1. Primary Years
Programme

2. International Baccalaureate
General
Regulations

3. Scope
The International Baccalaureate
Organization is a foundation that has
developed and offers three programmes
of international education:
 “Primary Years Programme” (PYP)
 the “Middle Years Programme”
(MYP)
 “Diploma Programme”

4. An “IB World
School”
• school, that has been
authorized by the IB
Organization to offer one or
more of its programmes.

5. The purposes of the PYP
scope and sequence
documents are to:
 provide a tool to inform the whole
school community about teaching
and learning in each subject area
 make transparent the essential
elements of the PYP in the context of
the subject areas
 clarify the role of the subject areas in
a transdisciplinary programme

6. What it means to be an
IB World School

7.  The importance of the learner
is in the centre of educational
process
 The schools curriculum
includes all student activities
 The outward and forward
thinking school

8. Application Process
 Consideration phase
 Candidate phase
 Authorization phase

9. Does the Role of the Pedagogical
Leadership Team Change over
Time?
 Time-consuming
 Dread, inertia, fatigue,
cynicism, of insight,
enthusiasm need to be
managed
To meet all the
requirements of the
programme

10. IB Learner Profile

11. Role and Responsibilities of
Schools

12. Role and Responsibilities of
Schools
 Conform to the Rules for IB World
Schools: PYP
 Follow the Education Programme aimed
at Ss in the 3-12 age group.
 Schools are self-sustained for quality of
teaching of the PYP.
 Schools should inform the trustees of
the PYP and how the school realizes it.
 The IB organization does not guarantee
that a school will remain capable to
implement the PYP.

13. The transdisciplinary nature of the
programme
six transdisciplinary
themes.
 Who we are
 Where we are in
place and time
 How we express
ourselves
 How the world
works
 How we organize

14. International-mindedness in the
PYP
opportunities:
 to learn about world issues
 to get involved in activities that
encourage responsible citizenship

15. How do we choose to
communicate information about
assessment?
 Assessment without feedback is merely
judgment
 Feedback is the component of
assessment that lets us interpret the
judgment and improve our work.

16. Assessment as feedback
The teacher needs to consider:
 if the nature of students’ inquiry develops
over nature
 if students are becoming aware that real
problems require solutions based on the
integration of knowledge that spans and
connects many subject areas
 if students are demonstrating mastery of
skills and an accumulation of a
comprehensive knowledge base to enable
them to conduct their inquiries successfully,
find solutions and solve problems
 if students are demonstrating both

17. The construction of knowledge
Children should get an opportunity to:
 test and revise their models
 make connections between their
previous and current perceptions
 construct their own meaning

18. Inquiry as a pedagogical approach
 exploring, wondering and questioning
 experimenting and playing with possibilities
 making connections between previous
learning and current learning
 making predictions and acting purposefully to
see what happens
 collecting data and reporting findings
 clarifying existing ideas and reappraising
perceptions of events
 deepening understanding through the
application of a concept
 making and testing theories
 researching and seeking information

19. The Process
Inquiry Action

20. A concept-driven curriculum

21. Models of shared pedagogical leadership
Compulsory components
of all pedagogical
leadership models
Programme
Coordinator
School
principal

22. Matrix model of pedagogical leadership
Head of school
School principal
Programme coordinator
Classroom teachers Single-subject teachers

23. Responsibilities of the pedagogical leadership
team
The school should:
 identify and train teachers to take on
responsibilities for pedagogical leadership
 develop, in collaboration with specific interest
groups, a clear, long-term strategic plan, with
actions and a timeline for its implementation
 develop and implement the school language policy
 develop and implement the school assessment
policy.

24. To support the students,the school should:
 ensure that the curriculum promotes students
making connections, thinking conceptually
and
 critically, and reflecting on their own
learning
 ensure support is available for students with
diagnosed special needs
 ensure the balance between
transdisciplinary and disciplinary learning
 ensure that the knowledge component of the
school curriculum is worth knowing

25. PYP
(Primary Years Programme)
A Curriculum Framework for
International Primary
Education,
created by International
Baccalaureate

26. What are the beliefs and values
that drive the PYP?
IB learner profile

27. What is curriculum?
 all students should be supported to
participate in the programme to the fullest
extent possible
 the school’s curriculum includes all those
student activities, academic and non-
academic, for which the school takes
responsibility, since they all have an impact
on student learning

28. Curriculum
What do we want to learn? The written curriculum
the identification of a framework of
what’s worth knowing
How best will we learn? The taught curriculum
the theory and application of good
classroom practice
How will we know what we have The assessed curriculum
learned? the theory and application of effective
assessment

29. What do we want to learn?
Essential elements of the written curriculum
 Knowledge
 Concepts
 Skills
 Attitudes
 Action

30. How best will we learn?
Inquiry
Planning (list of learning objectives)
ICT (information and communication
technologies)

31. How will we know what we have
learned?
Assessment
! feedback on the learning process

32. Points for consideration
 if the nature of students’ inquiry develops over
time—if they are asking questions of more depth
 if students are becoming aware that real problems
require solutions based on the integration of
knowledge that spans and connects many areas
 if students are demonstrating mastery of skills
 if students are accumulating a comprehensive
knowledge base and can apply their understanding
to further their inquiries successfully
 if students are demonstrating both independence
and an ability to work collaboratively

33. Subject areas
 Language
 Mathematics
 Science
 Social Studies
 Personal, social and physical education
 Arts