What is the IB PYP

In the fall of 2003, Andy Woods was selected to be one of two elementary schools in Tyler to use the International Baccalaureate (IB)Program as a Magnet School focus.

The IB Primary Years Programme provides a curriculum framework for students in grades K through fifth which focuses on the development of the whole child. It is a unique international program of guidelines that encompass social, physical, emotional, and cultural needs in addition to academics. High standards are set and there are high expectations for the students.

Curriculum in the IB Primary Years Programme (PYP) is shared throughout the world. It does not replace our State of Texas or Tyler ISD scope and sequence. It provides students with an international perspective which relates their lives in Tyler in Texas to the U.S. and a larger global community. The PYP seeks to identify a body of significant knowledge for all students in all cultures in these principal domains: Languages, Mathematics, Science and Technology, Personal and Social Education, Physical Education, Social Studies, and Arts.

The methodology of this program uses strategies of inquiry to gain more knowledge and to create depth in learning about particular topics. In a nutshell, a great deal of time is spent by students and teachers working toward answering a few broad questions using many resources and a combination of subject areas. Students will still be practicing skills, but the learning that is taking place goes toward answering those broad questions. This adds the element of relevance to the learning taking place and a sense of a product, rather than a seemingly unrelated collection of facts and skills.

All Andy Woods faculty, K – 5, will be working together to plan curriculum to guide their classes using the IB design and strategies. Enrichment teachers such as those in art, music, and PE will also be involved in creating this question-focused method of study. Every student will benefit from and be totally immersed in this all-school program. As part of the international focus of this program, Spanish will be taught at Andy Woods, as well.

The PYP units of inquiry are designed around six organizing themes or areas of knowledge which have significance for all students, in all cultures; and offer students the opportunity to explore knowledge which is of genuine importance in understanding the human condition.

Who are we? An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social, and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

Where are we in time and place? An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations.

How do we express ourselves? An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs, and values through language and the arts.

How does the world work? An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

How do we organize ourselves? An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on us and the world around us.

How do we share the planet? An exploration of our rights and responsibilities as we strive to share finite resources with other people and with other living things; of communities and of the relationships within and between them.

Individuals learn by asking questions. Nancy Cecil, author of The Art of Inquiry, writes that real learning takes place when children are engaged in asking and answering carefully crafted questions. Inquiry gives them "an opportunity to explore with their minds, to gain meaning for themselves, and to relate new data to old ideas. When children seek to ask or answer questions about things for which there are many potentially correct answers they begin to develop an attitude of appreciation for the immensity and complexity of the natural world."

Inquiry will flourish when the classroom atmosphere is structured so that there is freedom and confidence to explore, take risks, and be creative. Inquiry will be sparked as teachers ask good questions (nonjudgmental and non-leading) and encourage students to ask questions about that which they wonder. The process of inquiry will be like a journey, beginning with what is known and then focusing on a place to arrive. The practice of inquiry will involve making connections with facts, skills, and beliefs to the world in which we live, and then considering how the world may be for others.

The heart of the curriculum is research units, called Units of Inquiry, which are designed by teachers and students. There are eight fundamental concepts which are expressed as key questions that drive the inquiry process. Research results have led the PYP to conclude that there are clusters of important ideas which can usefully be grouped under this set of overarching concepts, each of which has major significance, regardless of time or place, within and across disciplines.

Parents and community members may view Andy Woods’ Programme of Inquiry as it is displayed in the middle hallway near the library.

Attitudes

The PYP recognizes the importance of concepts, knowledge and skills but also believes these alone do not make an internationally educated person. It is crucial that we also focus on the development of positive attitudes towards people, the environment, and learning. These attitudes are a constant part of the curriculum and students are encouraged to understand and display them.

Appreciation	Appreciating the wonder and beauty of the world and its people
Commitment	Being committed to their learning, persevering, and showing self discipline and responsibility
Confidence	Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions
Cooperation	Cooperating, collaborating, and leading or following as the situation demands
Creativity	Being creative and imaginative in their thinking and in their approach to problems and dilemmas
Curiosity	Being curious about the nature of learning and of the world, its people and cultures
Empathy	Imaginatively projecting themselves into another's situation, in order to understand his/her thoughts, reasoning and emotions
Enthusiasm	Enjoying learning
Independence	Thinking and acting independently, making their own judgments based on reasoned principles and being able to defend their judgments
Integrity	Having integrity and a firm sense of fairness and honesty
Respect	Respecting themselves, others, and the world around them
Tolerance	Feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others

Action
In addition to the concepts and attitudes as outlined above, the knowledge from the curriculum, and the Trandisciplinary skills of research, communication, thinking, and self-management, action is another essential element of the philosophy of an international education. Our school will offer students the opportunity and the power to choose their actions, to act, and to reflect on these actions in order to make a difference in and to their world.

The action component of the PYP involves service in the widest sense of the word: service to fellow students, to the staff, and to the community. Through such service, students are able to grow both socially and personally, developing skills such as cooperation, problem solving, conflict resolution, and creative and critical thinking. These actions are, moreover, ways in which the students exhibit their commitment to the attitudes that teachers seek to engender within the PYP classroom.

