PYP WORKSHOP DESCRIPTORS
Interested, candidate and authorized PYP schools. This workshop is for members of educational leadership teams: school directors, primary principals and assistant principals and designated PYP coordinators, who
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1A |
An introduction to the IB standards This Workshop will provide a basic understanding of the PYP for members of educational leadership teams who are either considering the implementation of the PYP or joining an authorized or candidate school. The sessions will focus on internationalism from the PYP’s perspective, the IB standards and practices, an overview of the written, learned and assessed curriculum, the verification process, including the services provided by the IB and the significance and role of leadership in a PYP school. |
Are you a member of a leadership team considering the implementation of the PYP for your school? Are you an administrator who has accepted a new position at a PYP school? This Workshop will provide all the ‘need to know’ information required to ‘hit the ground running’. The sessions will focus on internationalism from the PYP’s perspective, the IB standards and practices, an overview of the written, learned and assessed curriculum, the verification process, including the services provided by the IB and the significance and role of leadership in a PYP school.
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Interested, candidate and authorized PYP schools. This workshop is for teachers and administrators who
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1B |
An introduction to the PYP curriculum The purpose of this workshop is to introduce the PYP as a systemic and all encompassing curriculum through the study of Making the PYP Happen: a curriculum framework for international education (2007). Participants will look at the implications of the learner profile as an expression of the philosophy of the IB and its contribution to the development of international mindedness. They will review the standards and practices that are crucial in preparation for verification. The workshop will present an overview of the written, taught and assessed curriculum as it pertains to concepts, knowledge, skills, attitudes and action – the five essential elements of the PYP that are integral to classroom practice.
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Candidate and authorized schools This workshop is for administrators, coordinators and teachers* who
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2A |
“Making the PYP Happen in the classroom " provides professional development and assistance for educators who have completed workshop 1A or 1B. The purpose is to develop their personal knowledge and understanding of the essential elements of the programme, deepen their understanding of internationalism and the Learner Profile, prepare participants for planning, teaching and assessing students and analyze and refine the school’s Program of Inquiry. The workshop environment supports educators as life long learners through reading and discussing current pedagogy and research. It supports teachers with their insights and questions on their journey to implement the Primary Years Programme.
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Candidate and authorized schools This workshop is for administrators, coordinators and teachers who
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2B |
Promoting international-mindedness in the PYP. This workshop supports PYP educators in the development and promotion of international mindedness. They will examine the relationship of the IB learner profile both in and beyond the school community. An internationally minded curriculum reflects a diversity of cultures and perspectives. Through the Program of Inquiry, the PYP provides opportunities for learning about issues that have personal, local and global relevance and significance. Participants will also explore the significance of action as internationally-minded learners demonstrate responsibility for and commitment to making a difference in the world. |
2C |
The written curriculum in PYP. The PYP definition of curriculum includes the written, taught, and learned curriculum and the interdependent relationship between these parts. Curriculum development is a shared responsibility of teachers and students. It provides for the study of the home / home country, the culture of individual students and the culture of others. This workshop focuses on the layers of the written curriculum - the programme of inquiry, unit planners and scope and sequence documents and the direct impact they have on each other and student learning. Participants will collaboratively examine the role of key concepts, related concepts, and curriculum mapping techniques to ensure a balance between disciplinary and transdisciplinary teaching and learning. |
2D |
