PYP NEWS
The Learner Profile
“The aim of all IB programmes is to develop internationally minded people who,
recognizing their common humanity and shared guardianship of the planet, help to
create a better and more peaceful world.”
(Making the PYP Happen, pg4)
The Learner Profile is currently being explicitly taught across the school to assist
student understanding. It supports not just the academic growth of our students,
but also their social, emotional and spiritual growth as well. Listed below are the
Learner Profiles, and some ways you can support at home.
IB Learners strive to be:
Inquirers - get involved with your children’s Unit of Inquiry - visit a library, see what
resources you may have at home to support
Knowledgeable - read a variety of books together, support your children in learning
something new - what are they curious about?
Thinkers - provide opportunities for your children to problem solve, talk through
real life problems, allow time for reflection - what makes you say that?
Communicators - ask your children to explain their thinking / strategy when
completing homework, encourage them to keep in contact with other family
members
Principled - provide opportunities for your children to participate in rule based
games, offer experiences in sportsmanship - what can you do when you don’t win?
Open-minded - try new things together, model being open minded and ask them to
teach you some French / German!
Caring - discuss ways your children can care for others - in the community / globally,
get them involved in recycling / composting at home
Risk-takers - encourage your children to try new things, try goal setting at home
(What is something they would like to be able to do better?)
Balanced - provide opportunities for your children to participate in varied activities,
discuss balance of food groups when preparing meals together
Reflective - discuss with your child their perceived strengths and areas for
development, use to set goals
March 27, 2018
In this issue:
Kindergarten
Year One
Year Two
Year Three
Year Four
Year Five
Year Six
Unit of Inquiry 2 (Term 1: Week 8—Term 2: Week 2)
Our Prep classes are incredibly
engaged whilst learning about God’s most
amazing creation— The Human Body!
From the PYP Coordinator A few weeks ago, I had a ‘mum moment’ in realizing once again the power of language. Faced
with a situation of heading down a rather challenging cliff face, there was a level of anxiety and
almost refusal to attempt. By simply making a connection with the language of the Learner
Profile, particularly in regards to being a risk-taker we had great success in attempting and
navigating our way down the cliff.
In this edition, we will look closer at the Learner Profile and I would like to encourage you to
consider using this language within your homes as well. We would love to commence a photo
wall in our school hall of these achievements, so if you have any photos that you are willing to
share, please print, add a brief blurb to the back and hand them in to the office.
KINDERGARTEN
Lines of Inquiry
Family histories begin in different places
We are all on a personal journey
Important events lead to change
Key Concepts
Function: How does it work?
Perspective: What are the points of view?
Demonstration of Learning
Students will demonstrate their
understanding and knowledge through the
presentation of a ‘Treasure Box’, relating
their collected artifacts to the Central Idea.
Learning Areas/NESA Outcomes
History (HTe-1, The-2)
Geography (GEe-1, GEe-2)
English (ENe-1A)
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes
and journey; the discoveries, explorations and migrations of humankind;
the relationships between and the interconnectedness of individuals
and civilisations, from local and global perspectives.
Central Idea: Exploring family history allows us to reflect on who we are and where we’ve come from
YEAR ONE
Central Idea: People interact with, use and value the natural environment in different ways
Lines of Inquiry
The features of places
The Earth’s resources
Materials and their uses
Key Concepts
Form: What is it like?
Causation: Why is it like it is?
Responsibility: What is our responsibility?
Demonstration of Learning
Students will demonstrate their
understanding and knowledge through the
creation of a diorama, with a simple oral
presentation in response to set questions
and criteria.
Learning Areas/NESA Outcomes
Geography (GE1-1, GE1-2)
Science (ST1-7MW-T, ST1-10ES-S)
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite
resources with other people and with other living things; communities
and the relationships within and between them; access to equal
opportunities; peace and conflict resolution.
