- CWA Parent Handbook -

The International Baccalaureate PYP

A Guide for

Dummies
Revised April, 2016
Everything You Ever Wanted to Know about

The International Baccalaureate (IB)

Primary Years Program (PYP)…

But, were too afraid to ask!

“The real voyage of discovery consists not in seeking new

landscapes but in having new eyes.”
—Marcel Proust
Sources used in compiling this guide book:

• Making the PYP Happen

• German-American International School
• Alpine Elementary School—Longmont, CO, USA
• Robbinsdale Area Schools—St. Paul, MN, USA
• RCHK Primary Schools—Hong Kong, China
• The International School International Baccalaureate—Portland,
Oregon, USA
• Wikipedia
 What is the International Baccalaureate Organization?

• It is a non-profit educational and non-governmental (NGO) organization of

UNESCO. The IB’s alliance with UNESCO encourages the integration of its
educational goals into the IB curriculum.
• It was established in 1968 in Geneva, Switzerland.
• It is governed by a 16-member council and is funded by fees from IB World Schools.
• The IBO offers three programs of international education for students aged 3-19 years old:
 The Diploma Program at the high school level (grades 9-12).
 The Middle Years Program (MYP) (students 11-16 years old).
 The Primary Years Program (PYP) (for students 3-12 years old).
• On 1 February 2016, there were 5,578 programmes being offered worldwide, across 4,335
schools

What’s the story behind the IBO?

Marie Therese Maurette created the framework for what would eventually become the IB
Diploma Programme, in 1948, when she wrote Is There a Way of Teaching for Peace?, a
handbook for UNESCO. In the mid-1960’s, a group of teachers from the International
School of Geneva (Ecolint) created the International Schools Examinations Syndicate
(ISES), which would later become the International Baccalaureate Organization (IBO). The IB
headquarters were officially established in Geneva, Switzerland, in 1968, for the development and
maintenance of the Diploma Programme, which provided internationally acceptable university admission
qualifications for young people whose parents worked as diplomats or with international and multi-
national companies.

What is an IB PYP School?

Regardless of location, size, or make-up, an IB PYP school strives to develop an

internationally minded person.

The mission of the IBO:

• To develop inquiring, knowledgeable, and caring young people.
• To create a better and more peaceful world through intercultural understanding and respect.
• To work with schools, governments, and international organizations to develop challenging
programs of international education and rigorous assessment.
• To encourage students worldwide to become active, compassionate, and lifelong learners who
understand that other people, with their differences, can also be right.

What does that mean at CWA?

It means our CWA students are taught WHY they should know something and how it
connects to other subjects and the world around them. It means high quality teaching and
learning—challenging instruction and worldwide knowledge “at home” (so to speak, in
whichever country where you live and go to school).
How does the IB PYP teach students to be internationally minded?

Through teaching and modeling the “Learner Profile.” Regardless of the IB school your child
may visit, these characteristics or “Learner Profile” remain the same—foundational to the IB
PYP learning experience.

But, really, what does it mean to be “internationally minded” and why is it important?

It is a thoughtful, critical perspective that applies to who we are and what we do. It
includes how we communicate, our political awareness, cultural understanding,
celebrating diversity, global awareness of global issues, and a reflection on how
knowledge is constructed and applied. At CWA, we focus on moving students toward
becoming people who reflect the characteristics of the “Learner Profile.”

Who is an “internationally minded” person?

According to the IB PYP, an “internationally minded” person is someone who

demonstrates the attributes of the “Learner Profile.”

What is the “Learner Profile?”

These are qualities determined to be most important in creating positive and productive
citizens of the world.

But, what does it mean, “Profile?”

HINT: Think Facebook. A profile is the description of a person’s qualities,
values, and characteristics.

What are these “Learner Profile” qualities?

 Inquirers—I am curious and know how to discover answers to many of my
questions. I love to learn!
 Thinkers—I use my thinking skills to make good choices and solve problems.
 Communicators—I understand and share ideas in more than one language.
 Risk Takers—I try new things, love to explore, and confidently share my experiences.
 Knowledgeable—I explore big ideas that are important. I know and can do a lot of
important things.
 Principled—I am fair and honest. I can make good decisions about what is right and
wrong for me.
 Caring—I am concerned about other people’s needs and feelings. I believe it is important
to help others.
 Open-Minded—I am comfortable with differences. I welcome and respect other people’s
points of views and ways of doing things.
 Balanced – To be healthy, it is important to me to balance the needs of my mind and
body.
 Reflective – I think about and discuss my learning, skills, and products.
 What are the IB “Attitudes”?