Collaborative planning in the PYP. The Collaborative Planning workshop provides PYP teachers with the chance to learn more about themselves and others as they work together in school situations. Effective collaborative practices are explored through analysing and sharing of flexible systems and structures, role-play, practical, collaborative learning experiences and investigating the use of technology to promote collaboration. The collaborative process supports the transdisciplinary nature of the PYP. The power of this is demonstrated through a simulation of the planning process highlighting ways to include the whole teaching team in developing units of inquiry. Collaborative Planning in the PYP is about learning to build positive professional relationships that lead to improved student learning. |
2E |
Teaching & learning in the PYP. This workshop focuses on the ‘taught curriculum’ component of the PYP model and seeks to provide some answers to the question ‘how best will we learn?’. Participants are introduced to a variety of practical teaching strategies that will assist in facilitating inquiry learning in their classrooms. The participants will examine the links between an inquiry driven curriculum, inquiry process models, construction of meaning and active responsible learning. Areas covered include questioning tactics, differentiation, grouping, and learning styles, underlined by the principles of backwards by design and effective assessment for learning. |
2F |
Assessment in the PYP. This workshop offers opportunities to explore the latest developments in assessment processes and their application. Identifying what students know, understand, can do and feel at different stages in the inquiry process requires careful gathering and analysis of information about student performance. Participants will explore the purpose of assessment, a range of assessment practices, record keeping and communication and school-wide policy development. In addition to being highly relevant to classroom practices, participants have the opportunity to explore thinking in a supportive environment where facilitators and fellow participants mentor and coach each other in the true sense of collegial support and learning. |
2G |
Action in the PYP. Action is the ‘so what’ of learning. In this workshop teachers critique the environments and provocations they provide for action to take place. Every element of the PYP supports the individual’s engagement in action through knowledge, skills, attitudes, and problem-posing as well as problem-solving. Participants will discuss how students learn to choose to act, and to reflect on their actions, so that they contribute to their own well-being and that of the community and the environment. Teachers will appreciate that action takes many different forms with a range and balance of teacher and student initiative. Strategies to assess action will as also be considered. |
2H |
Pedagogical leadership in the PYP. Pedagogical Leadership deepens the understanding of the transdisciplinary and inquiry based pedagogy of the PYP. The workshop looks at how assessing schools against the standards and practices supports the planning, implementation and improvement of the programme. It explores the partnership between administrators and PYP coordinators, determining the responsibilities of the pedagogical leadership team. Leaders are encouraged to examine how the diverse ways people think, learn and work affect how their learning communities function. Change is complex and there are many factors that impact on its effectiveness. The workshop to assist leaders to more effectively manage change, particularly as it relates to the ongoing implementation of the PYP.
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Candidate* and authorized schools This workshop is for administrators, coordinators and teachers who
*Candidate schools which have an authorization visit scheduled in the next 9 months.
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3A |
The Exhibition workshop uses inquiry to engage participants with the varied resources, readings and tools to optimize the culminating learning experience for students within the PYP. Teachers will explore the importance of transferable enduring understandings and how the students’ voices can lead the learning and the action through local, national and global issues. The exhibition is viewed as a collaborative process; this workshop is a time to listen, view, share exhibition experiences and develop a conceptual understanding of the issues in context of the Exhibition guidelines and the IB Standards and Practices.
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Candidate and authorized schools This workshop is for administrators, coordinators and teachers who
Workshops: |
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3B |
This workshop has been 'teacher as Inquirer'. It will change in 2010 / 2011 to 'teacher as researcher'. Teacher as inquirer Inquiry is a stance that educators can take as professional learners. Teachers and administrators need strategies for answering their own questions about issues of teaching and leadership within their schools. The major focus will be on how educators can investigate their questions in order to more effectively implement the PYP. They will leave the workshop with a plan for a specific professional inquiry and opportunities to develop and share their findings. By looking at themselves as inquirers, however, participants will see the opportunities and implications of creating an inquiry curriculum for students.
