In times of change, learners will inherit the earth while the learned will find themselves beautifully equipped to deal with a world that no longer exists.

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In times of change, learners will inherit the
earth while the learned will find themselves
beautifully equipped to deal with a world that no
longer exists.

• Eric Hoffer

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Primary Years Programme

• The unique benefits of the PYP

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Our IB Journey at Sierra Elementary
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Mission Statement
Sierra Elementary provides guided inquiry
instruction in a safe, supportive environment
where a highly qualified staff work,
collaboratively to develop life-long learners who
are critical thinkers, reflective, compassionate,
and globally minded.
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Were Creating Students Who Wonder and Think
Globally Teaching is More Concept Driven
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• The Student Profile and Key Concepts
• The Heart of the Matter

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Pictures of Visuals

• Photos from classes around school

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Caring, Principled, or Risk-Taker?
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Pinwheels for Peace October 2009
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Classroom Essential Agreements

• Student Created Classroom Norms

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Programme of inquiry

• Wondering
• Questioning
• Experimenting and
• Researching
• are promoted

Emphasis on meaning and understanding
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Teacher questions
Student questions

• Linking new knowledge with existing
• knowledge (Vygotsky)
• Meaningful play (Piaget)
• Making connections (Bruner, Gardner)
• Learning styles (Gardner)
• Helping kids in their inherent
• need to make sense of their world

Prior knowledge
Connections
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PYP Schools in the world by region and by
programme
526 Schools in 81 countries worldwide (2008)
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Organization What is the IB mission and legal
status?
Mission
Core values
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.
Motivated by a missionWe aim to create a
betterworld through education PartnershipsWe
achieve our goals byworking together QualityWe
value our reputation for high standards Participa
tionWe actively involve our stakeholders Internat
ional mindednessWe embrace diversity
Legal status
The IB is a non-profit making Swiss Foundation
registered in 1968. The activities of the
organization are determined by an Act of
Foundation approved by the Swiss authorities.

• Further resources
• The Annual Review including accounts is available
  on www.ibo.org.

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Programmes What is the IB learner profile?
IB learners strive to be Inquirers Knowledgeable
Thinkers Communicators Principled Open-minded Cari
ng Risk-takers Balanced Reflective
The attributes of the learner profile express the
values inherent to the IB continuum of
international education these are values that
should infuse all elements of the three
programmes and, therefore, the culture and ethos
of all IB World Schools. IB programmes promote
the education of the whole person, emphasizing
intellectual, personal, emotional and social
growth through all domains of knowledge.
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IB LEARNER PROFILE
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PYP ATTITUDES

• The PYP promotes attitudes which help build the
  characteristics of the student profile

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Definition How is the PYP defined?

• The IB Primary Years Programme focuses on the
  development of the whole child as an inquirer,
  both in the classroom and in the world outside.
• It is a framework guided by six transdisciplinary
  themes of global significance, explored using
  knowledge and skills derived from six subjects
  areas, as well as transdisciplinary skills, with
  a powerful emphasis on inquiry- based learning.

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Definition How is the PYP defined?

• The school promotes international mindedness on
  the part of the adults and the children in the
  school community.
• The PYP strives to help students develop an
  international perspectiveto become aware of and
  sensitive to the points of view of people in
  other parts of the world.
• Todays students will need to compete in an
  interconnected and interdependent society
• (Pai, 2006)

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Learners constructing meaning How is the PYP
curriculum defined?

• Written curriculum
• Taught curriculum
• Assessed curriculum
• This is a model whereby all three components
  inform each other.

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Learners constructing meaning What are the
essential elements of the programme?

• Knowledge
• Concepts
• Skills
• Attitudes
• Action

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Essential elements How are they described in the
PYP curriculum?

• Knowledge
• Significant, relevant content we wish the
  students to explore and know about, taking into
  consideration their prior experience and
  understanding
• Concepts
• Powerful ideas that have relevance within the
  subject areas but also transcend them and that
  students must explore and re-explore in order to
  develop a coherent, in-depth understanding.
• Skills
• Those capabilities the students need to
  demonstrate to succeed in a changing, challenging
  world, which may be disciplinary or
  transdisciplinary in nature.

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Essential elements How are they described in the
PYP curriculum?

• Attitudes
• Dispositions that are expressions of fundamental
  values, beliefs and feelings about learning, the
  environment and people
• Action
• Demonstrations of deeper learning in responsible
  behaviour through responsible action a
  manifestation in practice of the other essential
  elements

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Transdisciplinary Themes

• Who We Are
• Where We Are In Place Time
• How We Express Ourselves
• How The World Works
• How We Organize Ourselves
• Sharing The Planet

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PYP TRANSDISCIPLINARY THEMES
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Knowledge What are the PYP transdisciplinary
themes?

