International Baccalaureate Primary Years Programme
International Baccalaureate Primary Years Programme Authorized June 6, 2013
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. What is International Baccalaureate (IB)? The IB aspires to help schools develop well-rounded students with character who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join with others in celebrating our common humanity and are prepared to apply what they learn in real-world, complex and unpredictable situations. What is the Primary Years Programme (PYP)? The PYP is designed for students aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, as well as transdisplinary skills, with a powerful emphasis on inquiry. To provide you with important information pertaining to our school’s PYP, this document also contains the following: •
IB Learner Profile
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Cornerstone’s Assessment Policy
•
Cornerstone’s Language Policy
What is the IB 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 more peaceful world by striving to be: INQUIRERS We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. KNOWLEDGEABLE We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. THINKERS We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. COMMUNICATORS We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. 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. OPEN-MINDED We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. COURAGEOUS 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. BALANCED We understand the importance of balancing different aspects of our lives-intellectual, physical, and emotionalto achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. 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.
IB PYP Assessment Policy
Assessment Beliefs § § § §
We believe effective assessments guide instruction We believe effective assessments identify strengths and areas for improvement We believe effective assessments inform parents and the school community of progress and development We believe effective assessments prompt reflection
Essential Agreements on Assessment Teachers: § Meet with other teachers and administrators to create common assessments § Use data to guide instruction § Use data to identify students with needs of enrichment or academic support § Provide clear, high expectations for all students § Use consistent and effective communication with students and parents regarding progress § Maintain accurate records § Utilize portfolios to provide evidence of learning over time § Schedule parent conferences § Allow time for student reflection as well as teacher reflection § Review and revise assessment policy as needed Parents: § Communicate openly and regularly with teachers § Attend parent/teacher conferences § Set goals with your child § Support student by providing help with homework § Check folders for notes, newsletters, etc. § Ensure your child is on time to school and attends regularly § Provide a homework space at home § Ensure your child receives proper nutrition, sleep and physical activity every day Students: § Do your best at all times § Set goals for yourself § Try to complete all assignments on time § Communicate with teachers regularly about your progress § Be on time to class and be prepared every day § Be respectful of the learning environment and use time wisely § Conduct yourself in a manner that is in accordance with our school’s beliefs and the IB learner profile IB Coordinator: § Keep current on IB policies, expectations, and changes § Collaborate with all faculty and staff to effectively implement IB programme § Facilitate data meetings and professional development § Monitor and reflect on the IB planners and POI
Purpose for Assessment Cornerstone Schools of Alabama will utilize assessments as an ongoing, integral measurement of the instructional and learning process. We will collect, analyze, and report data through various forms of formative and summative assessments to reflect student progress. Data will serve as the catalyst to drive instruction. Our goal is to encourage success and provide the necessary tools for students to become critical thinkers and responsible, productive citizens. Assessment will include the following: § Pre-assessments § Formative assessments § Summative assessments § Reflection § Recording and reporting
Expectations and Principles of Assessment Assessments administered at Cornerstone should: § Have criteria that is communicated and understood in advance § Measure student learning § Allow students to demonstrate knowledge § Identify strengths and areas for improvement § Provide accountability for standards § Assess what has been taught § Be accurate, ongoing, and relevant § Allow for reflection § Inform future instruction § Be easily reported to the school community
Assessment Practice The following are a variety of strategies and tools that can be used as a comprehensive approach to identify what students are learning: § Observations § Questioning § Performance assessments § Student/teacher conferences § Justification and Explanation assessments § Anecdotal records § Selected responses § Rubrics § Open-ended tasks § Exemplars § Checklists § Inventories § Teacher made test § Unit tests § Quizzes § Written response § Diagrams § Presentation
In addition to the strategies and tools listed previously, Cornerstone Schools of Alabama will assess student progress through these methods of assessment: § ACT Aspire will be administered in April each year for grades 3 - 5. § ACT Aspire Interim Tests will be administered 3 times per year for grades 3 - 5. § Report cards will be sent home 4 times per year (at the end of each grading period) for grades K5 - 5. § Mid-grading period progress reports will be sent home 4 times per year for grades 3 - 5. § Portfolios will be utilized containing teacher and student-selected work § STAR assessment will be taken at least 3 times per year for grades 1 - 5. § Regular reading comprehension checks using Accelerated Reader (AR) for grades 2 - 5. § Developmental Reading Assessment (DRA) will be administered for grades K5 - 2. § GOLD checkpoints will be finalized 3 times per year for K4.
