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International Baccalaureate - ASPS Primary Years Program (IB PYP)

 

About the PYP at Auburn Sth PS

 

Auburn South Primary School is authorised to teach the International Baccalaureate Primary Years Programme. Since mid 2003 we have been implementing and learning more about the International Baccalaureate Programme.  This has involved training in the I.B. method and Inquiry based learning.  We gained successful authorisation in November 2004 and will complete another evaluation visit in 2008. ASPS is one of over 1,550 authorised IB Primary Years Program world schools in 117 countries (September 2004).

Since this time the growth in interest in the IB Program has been extensive.


Please email This e-mail address is being protected from spambots. You need JavaScript enabled to view it , the PYP coordinator for further details.

 

What is the IB Primary Years Programme?

The IB Primary Programme provides curriculum framework for students in Years Prep to Year Six which focuses on the development of the whole child.  It is a unique international programme encompassing social, physical, emotional and cultural needs in addition to academics.

Curriculum in the IB Primary Years Programme (PYP) is shared throughout the world. It does not replace our Victorian Essential Learning Standards. It provides students with an international perspective which relates their lives in Melbourne and Australia to the larger global community.

 

Why the IB?

Over the five years of operation of the PYP program we have seen fundamental changes in our students’ attitude to learning. They really have developed inquiring minds. Parents report that their children ‘drive them nuts’ with questions. That is fantastic and certainly a major goal. The PYP harnesses and encourages the spontaneity, creativity and enthusiasm for the questioning process which comes so naturally to young minds. Often the temptation in schools is to drive this out of children.

Over a number of years we have produced students who are more open –minded. Have an international perspective, are personally motivated in their learning and love to research, ask questions and be involved in their learning. Obviously there is more work to do and we have more to learn. As professionals we too have become inquirers and have our own team research projects which look at improving our understandings and practices. Parents who have moved on to Secondary schools enthusiastically support what the teachers have achieved through the IB Primary Years Program. They are some of our keenest supporters.

The following is an edited version of comprehensive information and material which can be found on the International Baccalaureate website at www.ibo.org.

 

Background

The IB organisation has its head office in Geneva. The Curriculum was developed from International schools and was based on best educational practice from around the world. The Victorian Education Department used it as a model when of best practice when it researched and wrote the Victorian Essential learning Standards (VELS). The VELS contains the reporting standards used across the State. The IB is a not for profit organisation. We are part of the Asia Pacific IB Region and as such our central office is in Singapore.

To gain accreditation we must meet a set of standards. These are evaluated by the team who visit the school. We were accredited in 2003 and evaluations are due every 5 years. The evaluation process is a supportive experience; the visitors look to provide positive feedback and to see where standards are not met or partially met and provide you with direction to meet the standards within a given time frame.

 

Elements of PYP

This is a very simplified and basic overview which hopefully will assist parent understanding.

a) Student Profile – Learner Attributes

The aims of the IB-PYP are expressed as a series of desired attributes and dispositions that characterise successful students. These globally-minded young people are:

  • Inquirers — Their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning and the 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 analyse their personal strengths and weaknesses in a constructive manner.

    • b) Student Attitudes

    There are a series of attitudes directly taught and reinforced across the school. They could be referred to as values.
    These include concepts such as appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, tolerance.

    c) International Mindedness

    We must incorporate wherever possible references to other cultures and countries. These references are built into the curriculum.
    Not only will the curriculum organisation look familiar in IB schools across the world but there will be content which includes the comparison and contrast with other cultures. This is based on the belief that we are a part of a wide world and students understanding is enhanced when they have this knowledge and awareness.

    d) Learning Style

    PYP is based on the constructivist approach. This is sometimes called the Inquiry Model of Learning. Basically this means students learn best through asking questions, researching, investigating, reviewing, evaluating and then repeating the cycle with more questions arising from their learning. This is a very natural process where levels of interest and motivation are high and student based. It is also a process used in universities and educational settings around the world.
    Earlier this year I circulated a series of belief statements prepared from teachers of how students learn ‘best’. These statements are mirrored in the IB PYP Program. A strong sense of alignment exists across the school with the PYP which makes for effective learning.

    e) Action Component

    The PYP has as belief that when students know about something they are empowered to use this knowledge in new contexts to the point of taking action.
    Action boards are placed throughout the school to celebrate, recognise and appreciate student action.
     
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    Primary Years Program info

     

     

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