Welcome to RCHKWelcome to RCHK

Internationalism in the PYPInternationalism in the PYP

The Primary Years Programme aims to develop students who demonstrate the attributes of the IB Learner Profile

The learner profile represents the qualities of internationalism which the PYP hopes will characterize its students in a complex, challenging world.

The Primary Years Programme aims to develop students who demonstrate the attributes of the IB Learner Profile

The learner profile represents the qualities of internationalism which the PYP hopes will characterize its students in a complex, challenging world.

3

Principled

Communicator

3

4

Thinker

Inquirer

5

Risk-taker

Open-minded

5

6

Knowledgeable

Balanced

7

Caring

Reflective

Essential Elements of the PYPEssential Elements of the PYP

The PYP aims for an instructional balance in the following areas to help students develop the qualities of the learner profile:

The PYP aims for an instructional balance in the following areas to help students develop the qualities of the learner profile:

Attitudes

Skills

Knowledge

Concepts

Action

Attitudes

Skills

Knowledge

Concepts

Action

concepts

skills

attitudes

action

Who we are

Where we are in place and time

How we express ourselvesHow the world works

How we organize ourselves

Sharing the planet

knowledge

Arts

Visual Arts/Music/Dr

ama

Language

English & Chinese

Mathematics

Social Studies

Science and Technology

Personal, Social and Physical Education

© IBO 2002

A commitment to INQUIRY

A commitment to INQUIRY

Inquiry learning is the vehicle by which the essential elements of the Primary Years Programme are presented to students.

Inquiry learning builds on students’ background knowledge and previous experiences, honors their questions, and empowers them to uncover new understandings. It is the natural way by which children learn about their world.

Inquiry learning is the vehicle by which the essential elements of the Primary Years Programme are presented to students.

Inquiry learning builds on students’ background knowledge and previous experiences, honors their questions, and empowers them to uncover new understandings. It is the natural way by which children learn about their world.

AttitudesAttitudes

Appreciation

Commitment

Confidence

Cooperation

Creativity

Curiosity

Appreciation

Commitment

Confidence

Cooperation

Creativity

Curiosity

What students feel toward themselves, others, the world and learning.

What students feel toward themselves, others, the world and learning.

Empathy

Enthusiasm

Independence

Integrity

Respect

Tolerance

Empathy

Enthusiasm

Independence

Integrity

Respect

Tolerance

Transdisciplinary SkillsTransdisciplinary SkillsWhat students are able to do within and across subject areas.What students are able to do within and across subject areas.

Thinking skills Communication skills Self-Management skills Research skills Social skills

Thinking skills Communication skills Self-Management skills Research skills Social skills

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KnowledgeKnowledge Subject matter and learning themes that are

significant, relevant, challenging and engaging for students.

Subject matter and learning themes that are significant, relevant, challenging and

engaging for students.

Who We AreWhere We Are in Place and TimeHow We Express OurselvesHow the World WorksHow We Organise OurselvesSharing the Planet

Who We AreWhere We Are in Place and TimeHow We Express OurselvesHow the World WorksHow We Organise OurselvesSharing the Planet

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CONCEPTSBy identifying concepts that have relevance within each subject

area and across and beyond all subject areas, the PYP has defined an essential element for supporting its transdisciplinary model of

teaching and learning.

FunctionDefinition – The understanding that everything has a purpose, a role or a

way of behaving which can be investigated.KEY QUESTION – How does it work?

Causation Definition – The understanding that things do not just happen, that there are casual relationships at work and that actions have consequences.

KEY QUESTION – Why is it like it is?

ConnectionDefinition - The understanding that we live in a world of interacting

systems in which the actions of any individual element affect others.KEY QUESTION – How is it connected to other things?

CONCEPTSBy identifying concepts that have relevance within each subject

area and across and beyond all subject areas, the PYP has defined an essential element for supporting its transdisciplinary model of

teaching and learning.

FunctionDefinition – The understanding that everything has a purpose, a role or a

way of behaving which can be investigated.KEY QUESTION – How does it work?

Causation Definition – The understanding that things do not just happen, that there are casual relationships at work and that actions have consequences.

KEY QUESTION – Why is it like it is?

ConnectionDefinition - The understanding that we live in a world of interacting

systems in which the actions of any individual element affect others.KEY QUESTION – How is it connected to other things?

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ReflectionDefinition – The understanding that there are different ways of knowing and that it is important to reflect upon our own conclusions, both with

respect to the methods of reasoning we have employed and the quality and reliability of the evidence we have considered.

KEY QUESTION – How do we know?

FormDefinition- The understanding that everything has a form with a

recognisable features which can be observed, identified, described and categorised.

KEY QUESTION – What is it like?

ResponsibilityDefinition – The need to develop in students the disposition towards identifying and assuming responsibility and taking positive action.

KEY QUESTION – What is our responsibility?

PerspectiveDefinition – The need to develop in students the disposition towards

rejecting simplistic, biased interpretations and instead seek and consider the points of views of others and develop defensible interpretations.

KEY QUESTION – What are the points of view?

ChangeDefinition – The understanding that change is the process of movement

from one state to the other.KEY QUESTION – How is it changing?

ReflectionDefinition – The understanding that there are different ways of knowing and that it is important to reflect upon our own conclusions, both with

respect to the methods of reasoning we have employed and the quality and reliability of the evidence we have considered.

KEY QUESTION – How do we know?

FormDefinition- The understanding that everything has a form with a

recognisable features which can be observed, identified, described and categorised.

KEY QUESTION – What is it like?

ResponsibilityDefinition – The need to develop in students the disposition towards identifying and assuming responsibility and taking positive action.

KEY QUESTION – What is our responsibility?

PerspectiveDefinition – The need to develop in students the disposition towards

rejecting simplistic, biased interpretations and instead seek and consider the points of views of others and develop defensible interpretations.

KEY QUESTION – What are the points of view?

ChangeDefinition – The understanding that change is the process of movement

from one state to the other.KEY QUESTION – How is it changing?

ActionActionStudent-initiated demonstrations of deeper learning through service to fellow students, the school and the community.

Student-initiated demonstrations of deeper learning through service to fellow students, the school and the community.

Education for LifeEducation for Life

References and CreditsReferences and Credits

Making the PYP Happen. International

Baccalaureate Organisation, 2000.

www.ibo.org Julian Edwards Photos taken by Mags Faber and Chiqui Colet

Making the PYP Happen. International

Baccalaureate Organisation, 2000.

www.ibo.org Julian Edwards Photos taken by Mags Faber and Chiqui Colet