Reporting Reporting of assessment data is part of the on-going communication between teachers, students, parents, and other school stakeholders. Accurate reporting provides the best picture of learning, identifies strengths and areas of weakness in the program and provides accountability for all involved. Assessment reporting will: § Involve teachers, students, parents, administration, and stakeholders § Provide accurate data § Be clear and understandable to all parties § Utilize technology (gradebook, report card, and parental access to scores through RenWeb) § Include teacher/student conferences § Include parent/teacher conferences § Include opportunities for student/teacher/parent conferences § Presented to board members § Involve review of student work kept in portfolios
IB PYP Language Policy
Language Philosophy: We believe that language is central to communication, learning, and understanding. Language is embedded in daily instruction and promoted by every teacher as they take an active role in language development. Taught within context, language instruction will help develop language skills including: listening, speaking, reading, writing, and media literacy. Teachers will provide students the tools they need to interpret, interact, and impact the world around them through language development.
Language Beliefs: • • •
Language is taught throughout the curriculum Students benefit from immersion in a language-rich environment Students develop language through participation in a variety of skill building activities and exposure to various forms of communication
Language Practices • • • • • • • • • • • • • • •
The official language of instruction is English Our second language of instruction is Spanish, which is taught by a single subject teacher Teachers model and promote language and effective communication daily through writing, appropriate speech, problem solving, and teaching reading and listening skills In grades Pre-K through 5th grade, Language Arts is taught in a transdisciplinary manner All students in grades Pre-K through 5th grade receive Spanish instruction in Spanish class The library media specialist and IB coordinator work to provide resources to meet the needs of all students and teachers The library media specialist incorporates books from different cultures in the library and classrooms Classrooms are print-rich Children express their ideas through written language Students experience language application through the use of media, presentations, exhibitions, role playing, drama, and conversation Students are exposed to books from various genres Students have the opportunity to share in class discussions Teachers have on-going communication with parents through conferences, notes, newsletters, emails, text messaging, and phone calls The school communicates with parents through email, social media updates, the school website, assemblies, trainings, programs, and monthly parent meetings Parent involvement in their child’s language development is encouraged
Language Assessments Language assessments at Cornerstone will cover the following modes of communication: • Listening and speaking (oral) reading and writing (written) viewing and presenting (visual) § ACT Aspire Interim tests in Reading/Language will be given 3 times per year in 3rd – 5th grades § The ACT Aspire Reading/Language tests will be administered in April for 3rd - 5th grade § STAR Reading is used to assess students in 1st - 5th grade § DRA is used to assess students in kindergarten - 2nd grade § Classroom teachers will assess language through tools including, but not limited to work samples, journals, portfolios, teacher-created tests/quizzes, and rubrics § Classroom teachers work with students to set individual goals for improvement through ACT Aspire, Accelerated Reader, and other forms of assessment § Teachers and the IB coordinator will collaborate to analyze data and set grade level benchmarks
International Baccalaureate Programme of Inquiry 2017-2018
Who We Are An inquiry into the nature of the 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.
K4 Central Idea: Relationships help us grow. Key Concepts: Connection, form, function Related Concepts: Diversity, family, friends, communication Lines of Inquiry: • Families • Friends • Community Helpers
Where We Are in Place How the World Works How We Express How We Organize and Time An inquiry into the natural Ourselves Ourselves An inquiry into orientation world and its laws; the An inquiry into the ways in An inquiry into the in place and time; interaction between the which we discover and interconnectedness of personal histories; homes natural world (physical express ideas, feelings, human-made systems and and journeys; the and biological) and nature, culture, beliefs communities; the discoveries, explorations human societies; how and values; the ways in structure and function of and migration of humans use their which we reflect on, organizations; societal humankind; the understanding of scientific extend and enjoy our decision-making; relationships between and principles; the impact of creativity; our economic activities and the interconnectedness of scientific and appreciation of the their impact on individuals and technological advances on aesthetic. humankind and the civilizations, from local society and on the environment. and global perspectives. environment.
Central Idea: We can discover the world around us through creativity. Key Concepts: Form, reflection, perspective Related Concepts: Environment, creativity, discovery Lines of Inquiry: • Forms of art • Interpreting art • Creating art
Central Idea: Plants are living things that grow and change Key Concepts: Change, connection, causation, form Related Concepts: Cycles, growth Lines of Inquiry: • Parts of a Plant • Basic Needs of Plants • Plants, humans, and animal interactions
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.
