Session 2

Thursday 22 September 2011 Click to edit Master subtitle style

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The Essential Elements form the basis of the PYP curriculum framework.
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Creativity
Who we are

Research

Appreciatio n Form Integrity Communic ation

Listening Speaking Reading Writing Viewing Presenting Non-verbal

Formulating questions Observing Planning Collecting data Organizing data Interpreting data Presenting research findings

CONCEPTS Perspecti Respect Connection Gross motor How the ve Curiosity Social Cooperatio Fine motor Spatial awareness Accepting responsibility world Organization Sharing the Respecting others n Time Responsibility management Cooperating works Safety Confidence Resolving conflict Planet How we Healthy lifestyle express Group decision making Codes of behaviour Enthusiasm Informed choices Change Adopting a variety of roles 4/15/12 Causation

Transdi PYP Framework sciplin ary

ATTITUDES

How we Confidence Thinking organize Acquisition of Reflection Independen knowledge Comprehension ourselves Commitme ce Where we Application Analysis nt Synthesis are in Evaluation Function Dialectical place and Transdisciplinathought Metacognition time ry Skills

Empathy

Tolerance

Self Managemen t

ourselves

Essential Elements
Knowledge Concepts Skills Attitudes Action

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What is worth knowing?

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KNOWLEDGE
Is it possible to identify a particular body of knowledge for international schools?
The PYP recognizes that it would be inappropriate to attempt to define any narrow, fixed body of knowledge as essential content which every student should know. Accepting this, the task has been approached from a different perspective.
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Read The Educated Person

Ernst Boyer

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Rather than designing a fixed syllabus, the PYP has set out to identify transdisciplinary

themes areas of knowledge which:

have significance for all students, all cultures offer students the opportunity to explore

knowledge which is of genuine importance in understanding the human condition

address the fields which form the traditional

disciplines but present these in a way which transcends these disciplines, therefore facilitating transdisciplinary planning and teaching

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Transdisciplinary Themes
Who we are Sharing the planet Where we are in place and time

How we organize ourselves

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Six transdisciplinary themes structure the transdisciplinary inquiry

How we express ourselves

How the world works

Who we are
An inquiry into
the nature of the self; beliefs and values; personal, physical, mental, social and spiritual

health;
human relationships including families,

friends, communities, and cultures;

rights and responsibilities; what it means to be human.

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Where we are in place and time

An inquiry into
orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations

of humankind;
the relationships between and the

interconnectedness of individuals and civilizations, from local and global 4/15/12 perspectives.

How we express ourselves

An inquiry into
the ways in which we discover and express

ideas, feelings, nature, culture, beliefs and values; enjoy our creativity;

the ways in which we reflect on, extend and our appreciation of the aesthetic.

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How the world works

An inquiry into
the natural world and its laws; the interaction between the natural world how humans use their understanding of

(physical and biological) and human societies; scientific principles;

the impact of scientific and technological

advances on society and on the environment.

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How we organize ourselves

An 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.

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How we share the planet

An inquiry into
rights and responsibilities in the struggle to

share finite resources with other people and with other living things; between them;

communities and the relationships within and access to equal opportunities; peace and conflict resolution.
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Subject Domains
The PYP seeks to identify a body of significant knowledge for all students in all cultures in six principal domains: Language Mathematics Science Social Studies Personal, Social and Physical Education The Arts

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Language
Spoken language

- Speaking and Listening

Written language

- Reading and writing

Visual language

- Viewing and presenting

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Mathematics
Data handling Measurement Shape and Space Pattern and Function Number

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Science
Living Things Earth and Space Materials and Matter Forces and Energy

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Social Studies
Human systems and economic activities Social organization and culture Continuity and change through time Human and natural environments Resources and the environment

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Personal, Social and Physical Education

Identity Active Living Interactions

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The Arts
Creating Responding

Through Visual Arts, Music, Drama, Dance

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