Teacher as Researcher Research is a stance that educators can take as professional learners. Teachers and administrators need strategies for answering their own questions about issues of teaching and leadership within their schools. The major focus will be on how educators can investigate their questions in order to more effectively implement the PYP. Participants will study a range of methodologies and analysis techniques for valid and reliable research. They will leave the workshop with a plan for a specific professional inquiry and opportunities to develop and share their findings. By looking at themselves as researchers, however, participants will see the possibilities and implications of creating an inquiry curriculum for students. |
3C |
The role of language in the PYP All teachers are teachers of language. The PYP views all languages as equally important. This includes the language of instruction, mother tongue, ESL, EAL and host country language. This workshop explores the fluid nature of language learning as a continuum, not developmentally tied to an age or stage. Teachers will examine the varying roles of a language teacher in advising, supporting or integrating language in the program of inquiry or in single subjects. They will look at the importance of learning language, learning about language and learning through language. Participants will be guided on the development of a language policy. |
3D |
Reading & writing through inquiry in the PYP. This workshop enables participants to extend their knowledge, skills and understandings relevant to the teaching of reading and writing using an inquiry approach. The workshop invites participants to evaluate their own beliefs about the teaching of reading and writing, and how these beliefs affect pedagogical approaches offered in the classroom. Participants have the opportunity to reflect on their own units of inquiry through the lenses of learning language, learning about language and learning through language, to establish a balance between each one. |
3E |
The role of science & social studies in the PYP Many issues of personal and social relevance to students in the PYP require both science and social studies understanding, yet transcend the boundaries of these traditional subject areas. Their interdependent relationships, together with other disciplines, assist students in understanding the transdisciplinary themes. This workshop explores the key and related concepts and the development of skills in context of science and social studies. It supports the development of a balanced program of inquiry that addresses the breadth and depth of both. |
3F |
The role of mathematics in the PYP How is mathematics taught using an inquiry approach? How is mathematics addressed within and outside the context of the Program of Inquiry? How do learners construct and transfer meaning and then apply it with understanding? The aim of this workshop is to provide participants with the skills, knowledge and ideas needed to successfully address the teaching and learning of mathematics within the context of their educational setting. Teachers will have an opportunity to discuss the teaching and learning of mathematics, share resources and work on relevant curriculum documentation. |
3G |
The role of arts in the PYP Experience the strength of collaborative practice with passionate like minded educators. ‘The role of the arts in the PYP’ is a workshop designed to empower passionate, like minded, arts specialists and those educators interested in the arts, by gathering together as one to engage in opportunities for deeper inquiry and reflective practices, and continue to build upon their arts knowledge. The workshop will offer a forum for an honest, in-depth discussion about learning theory, pedagogy, assessment and the significant role of the single subject teacher and the challenges associated with this. It will offer time to explore the authentic integration of the arts through the lenses of the essential elements, documentation and the role the arts have within a PYP school’s curriculum. |
3H |
The role of physical education in PYP This workshop explores the scope, purpose and meaningful integration of physical education in the PYP. In a balanced PE program, students learn, learn about and learn through movement. Physical education skills are developed in an inquiry context where students can pose problems, solve problems and understand new ideas. Participants will also consider the role of PE in the transdisciplinary program and how their subject-specific content can help students understand the world, themselves and each other. Teachers will look at how planning, teaching and assessing in PE reflects all the essential elements and the IB learner profile. |
3I |
The role of PSE in the PYP Well-being is intrinsically linked to all aspects of a learner’s experience at school and beyond. Personal, Social and Physical Education is integral to teaching and learning in the PYP; it is embodied in the learner profile and represents the qualities of internationally minded learners and effective lifelong learners. This workshop explores the responsibility that all members of the school community have to the wellbeing of their students and how the PYP concepts are a vehicle for developing physical, emotional, cognitive, spiritual and social wellbeing. Participants will look at how the PSPE scope and sequence directly supports the development of the transdisciplinary skills and highlights the transdisciplinary nature of the PYP. |
3J |
The role of ICT In the PYP Information and Communication Technology is a vital resource that PYP schools must use to help students and staff develop the Learner Profile, apply the understandings, knowledge, skills, and attitudes of the PYP curriculum, become life-long learners, and take positive action as members of our information and technology-driven global society. This workshop will assist teachers and administrators to develop a deep understanding of how ICT can be used to transform teaching and learning practices rather than as a stand-alone subject area. This workshop also aims to be the first truly paperless, face-to-face workshop offered in the IB that engages all participants in active use of Internet/electronic resources to support teaching and learning over the course of the entire workshop. |
3K |
3- 5 year olds in the PYP This workshop explores the elements of the PYP in the teaching and learning of 3 to 5 year olds. Inquiry includes, but also extends beyond asking and answering questions. It is provoked through a stimulating environment, where the teacher acts as guide, facilitator and colearner. The importance of environment is further explored through considering how it shapes learners, how the way we structure space and time reflects what we believe about children’s learning, and what learning is ‘important’. Teachers will develop an understanding of how mathematics and language concepts can be achieved in creative, playful, meaning- making ways where children learn at their own pace. The written, taught and assessed curriculum is also considered in context of young children.