Central Idea: Plants and animals in habitats have a responsibility to share. Key Concepts: Responsibility, function, connection Related concepts: Animals, ecosystems, plants Lines of Inquiry: • Different habitats (woodlands, ponds, oceans, deserts, farms) • Animals and Plants
Who We Are
K5
Central Idea: People from the past helped shape who we are Key Concepts: Perspective, reflection, causation Related Concepts: Diversity, traditions, civilizations, communication Lines of Inquiry: • Native Americans • Kings and Queens
Where We Are in Place and Time
How We Express Ourselves
Central Idea: Journeys can lead to change and new opportunities Key Concepts: Function, causation, connection Related Concepts: Freedom, conflict, religion Lines of Inquiry: • Geography • Personal journeys: students, Columbus, Pilgrims, Bible • Impact of change and opportunities on life
Central Idea: Words help us learn and grow Key Concepts: Form, perspective, function Related Concepts: Communication, problem-solving, observation Lines of Inquiry: • Nursery rhymes • Senses and how they help us understand the world • Stories and how they help us understand people
How the World Works Central Idea: Living things have purpose Key Concepts: Function, connection, responsibility Related Concepts: Growth, plants, animals, classification Lines of Inquiry: • Plant parts and their functions • Life cycles • Function of a farm • A farmer’s responsibility • Sequence of farm to store
How We Organize Ourselves Central Idea: For our country to function, there must be leaders Key Concepts: Form, function Related Concepts: Government, roles, history Lines of Inquiry: • Presidents • American symbols • National landmarks
Sharing the Planet Central Idea: Earth’s resources are limited and must be protected Key Concepts: Change, perspective, responsibility Related Concepts: Conservation, pollution, resources, sustainability Lines of Inquiry: • Natural resources • Pollution • Conservationists
Where We Are in Place and Time
Who We Are
1st
Central Idea: Healthy habits and diets build strong bodies for life. Key Concepts: Function, causation, reflection
Central Idea: Ancient civilizations teach us about the present.
Related Concepts: Balance, well-being
Related Concepts: Civilizations, migration, government
Key Concepts: Perspective, Function, Causation, Change
Lines of Inquiry: • Daily habits and Lines of Inquiry: • Farming (causation) routines (function) • Cities & • Balanced choices Governments (reflection) (function and • Consequences of causation) choices (causation) • Religion & Writing • Dietary needs for (perspective) people around the •
world (causation) Personal hygiene (function)
How We Express Ourselves Central Idea: We can express ourselves in a variety of ways. Key Concepts: Form, function, connection Related Concepts: Perspective, creativity, communication Lines of Inquiry: • Types of literature • Communication through oral and written story, play, and art • Expressing our own ideas, feelings, and beliefs
How the World Works Central Idea: Human exploration and discoveries teach us about how the world works. Key Concepts: Form, Function, Connection Related Concepts: Discovery, exploration, space Lines of Inquiry: • The Earth’s History (Form) • Solar System (Connection)
How We Organize Ourselves Central Idea: Settlement causes conflict, change, and opportunities. Key Concepts: Change, responsibility, causation Related Concepts: Community, relationship
Sharing the Planet Central Idea: Living things adapt in order to survive Key Concepts: Causation, connection, function Related Concepts: Cycle, classification, and adaptation
Lines of Inquiry: Lines of Inquiry: • Survival traits • Expanding • Living things and settlements their habitat (change) • Adaptations of • Important historical living things figures (responsibility/caus ation
Who We Are
2nd Central Idea: Leaders influence others to take a stand. Key Concepts: Change, perspective, responsibility Related Concepts: Prejudice, rights, conflict Lines of Inquiry: • Role of Power • Major contributions of influential leaders • Inequality and discrimination • Impact of the Great Depression • Movements that influence policy change
Where We Are in Place and Time Central Idea: Opportunity allows for new ideas Key Concepts: Causation, connection
How We Express Ourselves
Central Idea: Stories have lessons for our everyday lives. Key Concepts: Causation, connection, form Related Concepts: Citizenship, migration, Related Concepts: impact Character, Communication, Lines of Inquiry: Wealth, and Family • Immigration in the New World Lines of Inquiry: • Reasons for • Exaggerations and migration (push and larger than life pull factors) characters allow us • America becomes to make the “Land of connections Opportunity” • Identify the • American difference between citizenship fairy tales and folk • Making and tales enforcing laws • Understand the moral of the story
How the World Works Central Idea: The natural world works through cycles. Key Concepts: Function, causation, change Related Concepts: Habitat, plants, systems Lines of Inquiry: • Cycles in seasons • Cycles in plants • Cycles in water • Cycles in insects and animals
How We Organize Ourselves Central Idea: Ancient civilizations had many contributions in life today. Key Concepts: Form, function, causation Related Concepts: Geography, landscape, settlements, civilizations Lines of Inquiry: • Ancient Indian Civilizations • Ancient Chinese Civilizations • Types of religion • Contributions to society