Assessment
Within the PYP, continuous assessment is integral to all teaching and learning. Both children and teachers will be actively engaged in assessing student progress as part of the development of their critical thinking and self-evaluation skills. This will require both formative and summative evaluation: formative assessment being that which is interwoven with the daily learning and helps teachers and children find out what the children already know in order to plan the next stage of learning, and summative assessment is that which takes place at the end of the teaching and learning processes and gives the children opportunities to demonstrate what has been learned.

Many methods of assessment will be used to provide a balanced view of the child such as:

Andy Woods will continue to use TISD’s benchmark testing to assess subject-specific knowledge and skills, and will continue under state guidelines to use state-mandated assessments for aptitude and achievement. Report cards will remain the same for now. At some point, a method will be established to provide feedback regarding the attributes listed in the PYP student profile.

One required assessment by the PYP is the PYP exhibition. The exhibition is an extended collaborative inquiry which is undertaken by students in their final year of the PYP. The subject of the exhibition inquiry will be a real-world issue or problem, local or global, which is of sufficient scope and significance to warrant an extended investigation. The class will generate relevant and realistic proposals for solutions to the selected issue and in doing so, apply their learning of previous years.

IB World Schools must undergo an exhaustive authorization process in order to offer one or more of the Pre-K - 12 programs, which includes a study of the school’s resources and commitment to the IB mission and philosophy. This process typically takes two or more years and includes site visits by an IB team. In the years preceding official authorization, the faculty of a campus participates in a great deal of intensive training and planning for their own philosophy and methodology to correspond with the standards and practices of the IBO. A regular process of evaluation is undertaken by schools that have been authorized and IB teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world.

Visit Other I.B. Primary Years Programme (PYP) Schools * = prospective school, implementing school, or school seeking authorization View a large listing of PYP Schools from the IBO Website
	America Colorado	Academy International Elementary School McGraw Elementary School Rockrimmon Elementary Whittier Elementary School
	America Florida	Morikami Park Elementary School Westward Elementary School
	America New York	The Dwight School
	America North Carolina	Farmington Woods Elementary School Millbrook Elementary Magnet School *
	America South Carolina	Broad River Elementary Christ Church Episcopal Lower School Hilton Head Elementary Port Royal Elementary
	America Texas	Mark Twain Elementary Oran Roberts Elementary River Oaks Elementary
	America Virginia	Highland Park Learning Center
	America Washington D.C.	Washington International School

	Australia	Geelong Grammar School
	Austria	International School Vienna
	Azerbaijan	The International School of Azerbaijan
	Bahamas	St. Andrew's School
	Canada	Rio Terrace School * St. Clement Catholic * St. Edmund Catholic School * The York School
	Chile	Santiago College
	China	Beiging BISS International School Nanjing International School
	Denmark	Copenhagen International School Horsholm International School
	England	American Community Schools
	Fiji Islands	International School Suva
	Germany	International School Hannover Region
	Italy	The American International School in Genoa
	Japan	K. International School Tokyo Yokohama International School
	Jordan	Amman Baccalaureate School
	Namibia	Windhoek International School
	Netherlands	International School of Amsterdam Violenschool International Department
	Peru	Hiram Bingham School
	Sweden	Bladin's School The International School of Gothenburg Region International School of Helsingborg International School in Nacka International School of Stockholm
	Switzerland	Inter-Community School Zurich
	Tanzania	International School Moshi International School of Tanganyika
	Thailand	New International School of Thailand Prem Tinsulanonda
	Ukraine	Pechersk International School
	Vietnam	United Nations International School of Hanoi
	Zimbabwe	Harare International School

Primary Years Programme	Themes	Inquiry		Attitudes		Key Questions		Other IB PYP Schools
	Campus POI:

Form	What is it like?
Function	How does it work?
Causation	Why is it like it is?
Change	How is it changing?
Connection	How is it connected to other things?
Perspective	What are the points of view?
Responsibility	What is our responsibility?
Reflection	How do we know?

The Learner Profile This profile is central to the work of the PYP. It represents its aims, it drives the curriculum framework, and it represents the qualities of internationalism which the PYP hopes will characterize its graduates. Students are guided to be:
Inquirers	Their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful constructive research. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Thinkers	They exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems.
Communicators	They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.
Risk-takers	They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas, and strategies. They are courageous and articulate in defending those things in which they believe.
Knowledgeable	They have spent time in our schools exploring themes which have global relevance and importance. In so doing, they have acquired a critical mass of significant knowledge.
Principled	They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, and a sense of fairness and justice.
Caring	They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.
Open-minded	They respect the views, values, and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.
Balanced	They understand the importance of physical and mental balance and personal well-being.
Reflective	They give thoughtful consideration to their own learning and analyze their personal strengths and weaknesses in a constructive manner
The above attitudes and profile provide a character education that cannot be separated from the curriculum and the culture of our school community .