The “Attitudes” are the daily expressions of the “Learner Profile” used by teachers in teaching
and by students in their learning.

“Attitude is a little thing that makes a big difference.”

--Winston Churchill

• Appreciation—Seeing and being thankful for the wonder and beauty of our world.
• Commitment—Being responsible for my learning, showing self-discipline, and perseverance.
Sticking with a difficult task until it is completed.
• Confidence—Knowing I can do it! Having courage to take risks, using what I have learned, and
making good choices.
• Cooperation—Working with others and being willing to lead or follow as needed.
• Creativity—Using my imagination while thinking and doing things.
• Curiosity--- Being curious about the nature of learning, about the world, its people and culture.
• Empathy—Being able to put myself in someone else’s place in order to understand her or him.
• Enthusiasm—Being excited about learning and life.
• Independence—Thinking and acting on my own.
• Integrity—Being fair and honest.
• Respect—Showing that I can for others, our world, and myself.
• Tolerance—Understanding, appreciating, and celebrating differences in each other.

What does “attitude” look like?

Attitude is an outward expression of an inner feeling. Some people try to mask their attitude,
but a cover doesn’t last long—attitude always finds a way to leak out.
“It is the vanguard of your true self. Its root is inward but its fruit is outward. It is
your best friend or worst enemy. It is more honest and consistent about you than your
words. It is what draws people to you or repels them. It is never content until it is expressed. It is
the librarian of your past. It is the speaker of your present. It is the prophet of your future.
There is not a single part of your current life that is not affected by your attitude. And your
future will definitely be influenced by the attitude you carry with you from today forward.”
—The Difference Maker
 So, what will my child be learning at CWA?

With the IB PYP at CWA, we are committed to structured inquiry as the vehicle for learning.
Six transdisciplinary themes provide the framework for exploration and construction of
knowledge. Teachers and students are guided by these transdisiplinary themes—as the
design for units of inquiry for exploration and study. Through this process, students develop
an understanding of important concepts, acquire essential skills and knowledge, develop
particular attitudes and learn to take socially responsible action.

Ok, what does “transdisciplinary” mean?

Transdisciplinary is the word that IB uses to describe a discipline that applies across all
disciplines—it is interconnected and can be applied across all subjects and applied to real life.
A transdisciplinary concept stretches across Math, Science, English, French, and Geography
and ties it all together; it is not isolated to one subject. For example, the idea of change
affects Math, Science, English, Geography—the IB PYP strives to demonstrate this through learning,
giving understanding to a real life world.

The IB curriculum incorporates 5 essential elements:

 CONCEPTS—there are 8 fundamental concepts expressed as key questions, to
propel the process of inquiry. These universal concepts drive the research
units—called UNITS OF INQUIRY (have you heard of this before?!)—
but they also have relevance within and across all subject areas (transdisciplinary). The 8 fundamental
concepts are
 Form: What is it like?
 Function: How does it work?
 Causation: Why is it like it is?
 Change: How is it changing?
 Connection: How is it connected to other things?
 Perspective: What are the points of view?
 Reflection: How do we know?
 Responsibility: What is our responsibility?

• SKILLS—There are 5 sets of transdisciplary skills acquired in the process of structured inquiry.
These are:
 Thinking
 Communication
 Social
 Research
 Self-Management

• ATTITUDES—The PYP promotes attitudes that we want our CWA students to feel, value, and
demonstrate.
  ACTION—Our CWA students are encouraged to reflect, to make informed choices and to take
action that will help their peers, school staff, and the wider community. This is how our students
demonstrate a deeper sense of learning, by applying their knowledge to service and positive
action.

 KNOWLEDGE—The PYP recognizes that it is inappropriate and challenging to dictate what every
child should know in an international environment and community. Rather than provide a fixed
syllabus or curriculum, the PYP has identified themes, or areas of knowledge, which are used to
organize the 6 Units of Inquiry, taught from early childhood through grade 5. These Units of
Inquiry provide the framework (as opposed to a text book curriculum) for a wide variety of
resources to be explored in order to accomplish the objectives within each Unit of Inquiry:
 Who We Are
 Where We Are in Place and Time
 How We Express Ourselves
 How the World Works
 How We Organize Ourselves
 Sharing the Planet

Here is a diagram of how IB learners strive to be inquirers, risk-takers, knowledgeable,

principled, open-minded, caring, balanced, and reflective.

So, what actually is a “Unit of Inquiry”?