YEAR TWO
Central Idea: Natural changes have a cause and effect
Lines of Inquiry
The natural cycles of the earth
How natural cycles impact change
The effect of natural changes on
human society
Key Concepts
Form: What is it like?
Causation: Why is it like it is?
Change: How is it changing?
Demonstration of Learning
Students will demonstrate their
knowledge and understanding through
the development of a multi-media
presentation (News report) based on a
given weather scenario.
Learning Areas/NESA Outcomes
Science (ST1-1WS-S , ST1-2DP-T,
ST1-3DP-T , ST1-10ES-S )
Geography (GE1-2)
PDHPE (SLS1-13)
How the world works
An inquiry into the natural world and its laws; the interaction between
the natural world (physical and biological) and human societies; how
humans use their understanding of scientific principles; the impact of
scientific and technological advances on society and on the
environment.
YEAR THREE
Central Idea: People have a responsibility to share resources and places with other living things.
Lines of Inquiry
The rights of living things
The interdependence of living things in
environments
People’s rights and responsibilities for?
interacting with natural environments
Key Concepts
Connection: How is it connected to oth-
er things?
Causation: Why is it like it is?
Responsibility: What is our
responsibility?
Demonstration of Learning
Students will demonstrate their
knowledge and understanding through a
variety of tasks requiring them to become
journalists, sharing simple research and
Learning Areas/NESA Outcomes
Geography (GE2.2, GE2.3)
Science (ST2-1WS-S, ST2-4LW-S)
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite
resources with other people and with other living things; communities
and the relationships within and between them; access to equal
opportunities; peace and conflict resolution.
YEAR FOUR
Central Idea: People encounter a range of challenges and opportunities.
Lines of Inquiry
We all have rights and responsibilities
Not all people have access to equal
opportunities
We are advocates for peace and conflict
resolution
Key Concepts
Responsibility: What is our responsibility?
Perspective: What are the points of view?
Reflection: How do we know?
Demonstration of Learning
Students will demonstrate their knowledge and
understanding through a variety of tasks,
matching rights and responsibilities and
producing an effective campaign as an
advocate for peace.
Learning Areas/NESA Outcomes
Geography (GE2-2, GE2-3)
PDHPE (PSS2.5)
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite
resources with other people and with other living things; communities
and the relationships within and between them; access to equal
opportunities; peace and conflict resolution.
YEAR FIVE
Central Idea: Scientific discoveries advance our understanding
Lines of Inquiry
Earth’s place in the solar system
The ways discoveries are made
How scientific discoveries continue to
shape the future
Key Concepts
Form: What is it like?
Reflection: How do we know?
Demonstration of Learning
Students will demonstrate their knowledge
and understanding through a de-
sign task, outlining requirements for survival
on another given planet.
Learning Areas/NESA Outcomes
Science (ST3-4WS, ST3-5WT, ST3-8ES)
History (HT3-3)
Geography (GE3-1, GE3-4)
How the world works
An inquiry into the natural world and its laws; the interaction between
the natural world (physical and biological) and human societies; how
humans use their understanding of scientific principles; the impact of
scientific and technological advances on society and on the
environment.
YEAR SIX
Central Idea: Natural events have impacted and continue to impact the Earth
Lines of Inquiry
The Earth’s surface
Natural events continue to cause
change
Advances in technology increase our
understanding of natural events
Key Concepts
Form: What is it like?
Function: How does it work?
Change: How is it changing?
Demonstration of Learning
Students will demonstrate their
knowledge and understanding through
a task involving them to demonstrate
how a natural event occurs, and what
humans can do to mitigate this risk.
Learning Areas/NESA Outcomes
Science (ST3-2DP-T, ST3-7MW-T, ST3-
10ES-S)
Geography (GE3-1, GE3-2, GE3-2)
How the world works
An inquiry into the natural world and its laws; the interaction between
the natural world (physical and biological) and human societies; how
humans use their understanding of scientific principles; the impact of
scientific and technological advances on society and on the
environment.