fbpx

Primary School

Mark Twain International School

THE IB PRIMARY YEARS PROGRAMME

The IB Primary Years Programme (PYP) for children aged 3 – 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning.

The International Baccalaureate
Primary Years Programme Curriculum Model

5f46ca425d2b031921a1fee2d745e7e7

Learning in an interconnected world

How Do We Learn About a World That Is Constantly Changing?

Students in the 21st century are faced with the challenge of learning about an interconnected world where knowledge is constantly developing, where changes occur at a high speed rate. At Mark Twain International School, The International Baccalaureate Primary Years Programme, for students aged 3 to 12, prepares them to be active participants in a lifelong journey of learning, while focusing on the development of the whole child as an inquirer, both in the classroom and in the world outside.

Mark Twain International School

The PYP Exhibition at Mark Twain IS

How long does the process take?

The time allocated for the PYP Exhibition unit is approximately 8 weeks.

What does the PYP Exhibition process look like at Mark Twain IS?

Prepare

brainstorm global issues, they watch videos on topics related to the transdisciplinary;

theme Sharing the Planet and add to the previously brainstormed ones;

define issues vs. personal problems;

look at the theme Sharing the Planet by identifying key words and phrases, they list on paper the subthemes, they use cluster webs to break down into possible topics each strand from the theme (with carousel papers);

link the topics of interests derived from exploring the sub themes of the Sharing the Planet theme to the UN;

Global Sustainable Goals, the final topics for research are agreed upon;

choose topics of interest from the research topics, get grouped and watch videos on the chosen topics;

view videos on cooperation and create rubric for cooperation;

come up with the Essential Agreements of the exhibition and sign a contract;

TUNING IN

look at photos from other years and schools and brainstorm ideas about what an excellent exhibition looks like;

create the Central Idea for the Exhibition, their group ideas are shared and the best one is voted;

create general concept qs. for the Exhibition;

guidelines for ss are presented;

Exhibition timeline is presented;

in their research groups create the groups' central idea, inquiry lines, concept questions, using guiding frames and checklists;

complete the contract + group timeline are introduced to the website that allows them to consult and post resources, communicate with mentors and within groups, reflect on the progress of their research and on the exhibition progress;

complete reflection on a regular basis, generally 3-4 per week;

FINDING OUT

choose tasks and divide their responsibilities within their group;

start research and meet mentors;

The mentors guide the students, assist in their research and observe them in their display of skills and attitudes;

MAKING CONNECTIONS/ SORTING OUT

plan short presentations (slide show / digital story) as a group and present in order to show knowledge of facts and understanding of issues;

continue to meet mentors in bi-weekly meetings or when the necessity occurs, continue their research;

read extensively, use reading strategies in the process and sort out the information according to the questions they previously posed;

focus on the action component (they look at action guidelines, and they come up with proposals for action in their research groups);

GOING FURTHER

continue research;

take surveys / field visits;

continue to consult with mentors;

start to consider mediums for presentation;

focus on the action component;

CONCLUSIONS

work on displays and presentations for the Exhibition Day;

work on the action component;

TAKING ACTION

act on the action decided;

prepare the presentations;

PYP EXHIBITION + REFLECTION

practise presentations;

present to the community on the allotted day;

reflect on the entire process;

Children’s Rights

Equal rights and opportunities for all children benefit the world.

• what rights children have
• how we can provide equal rights and opportunities for all
• how children’s rights help the evolution of society

Climate Action

Our responsible actions related to climate change lead to a more sustainable world.

• the impact of climate change
• the interconnection between people’s actions and climate change
• people’s responsibilities to support climate action

Sustainable Energy 4 All

Responsible use and worldwide access to sustainable energy influence the evolution of humankind.

• types of sustainable energy
• results of using sustainable energy
• how we can provide access to sustainable energy
• our responsibility in using sustainable energy

Biodiversity Loss

Addressing the issue of biodiversity loss has a positive impact on the planet.

• what biodiversity loss is
• causes of biodiversity loss
• actions to reduce biodiversity loss

Peace and Conflict

World peace and conflict have impacted the relationships of people and the development of humankind.

• causes of conflict
• the impacts of these conflicts throughout history
• how peace can be maintained

Healthy Lifestyle

Leading a healthy lifestyle based on informed choice affects people’s well-being.

• the concept of lifestyle
• effects of a positive lifestyle
• promoting a healthy lifestyle

Technology, between addiction and informed decision

Using technology responsibly has positive effects on individuals and society.

• reliance on technology
• the evolution of technology
• promoting effective use of technology