IB Mission Statement

Size: px

Start display at page:

Download "IB Mission Statement"

Meghan Alexander
5 years ago
Views:

1 IB PYP Handbook

2 SHIS Mission The school will be a centre for excellence in education. In keeping with the rich heritage of India, it will stress on the simultaneous development of Spirit, Mind and Body and endeavour to create compassionate, responsible and innovative students committed to change and progress in the development of India and the global environment.

3 IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

4 Transdisciplinary Model A Transdisplinary approach refers to learning that is authentic and relevant to the real world. Learning is not confined by traditional subjects but is supported and enriched by them. Each Transdisciplinary Theme encompasses a vast swath of universal understandings common to all of humanity and open enough to embrace a variety of content areas.

5 Knowledge The International Baccalaureate (IB) Primary Years Programme (PYP) is underpinned by six transdisciplinary themes around which learning is planned. These themes are selected for their relevance to the real world. They are described as transdisciplinary because they focus on issues that go across subject areas. The transdisciplinary themes help teachers is reflected through the programme of inquiry. Through the PYP curriculum framework, schools ensure that students examine each theme. W W W. S U N N Y S I D E M A G A Z I N E. C O M

T A B L E O F C O N T E N T S Who we are An inquiry into the nature of self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships including families,

6 T A B L E O F C O N T E N T S Who we are An inquiry into the nature of 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. An inquiry into the 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 to global perspectives. Where We Are in Place and Time W W W. S U N N Y S I D E M A G A Z I N E. C O M

T A B L E O F C O N T E N T S How We Organize Ourselves An inquiry into the interconnectedness of human made systems and communities; the structure and function of organizations; societal decision

7 T A B L E O F C O N T E N T S 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 human kind and the environment. An inquiry into the 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. Sharing the Planet W W W. S U N N Y S I D E M A G A Z I N E. C O M

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use

8 T A B L E O F C O N T E N T S How We Express Ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. 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 the environment. How the World Works W W W. S U N N Y S I D E M A G A Z I N E. C O M

9 WE ARE BECOMING...

11 INQUIRERS W E N U R T U R E O U R C U R I O S I T Y, D E V E L O P I N G S K I L L S F O R I N Q U I R Y A N D R E S E A R C H. W E K N O W H O W T O L E A R N I N D E P E N D E N T L Y A N D W I T H O T H E R S. W E L E A R N W I T H E N T H U S I A S M A N D S U S T A I N O U R L O V E O F L E A R N I N G T H R O U G H O U T L I F E.

12 CARING W E S H O W E M P A T H Y, C O M P A S S I O N A N D R E S P E C T. W E H A V E A C O M M I T M E N T T O S E R V I C E, A N D W E A C T T O M A K E A P O S I T I V E D I F F E R E N C E I N T H E L I V E S O F O T H E R S A N D I N T H E W O R L D A R O U N D U S.

13 PRINCIPLED WE ACT WITH INTEGRITY AND HONESTY, WITH A STRONG SENSE OF FAIRNESS AND JUSTICE, AND WITH RESPECT FOR THE DIGNITY AND RIGHTS OF PEOPLE EVERYWHERE. WE TAKE RESPONSIBILITY FOR OUR ACTIONS AND THEIR CONSEQUENCES.

14 RISK-TAKERS WE APPROACH UNCERTAINTY WITH FORETHOUGHT AND DETERMINATION; WE WORK INDEPENDENTLY AND COOPERATIVELY TO EXPLORE NEW IDEAS AND INNOVATIVE STRATEGIES. WE ARE RESOURCEFUL AND RESILIENT IN THE FACE OF CHALLENGES AND CHANGE.

15 KNOWLEDGEABLE W E D E V E L O P A N D U S E C O N C E P T U A L U N D E R S T A N D I N G, E X P L O R I N G K N O W L E D G E A C R O S S A R A N G E O F D I S C I P L I N E S. W E E N G A G E W I T H I S S U E S A N D I D E A S T H A T H A V E L O C A L A N D G L O B A L S I G N I F I C A N C E.

