PYP Enhancements

Presentation for Staff

 Context
• PYP first introduced in 1997. The third programme to be offered by the IB

• As of March 2017, there are 1,472 schools offering the PYP, in 109 different
countries worldwide.

• The PYP was developed through the vision and effort, sustained over ten years, of
the former International Schools Curriculum Project (ISCP). Their goal was to
produce a common curriculum, for students in the 3-12 age range, which would
provide continuity of learning within each school and ensure that the curriculum
developed international-mindedness on the part of learners. Since being introduced
by the IB, the PYP continues to meet these initial aims of providing a curriculum
that brings international-mindedness to the school community.
The review process has confirmed that the pedagogical and
philosophical concepts underpinning the PYP are as sound
— and as relevant — today as they were when the programme
first launched in 1997.

Informed by the latest research and feedback from our schools,

enhancements have been designed to ensure that the PYP
evolves to become even better for students, easier for
teachers to implement and more flexible for schools.
The PYP remains trusted, timeless and
transformational and the enhancements will provide
clarity and guidance across the programme,
Moving from the Written, Taught and Assessed
curriculum to better understanding The Learner, Learning
and Teaching and The Learning Community and the
complex interrelations among them.

We are also moving away from a linear PDF document

(Making the PYP Happen) to a digital platform in which
teachers can interact with, according to their interests and
needs, the way in which we translate “Principles into
practice”
https://player.vimeo.com/video/190107266
The Learner in the PYP
 Agency in the Enhanced PYP
A commitment to agency in the enhanced PYP will create
a culture within the learning community where students
co-construct and self-adjust their learning experiences,
building self-efficacy, a greater sense of learning
ownership and contributing to their social, emotional and
cognitive growth.

Valuing agency begins by accepting that students are capable learners and natural
inquirers
You can support agency by:
• Personalising learning
• Creating learning environments to support social, physical and emotional well-being
• Creating a culture of respect
• Collaborating and co-constructing learning and learning goals.
The Learner in the PYP

How can you support play in the PYP

§ Planning uninterrupted time for play
§ Building strong relationships with students and their families
§ Creating and maintaining responsive/interactive learning spaces for play
§ Offering many opportunities for exploration and expression.
The Learner in the PYP
The Learner in the PYP
You can collaborate with students to identify meaningful
learner profile attributes by:
• developing definitions and descriptions of the attributes
• exploring how multiple attributes work together, eg open-minded thinker,
principled risk-taker
• evaluating how the attributes link to the approaches to learning
• using them as a tool for self-assessment and feedback on personal learning
• gathering evidence of their development.

We should consider:
• how to create shared understandings
• how to embed the attributes within the culture of the school
• how the development and progression of the Learner Profile s integrated inside
and outside the POI:
The Learner in the PYP
The Learner in the PYP
You can support action by:
• acknowledging and celebrating the various forms of action that occur
• guiding students to reflect on their actions and adjust their course of
action when necessary
• planning for inquiry that supports making informed choices
• providing opportunities for skills development that facilitates action.
The Learner in the PYP
Learning and Teaching in the PYP
Learning and Teaching in the PYP

You can embed the approaches to learning implicitly in the

classroom culture by:
• using the language of the approaches to learning
• modelling the approaches to learning
• giving feedback about the approaches to learning.
Learning and Teaching in the PYP
Together with students, you can establish the approaches
to learning explicitly through your programme of inquiry by:

• identifying specific approaches to learning for development

in a unit of inquiry
• co-constructing approaches to learning goals
• reflecting on specific approaches to learning from each unit
• designing specific learning engagements to support the
development of approaches to learning
• monitoring and documenting the development of
approaches to learning.
Learning and Teaching in the PYP
Learning and Teaching in the PYP
Learning and Teaching in the PYP
Learning and Teaching in the PYP
Learning and Teaching in the PYP
An assessment-capable student will be able to reflect on their learning,
identify or co-construct learning goals and success criteria, develop
metacognitive skills (thinking about thinking), give and receive feedback
and consider next steps to consolidate their learning.

Developing assessment capability in teachers will enable a deeper

understanding of what students have learned and where they need to
go next in their learning.

Building a culture of assessment capability across the learning community

will develop shared understandings of student learning and facilitate a
more collaborative approach to planning, reflection, and moderation.
Learning and Teaching in the PYP

Highly effective assessment in the PYP will be integrated,

authentic, holistic, developmentally appropriate, and
responsive to learners.
Learning and Teaching in the PYP
Learning and Teaching in the PYP
The Learning Community in the PYP

“The learning community” will address a community

of learners, international-mindedness, leadership,
collaboration, learning environments and the role of
technology in PYP towards the end of May 2018.
THANK YOU