A Unit of Inquiry usually lasts from 4 to 6 weeks and the objective is to cover all 6 themes
throughout the year. For example, during the Unit of Inquiry “Sharing the Planet” students
may spend 4 to 6 weeks looking at the resources we have in the world and how various
countries use and share and dispose of these resources. Students will answer questions
like: How do these resources connect people around the world? Or, how are these resources changing
and what does that mean for people? These concepts and questions move across all school subjects
(i.e. Math, English, French, Geography, etc.) and apply to real life and the world around us.
 And, how does CWA implement these Units of Inquiry?

These Units of Inquiry, provide a framework on which our teachers build students’
knowledge. With the IB PYP, the priority is not on using a set of textbooks, but rather the
emphasis is on a wide variety of resources from which teachers and students extract
knowledge, develop understanding, and explore ways of applying that to real life.

What resources does CWA use, if there are no textbooks/workbooks?

CWA has a wide variety of resources available:

 All students have access to latest technology available.
 We have a variety of textbooks recommended by our School Board for
English, French, Geography and History, Ethics and Religious Culture (ERC)
classes, etc...
 We have a well-equipped Computer lab and a Library that is regularly
upgraded with new books.

Why not use textbooks/workbooks? It seems more systematic?

The IB PYP philosophy believes that students learn best through authentic inquiry. While
there is certainly a place in the curriculum for textbooks and workbooks, CWA uses a wide
range of resources that best cater to our students’ individual needs and learning styles. The
IB PYP also recognizes that it is not knowledge alone that makes a learner successful, but
the skills and attitudes they develop along the way.

How are students at CWA evaluated?

Students at CWA are assessed in a variety of ways, including tests, exams, projects,
oral presentations and written reports. Assessment in the IB PYP is “criterion
referenced.” This means students are scored against standards, not against each
other (or at the teacher’s whim). Teachers will give the students a rubric on larger assignments
that explains to the students what is expected of them. The rubric states what the criteria are for
the assignment (in a paper, for instance) and what the score will be for addressing or not
addressing each point in that criteria. The rubric allows students to “buy into” their grades and
take ownership of their effort and learning.

Please tell me what a RUBRIC is?

A rubric defines what are the standards or requirements that need to be accomplished in order
to achieve the overall target or goal. Here is a way to think about it: Let's say you're planning to
go out to buy a pair of jeans, but before you do, you sit down to come up with some criteria for
the pair of jeans you hope to buy. Some of the criteria may include cost, style, color, and brand.
 Okay—so, show me a Rubric!
Here is an example of a Rubric from our Grade 5 class:

Fictional Narrative Rubric

HISTORICAL HISTORICAL HISTORICAL HISTORICAL HISTORICAL

FACTS FACTS FACTS FACTS FACTS

All information used Most of the Some of the Little of the The information used
in narrative is based information used in information used in information used in in narrative is not
on what we have narrative is based on narrative is based on narrative is based on based on what we
learned about what we have what we have what we have have learned about
immigration during learned about learned about learned about immigration during
this unit. immigration during immigration during immigration during this unit
this unit. this unit this unit
/20 /11
/18 /16 /14

Organization Organization Organization Organization Organization

The story has a clear The story has a clear The story has a clear The story has a clear The story lacks in
beginning, middle, beginning, middle, beginning, middle, beginning, middle, organization and is
and end. The story and end. The story and end. The story and end. It may be difficult to follow.
follows a logical follows a logical follows a logical too short or missing Much improvement
sequence. It sequence. It easily sequence. It may be more than one of the is required.
surpasses meets expectations. somewhat short or elements requested.
expectations. missing one of the Some improvement
/18 elements requested required.
/20
/16 /14
/11

Grammar & Grammar & Grammar & Grammar & Grammar &
Spelling Spelling Spelling Spelling Spelling

There are few or no There are some There are many There are too many The numerous errors
errors in mechanics, errors in mechanics, errors in mechanics, errors in mechanics, in grammar and
usage, grammar, or usage, grammar, or usage, grammar, or usage, grammar, or spelling interfere with
spelling spelling spelling. These meaning.
Spelling make the story hart
/10 /6 do understand
/8
/4 /2

Learner Profile Learner Profile Learner Profile Learner Profile Learner Profile

Reflections are Reflections are well Reflections are Reflections need Reflections are not
insightful. The formulated. The satisfactory. The improvement. The evident. The student
student was able to student was able to student was able to student was able to was unable to
identify and justify identify and justify identify and justify identify but could not identify and/or could
the learner profile the learner profile the learner profile justify the learner not justify the learner
and attitudes (3) and attitudes (3) and attitudes (2) profile and attitudes profile and attitudes
chosen. /20 chosen. /18 chosen. /16 (2 or 3) chosen. (2 or 3) chosen.
/20 /20
 Explain to me a little more about how my child will be assessed at CWA?