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3L |
The Role of the PYP coordinator Participants must be current PYP coordinators, either newly appointed or experienced. This workshop looks at the role of the PYP coordinator in documentation, organizing professional development opportunities, managing complex relationships, resource management and communication with a range of stakeholders. All of these responsibilities are integral to the successful implementation of the programme. The workshop will provide opportunities for reviewing existing and new publications, curriculum mapping, policy writing, and reviewing the guidelines for verification and evaluation. Participants will also become familiar with the Global PD architecture, REGIS and the role of the IBEN. The workshop will model collaborative leadership strategies and explore ways to effectively manage change.
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3M |
Transdisciplinary learning in the PYP Under development |
3N |
Science in the PYP Many primary teachers feel uncomfortable teaching science in the context of the program of inquiry. This workshop aims to improve teachers understanding of science knowledge and skills that can be incorporated in any unit of inquiry. Participants will examine how key concepts can lead to deep science understanding and facilitate the relationships with other disciplines through every transdisciplinary theme. Sessions will be included in either a science laboratory or an external science environment to provide opportunities to develop inquiries and consider the significance of transdisciplinary skills. The workshop will also explore various styles of scientific text and also the use of children's literature to provoke scientific thinking and inquiry. |
3O |
Play based learning in the Early Years Under development |
3P |
Sustainability as International mindedness in the PYP
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3Q |
Concept based learning in the PYP In the PYP, concepts and conceptual questions drive the way we teach and learn in a transdisciplinary context. The purpose of this professional development is to explore concepts in greater depth. Participants will review the theory behind conceptual thinking, develop a better understanding of key and related concepts and analyse the Program of Inquiry and units of inquiry through different conceptual lenses. Participants will also explore practical ways of assessing a learner’s conceptual understanding within a unit of inquiry. |
3R |
The learning environment and the pedagogy of the IB - Under development |
3S |
Inquiry in the PYP Inquiry is the pedagogy that underpins all programmes in the IB. This workshop looks at how the PYP framework provides opportunities for all learners to engage in relevant and significant inquiries through the transdisciplinary themes and in single subject classes. Participants will critique a range of inquiry models emphasizing that inquiry is an ongoing process that leads to reflection, new inquiries and deep understanding. Inquiry is true differentiation, supporting the personal construction of meaning and meaningful action regardless of language competency or learning style. |
3T |
Beyond Symbolism – First People’s Knowledge Within Australia This workshop experience is for school administrators, curriculum coordinators and teachers at all levels within our schools. This particular experience will focus on First Peoples’ Views and Knowledge. Participants will have the opportunity to engage with First Australian-Gamilaraay and Muruwari educators and develop an understanding about First Peoples’ ways of knowing using the ‘oral tradition’. This workshop has been developed to try and assist teachers as they focus on engaging authentic methods of weaving First Peoples’ knowledge into their curriculum offering. |
3T |
Beyond Symbolism – First People’s Knowledge Outside of Australia This workshop experience is for school administrators, curriculum coordinators and teachers at all levels within our schools. This particular experience will focus on First Peoples’ Views and Knowledge. Participants will have the opportunity to engage with indigenous educators and develop an understanding about indigenous ways of knowing using the ‘oral tradition’. This IB workshop experience has been developed to try and assist teachers as they focus on engaging authentic methods of weaving First Peoples’ knowledge into their curriculum offering. |