• Who we are
• Inquiry into the nature of the self beliefs and
  values person, physical, mental, social and
  spiritual health human relationships including
  families, friends, communities, and cultures
  rights and responsibilities what it means to be
  human.
• Where we are in place and time
• Inquiry into orientation in place and time
  personal histories homes and journeys the
  discoveries, explorations and migrations of
  humankind the relationship between and the
  interconnectedness of individuals and
  civilizations, from local and global
  perspectives.

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Knowledge What are the PYP transdisciplinary
themes?

• How we express ourselves
• 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 aesthetic.
• How the world works
• Inquiry into the natural world and its laws, the
  interaction between the 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.

• How we organize ourselves
• Inquiry into the interconnectedness of
  human-made systems and communities the structure
  and function of organizations societal
  decision-making economic activities and their
  impact on humankind and the environment.
• Sharing the planet
• Inquiry into rights and responsibilities in the
  struggle to share finite resources with other
  people and with other living things communities
  and the relationship within and between them
  access to equal opportunities peace and conflict
  resolution.

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Sample unit of inquiry Under the
transdisciplinary theme Sharing the planet
(for students aged 8-9)

• To support this inquiry students would
• develop knowledge and acquire skills
• derived from science and social studies,
• in addition to developing
• transdisciplinary skills such as critical
• thinking, communication and time
• management.

• To understand better the central idea that
  Water is essential to life and is a limited
  resource for many people, we would use the PYP
  concepts of function and responsibility to
  inquire into
• Sources of water and how water is used
• What happens to water after we have used it
• Distribution and availability of usable water
• Responsibilities regarding water.

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TRANSDISCIPLINARY SKILLS
The skills which are used in all subject areas.
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Skills What are the PYP transdisciplinary
skills?

• Thinking
• Acquisition of knowledge comprehension
  application analysis, synthesis, evaluation,
  dialectical thought, metacognition.
• Social skills
• Accepting responsibility respecting others
  cooperating, resolving conflict group
  decision-making adopting a variety of group
  roles.
• Communication skills
• Listening speaking reading writing viewing
  presenting non-verbal communication.

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Skills What are the PYP transdisciplinary skills?

• Self management skills
• Gross motor skills fine motor skills spatial
  awareness organization time management safety
  healthy lifestyle codes of behaviour informed
  choices
• Research skills
• Formulating questions observing planning
  collecting data recording data organizing data
  interpreting data presenting research findings

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IB Promotes Inquiry Based Learning

• The essential learning of each unit of inquiry is
  summed up in one Central Idea.
• Challenge inquiry becomes primary in curriculum
  delivery
• You can embed state and district standards in the
  program of inquiry.

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http//www.inquiryschools.net
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• Inquiry is a cognitive and communicative act
  that links inner and outer dialog, enabling
  learners to discover the power of their own
  minds.

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• Teaching at the school uses inquiry across the
  curriculum and by all teachers.
• Evidence is collected of each students
  engagement with inquiry in its various forms.

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Action How is action defined in the PYP ?

• Successful inquiry may lead to action, initiated
  by the student as a result of the learning
  process. This action may extend the students
  own learning, the learning of others or it may
  have a wider social impact
• It is intended that the student taking
• action will grow from the
• experience, and that the process of
• taking action, or not, will contribute to each
  student establishing a
• set of values.

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ACTION CYCLE
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Student Generated Action

• Action is generated by students during a unit of
  inquiry.

Reflect
Choose
Act
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Assessment in the PYP

• 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.

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Assessment in the PYP

• Teachers design assessment instruments to reflect
  the particular learning outcomes on which they
  intend to give feedback.
• Students and teachers are actively involved in
  the assessment process.

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Year 1 Investigation

• Principal and teachers learn about IB- Build
  staff understanding and commitment
• PYP school visits
• IB consultant presents overview to staff
• Attended CAWS (California Association of World
  Schools) symposium.

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Year 2 Application A

• Funding commitment from district and school board
• Begin community education and support
• Begin sending staff to Level 1 training
• All staff read and discuss PYP training documents

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Year 3 Begin School Wide Implementation

• IB consultant training visit
• Staff writes Program of Inquiry Grade level
  planners
• Begin teaching Programme of Inquiry

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Year 3 Begin School Wide Implementation

• Develop school IB policies
• Essential agreements, visual markers, Language
  Policy, Assessment Policy
• Build collaborative practice
• Realign schedules for common planning time
• PLC training

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Year 4 Authorization

• Submit Application B
• IB authorization team visit
• Become certified as IB World School
• Continue to reflect and refine Programme of
  Inquiry
• Ongoing staff collaboration and training

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Contact Information

• Karen Huffines, Principal
• Sierra Elementary School
• Rocklin, Ca 926 788-7141
• khuffines_at_rocklin.k12.ca.us
• Cynthia Brown, PYP Coordinator
• cbrown_at_rocklin.k12.ca.us

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Lynn Fox, Sierra Elementary Parent

• This is a program that I want my child to be a
  part of, and we must do everything we can to
  ensure its success.