16 OPEN MINDED W E C R I T I C A L L Y A P P R E C I A T E O U R O W N C U L T U R E S A N D P E R S O N A L H I S T O R I E S, A S W E L L A S T H E V A L U E S A N D T R A D I T I O N S O F O T H E R S. W E S E E K A N D E V A L U A T E A R A N G E O F P O I N T S O F V I E W, A N D W E A R E W I L L I N G T O G R O W F R O M T H E E X P E R I E N C E.

17 BALANCED W E U N D E R S T A N D T H E I M P O R T A N C E O F B A L A N C I N G D I F F E R E N T A S P E C T S O F O U R L I V E S I N T E L L E C T U A L, P H Y S I C A L, A N D E M O T I O N A L T O A C H I E V E W E L L - B E I N G F O R O U R S E L V E S A N D O T H E R S. W E R E C O G N I Z E O U R I N T E R D E P E N D E N C E W I T H O T H E R P E O P L E A N D W I T H T H E W O R L D I N W H I C H W E L I V E.

18 THINKERS W E U S E C R I T I C A L A N D C R E A T I V E T H I N K I N G S K I L L S T O A N A L Y S E A N D T A K E R E S P O N S I B L E A C T I O N O N C O M P L E X P R O B L E M S. W E E X E R C I S E I N I T I A T I V E I N M A K I N G R E A S O N E D, E T H I C A L D E C I S I O N S.

19 COMMUNICATORS W E E X P R E S S O U R S E L V E S C O N F I D E N T L Y A N D C R E A T I V E L Y I N M O R E T H A N O N E L A N G U A G E A N D I N M A N Y W A Y S. W E C O L L A B O R A T E E F F E C T I V E L Y, L I S T E N I N G C A R E F U L L Y T O T H E P E R S P E C T I V E S O F O T H E R I N D I V I D U A L S A N D G R O U P S.

20 REFLECTIVE WE THOUGHTFULLY CONSIDER THE WORLD AND OUR OWN IDEAS AND EXPERIENCE. WE WORK TO UNDERSTAND OUR STRENGTHS AND WEAKNESSES IN ORDER TO SUPPORT OUR LEARNING AND PERSONAL DEVELOPMENT.

21 APPROACHES TO LEARNING Accepting responsibility Respecting others Cooperating Resolving conflict Group decision making Adopting a variety of group roles SOCIAL SKILLS Gross motor skills Fine motor skills Spatial awareness Organization Time management Safety Healthy lifestyle Codes of behavior Informed choices SELF-MANAGEMENT SKILLS Listening Speaking Reading Writing Viewing Presenting Non-verbal communication COMMUNICATION SKILLS Formulating questions Observing Planning Collecting data Recording data Organizing data Interpreting data Presenting research findings RESEARCH SKILLS Acquisition of knowledge Comprehension Application Analysis Synthesis Evaluation Dialectical thought Metacognition THINKING SKILLS

22 Attitudes THE IB PYP IDENTIFIES TWELVE PERSONAL ATTITUDES TOWARDS PEOPLE, THE ENVIRONMENT, AND LEARNING THAT CONTRIBUTE TO THE WELL- BEING OF THE INDIVIDUAL AND THE GROUP. THESE ATTITUDES ARE:

23 The IB PYP is a concept-driven curriculum. This means that instead of memorizing facts and learning skills in isolation, students in a PYP school are challenged to learn about significant ideas through the use of key concepts. The key concepts, in the chart below, are explored and re-explored from preschool through fifth grade. Through the key concepts, which transcend the typical subject areas of math, language, science, and social studies; students move beyond facts to deep understanding.

24 The PYP action cycle occurs when meaningful action from students takes place as a result of the learning process and as an exhibition of attitudes.

PYP of the IB: Program of Inquiry. An inquiry into: An inquiry into How we express ourselves. An inquiry into How the world works

PYP of the IB: Program of Inquiry School: Center for Inquiry at School #2 2010-2011 : Age the nature of orientation in and time; personal the the ways in the natural the the rights K Safe and Healthy Central