At CWA, each Unit of Inquiry allows students opportunities to demonstrate that learning is
taking place—that there are shifts, if you will, in their understanding. This may look different
across all subject areas—however, this shift in understanding is not always best
demonstrated through a piece of written work or a traditional exam. Students may be asked
to put together a final project, draw, act out a performance, do a presentation, or some other way to show
what they have learned. The goal is for our students to demonstrate that learning has taken place by
showing what they understand and how they are applying that understanding to real life and the world
around them. Authentic learning cannot always be demonstrated through traditional tests or exams.
At CWA, we believe that assessment is the continuation of the learning process. It is NOT
assessment of learning, but it is assessment for learning. The point is that our CWA students are able to
apply their learning to the world around them.

The IB views assessment as needing to be authentic, essential, rich, engaging, and

feasible—it should incorporate students in the process of evaluating their learning.
“Formative” assessment is interwoven into the daily lessons and learning—this ongoing
process of “checking in” between teachers and students, helps both teachers and students
find out what they already know, in order to plan for the next stage of learning. “Formative” assessment
and teaching are directly linked; effective learning cannot take place without one or the other.
“Summative” assessment takes place at the end of the teaching and learning process—this is the time
that students have the opportunity to demonstrate their understanding and application of what has been
learned.

What is the homework load like? How much homework should a child have outside of
school?

Keeping in mind that each child is different, the homework assigned is not overwhelming
AND kids still have time for a variety of after school activities. Long-term and large projects
are given ample time and warning to complete.

How can parents help students with schoolwork?

Follow up daily with your child to see what homework they have. Help reinforce at home the
program requirements that the student fills out their School Agenda or Plan de travail each day,
for every subject. Help your student schedule time so they don’t feel overwhelmed. Realize
that you will probably help them with (not do) some of their larger projects. Example: Some
parents will make a trip with their child to the library, or help them create display boards for presentations.
Most parents will find pleasure or pride in helping their child grow in this way, as they together to do
larger projects.
 Did you ask a
good question
How can you, as a PARENT, get involved? today?

• Volunteer in your child’s classroom, the library, in the computer lab, for Field trips, etc.
• Portfolios are a part of documenting student growth and reflections over the course of the
students’ elementary career. Your child will show you his/hers at every reporting period.
• Collaboration with the community, through partnerships, which are mutually beneficial to our
school and the community.
• You are always welcome at CWA! We need your support and assistance to make our school
the great place that it is!

In the end, here is a summary of what the IB PYP is:

“The whole art of teaching is only the awakening of the natural curiosity of young minds.”
—Anatole France

“I cannot teach anybody anything; I can only make them think.”

—Socrates

And this sums up what the IB PYP is NOT:

“It is possible to store the mind with a million facts and still be entirely uneducated.”
—Alec Bourne

“Passive acceptance of a teacher’s wisdom is easy for most boys and girls. It involves no
effort of independent thought.”
—Bertrand Russell

This means that at CWA, with the IB PYP,

Our students in all grades have the opportunity to own their learning. Our teachers do not “cover”
a subject or “give” a lesson. At CWA our students take the lesson or learning process—they do
it, make it, and experience it. Our students ask questions and learn how to find the answers to those
questions and apply to their lives and the world around them. With the IB PYP, CWA students see how
things are connected in a real way, rather than simply being fragmented into school subjects.

So, in the end, what makes the IB PYP so effective at CWA?

We are a truly international community and we are committed to the IB philosophy
that students need to be at the center of real life learning by using their natural
curiosity.
The IB PYP model fits well with our goals, at CWA, to guide our students to be
internationally minded with a passion for life-long learning.
 Mission Statement of Children’s World Academy
Children’s World Academy is a microcosm of the world. The mission of the school is:

 To educate the whole child, developing each student’s intellectual, social, emotional, spiritual and physical
competencies.

 To encourage students to become active, compassionate and responsible human beings who are
respectful of the plurality of cultures and religious beliefs.

 To nurture intellectual curiosity and actively involve students in developing good work habits, positive
attitude and critical thinking in order to become lifelong learners.

 To provide students with opportunities to connect the experiences of the classroom to the world outside.

 To continue to provide a peaceful teaching and learning school environment via our attitudes and conflict
management/peer mediation programs.

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.