Sharing the Planet Central Idea: Access to limited resources create conflict. Key Concepts: Causation, Connection, Change Related Concepts: Conservation, migration, sustainability Lines of Inquiry: • Pioneers moved Westward for opportunities • Native Americans were forced from their lands (Trail of Tears) • Changes to environment due to humanity • Influential leaders • Differences between North and South during the Civil War in America
Who We Are
3rd Central Idea: Where you live determines your way of life. Key Concepts: Reflection, causation, and perspective Related Concepts: Evidence and impact Lines of Inquiry: • Colony life • Relationship between colonist and Native Americans • Reasons for colonization
Where We Are in Place and Time
How We Express Ourselves
Central Idea: Where we are today is influenced by the motivations and changes of explorers and settlers Key Concepts: Change, causation, and connection Related Concepts: Civilization, exploration, migration Lines of Inquiry: • Motivating factors that led to the exploration of the Americas and different expeditions • Famous explorers (Columbus, Ponce De Leon, Desoto, and De Coronado) • Early Spanish explorations of the Americas • Encounters between early Explorers and Native Americans
Central Idea: Our personal histories are shaped by exploration Key Concepts: Change, causation, and connection Related Concepts: Consequences, adaption, and cooperation Lines of Inquiry: • Impact of European migration on Native Americans • Reasons for migration • Lasting effects of European exploration and settlement
How the World Works Central Idea: Light and sound impacts our everyday lives Key Concepts: Function, change, connection Related Concepts: Forms of energy, systems, technological advances Lines of Inquiry: • Various instruments and tools • Inventors • Relation to our body systems • Properties
How We Organize Ourselves Central Idea: Ancient civilizations impact our lives today Key Concepts: Connection, causation, function Related Concepts: Government, conflict, religion Lines of Inquiry: • Roman Empire- battles • Roman Culture- food, education, religion, social classes, entertainment, legends, art, gods, and goddesses • Roman Government- leaders, voting, and senate
Sharing the Planet Central Idea: Living species in an ecosystem are interdependent and interconnected with each other Key Concepts: Function, connection, causation Related Concepts: Ecosystems, adaptation, pollution Lines of Inquiry • Animals and their habitats • Nature in an ecosystem • Human made threats to the environment
Who We Are
4th Central Idea: Our bodies are made of different systems that work together to keep us alive. Key Concepts: function, connection, form Related Concepts: Biology and systems Lines of Inquiry: • Circulatory System and Respiratory System • How systems work together
Where We Are in Place and Time
How We Express Ourselves
Central Idea: Disagreements about principles of government led the colonists to seek independence from Great Britain and become an independent nation. Key Concepts: Causation, connection, perspective Related Concepts: Conflict, revolution, identity Lines of Inquiry: • American Revolution • Cause/effect • Ideas and values
Central Idea: Expression through writing gives us opportunities to create rich and detailed accounts and experiences. Key Concepts: Reflection, perspective, form Related Concepts: Expression, structure, interpretation Lines of Inquiry: • Structure of poems • Types of poems • Poetic Devices • Point of View
How the World Works Central Idea: Everything around us is made of matter. Key Concepts: Connection, causation, function Related Concepts: Changes of state, chemical and physical changes, density Lines of Inquiry: • Properties of matter • Atoms • Periodic Table
How We Organize Ourselves Central Idea: Feudalism effected social interactions among Europeans during the Middle Ages. Key Concepts: Causation, connection Related Concepts: Chronology, roles, organization Lines of Inquiry: • Knights, serfs, and lords • Events that led to the Middle Ages • Effects of Feudalism
Sharing the Planet Central Idea: Understand the place religion and religious ideas have in History. Key Concepts: Connection, causation, perspective Related Concepts: Consequences, religion, diversity, conflict Lines of Inquiry: • Islam • Compare and contrast Muslims/Christians • Contributions to Science and Math
Who We Are
5th Central Idea: Aspirations change over time. Key Concepts: Change, connection, and causation Related Concepts: Subjectivity, structure, and interpretation Lines of Inquiry: • character development • personal aspirations •
changing perspectives
Where We Are in Place and Time EXHIBITION (Spring 2018) Central Idea: To Be Determined Key Concepts: To Be Determined Related Concepts: To Be Determined Lines of Inquiry:
To Be Determined
How We Express Ourselves Central Idea: Poetry expresses culture and self. Key Concepts: Form, reflection, and causation Related Concepts: Subjectivity, structure, and interpretation Lines of Inquiry: • poem structure • cultural influence • self-expression
How We Organize Ourselves
How the World Works Central Idea: All life forms are dependent on one another. Key Concepts: Form, connection, and function Related Concepts: Purpose, structure, and dependency Lines of Inquiry: • plant structure • plant processes • plant reproduction
Central Idea: Humans created systems of organization to eliminate chaos. Key Concepts: Connection, form, and function Related Concepts: Relationship, purpose, and design Lines of Inquiry: • the five kingdoms of living things • purposes of classifying •
how we classify living things
Sharing the Planet Central Idea: Events from the past shape who we are today. Key Concepts: Causation, perspective, and connection Related Concepts: Tolerance, empathy, and unity Lines of Inquiry: • Slavery • The Civil War • Reconstruction
