themes help guide teachers as they plan and design transdisciplinary (combining two or more subject areas) units of inquiry which make up the Program of Inquiry. Within these units, children are encouraged to ask questions, are taught how to use a variety of resources to seek answers and led to a deeper understanding of the topic being studied. The PYP seeks to create students who are not bounded by the physical borders of their community. Instead it works to study broad topics that can have an application in any part of our world.


Who We Are

An inquiry into the nature of self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Sharing the Planet

An inquiry into our rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and of the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Where We Are in Place and Time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local to global perspectives

How We Organize Ourselves 

An inquiry into the interconnectedness human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

How We Express Ourselves

An inquiry into the ways in which we discover and express ideas, feelings nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the esthetic.

How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human sciences; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment.

QUIENES SOMOS

Un cuestionamiento dentro de la naturaleza del ser; sus creencias y valores; salud personal, física, mental, social y espiritual; las relaciones humanas incluyendo familias, amigos, comunidades y culturas; derechos y responsabilidades; que es lo que significa ser un humano.


COMPARTIENDO EL PLANETA.

Un cuestionamiento dentro de nuestros derechos y responsabilidades en la lucha por compartir los recursos finitos (limitados) con otras gentes y con otras cosas vivas; las comunidades y las relaciones dentro y entre ellos, el acceso a iguales oportunidades; resolución de paz y conflicto.


DONDE ESTAMOS EN LUGAR Y TIEMPO

Un cuestionamiento dentro del lugar y del tiempo; historias personales; casas y jornadas; descubrimientos, exploraciones y migraciones del género humano; las relaciones interconectadas entre los individuos y las civilizaciones, de las perspectivas locales y globales.


COMO NOS ORGANIZAMOS NOSOTROS MISMOS

Un cuestionamiento de las interconexiones de los sistemas y comunidades de origen humano; la estructura y función de las organizaciones; tomar decisiones sociales; actividades económicas y su impacto en el género humano y en el ambiente.


COMO NOS EXPRESAMOS

Un cuestionamiento dentro de las maneras en las cuales nosotros descubrimos y expresamos las ideas, sentimientos naturales, cultura, creencias y valores; las maneras en las cuales nosotros nos reflejamos, nos extendemos y disfrutamos de nuestra creatividad; nuestra apreciación de la estética.


COMO TRABAJA EL MUNDO

Un cuestionamiento dentro del mundo natural y de sus leyes; la interacción entre el mundo natural (físico y biológico), y las ciencias humanas; como los humanos usan su entendimiento de principios científicos; el impacto de los avances científicos y tecnológicos en la sociedad y en el ambiente.



By Toni Napolitano, Upper Blue PYP Coordinator

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Inquiry Cycle

Student Action Plan

6 years ago

The ACTION CYCLE is an important component of the PYP. At Upper Blue we encourage students to act on what they are learning through the action cycle: REFLECT, CHOOSE, and ACT. By reflecting on learning, students then can make a choice and take action.

Student initiated action is an extension of their learning.  Action demonstrates deeper thinking, it might mean doing something, But it could also just mean have a different understanding...   Whatever the action might be, it should be an extension of their learning.

If you notice your child taking action RELATED TO THE CURRENT UNIT OF INQUIRY, please fill out the slip at home with your child after he/she has completed an action and send it back to school.          

What was the student action?

  1. Doing = Because of your new knowledge have you DONE something?
  2. Having = Because of your new knowledge do you have MORE of something?
  3. Thinking = Because of your new knowledge have you THOUGHT differently? Changed your mind? Wondered? Inquired?
  4. Saying = Because of your new knowledge have you SAID something? Informed? Explained? Told? Discussed? Debated? Asked?
  5. Being = Have you BEEN a different person? Changed behaviors? Been more patient? More respectful?
  6. Feeling = Have you FELT differently? Empathized? Loved? Felt Inspired? Worried? Admired?

 
click here for Student Action Plan form

El CICLO DE LA ACCIÓN es un componente importante del PYP (Program Anos Primarios). En Upper Blue animamos a los  estudiantes a poner en práctica lo que ellos aprenden.  Mediante el CICLO DE ACCIÓN: REFLEJAR, ESCOGER, Y ACTUAR. Reflejando en lo aprendido, les permite a los estudiantes poder escoger y después actuar tomando acción.  

Cuando el estudiante toma la iniciativa, eso es una extensión demostrando su aprendizaje. Acción demuestra pensamiento profundo, puede significar el hacer algo, pero también puede significar otro tipo de compresión.  Cualquier acción debe ser el resultado del aprendizaje.

Si usted se da cuenta que su estudiante está tomando acción en RELACIÓN CON LA UNIDAD DE INVESTIGACIÓN ACTUAL, por favor de rellenar en casa con su hijo/a en formulario de ACCIÓN y regresarlo a la escuela.


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