The learner Profile: In room 218 we strive to be internationally minded!
IB learners strive to be:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to
conduct inquiry and research and show independence in learning. They
actively enjoy learning and this love of learning will be sustained throughout
their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop
understanding across a broad and balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical
decisions.
Communicators
They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication.
They work effectively and willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice
and respect for the dignity of the individual, groups and communities.
They take responsibility for their own actions and the consequences that
accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories,
and are open to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating a range of
points of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings
of others. They have a personal commitment to service, and act to make a
positive difference to the lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas
and strategies. They are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional
balance to achieve personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience.
They are able to assess and understand their strengths and limitations in
order to support their learning and personal development.
PYP Transdisciplinary Themes: Throughout our year we will enhance our body of knowledge!
IB learners inquire into:
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.
Where we are in place and time
An inquiry into 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 and global perspectives.
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.
How the world works
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 on the environment.
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
humankind and the environment.
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
PYP key concepts and related questions: We will be guided by the following timeless, abstract, universal, and transferable concepts!
IB learners inquire about:
Form
Key question What is it like?
Definition The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.
Rationale This concept was selected because the ability to observe, identify, describe and categorize is fundamental to human learning within and across all disciplines.
Examples of related concepts Properties, structure, similarities, differences, pattern.
Function
Key question How does it work?
Definition The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
Rationale This concept was selected because the ability to analyse function, role, behaviour and the ways in which things work is fundamental to learning within and across all disciplines.
Examples of related concepts Behaviour, communication, pattern, role, systems.
Causation
Key question Why is it like it is?
Definition The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Rationale This concept was selected because of the importance of prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences. The analysis of causal relationships is significant within and across all disciplines.
Examples of related concepts
Consequences, sequences, pattern, impact.
Change
Key question How is it changing?
Definition The understanding that change is the process of movement from one state to another. It is universal and inevitable.
Rationale This concept was selected, not only because it is such a universal feature of all existence, but also because it has particular relevance to students developing international-mindedness who are growing up in a world in which the pace of change, both local and global, is accelerating.
Examples of related concepts Adaptation, growth, cycles, sequences, transformation.
Connection
Key question How is it connected to other things?
Definition The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
Rationale This concept was selected because of the importance of appreciating that nothing exists in a vacuum but, rather, as an element in a system; that the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of far-reaching decisions affecting environments and communities.
Examples of related concepts Systems, relationships, networks, homeostasis, interdependence.
Perspective
Key question What are the points of view?
Definition The understanding that knowledge is moderated by perspectives; different
perspectives lead to different interpretations, understandings and findings;
perspectives may be individual, group, cultural or disciplinary.
Rationale This concept was selected because of the compelling need to develop in
students the disposition towards rejecting simplistic, biased interpretations,
towards seeking and considering the points of view of others, and towards
developing defensible interpretations.
Examples of related concepts Subjectivity, truth, beliefs, opinion, prejudice.
Responsibility
Key question What is our responsibility?
Definition The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.
Rationale This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.
Examples of related concepts Rights, citizenship, values, justice, initiative.
Reflection
Key question How do we know?
Definition The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.
Rationale This concept was selected for a series of interrelated reasons. It challenges the students to examine their evidence, methods and conclusions. In doing so, it extends their thinking into the higher order of meta-cognition, begins to acquaint them with what it means to know in different disciplines, and encourages them to be rigorous in examining evidence for potential bias or other inaccuracy.
Examples of related concepts Review, interpretation, evidence, responsibility, behaviour.
Want to learn more about IB? The following link will lead you to a more comprehensive power point describing the primary years program.
IB learners strive to be:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to
conduct inquiry and research and show independence in learning. They
actively enjoy learning and this love of learning will be sustained throughout
their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop
understanding across a broad and balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical
decisions.
Communicators
They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication.
They work effectively and willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice
and respect for the dignity of the individual, groups and communities.
They take responsibility for their own actions and the consequences that
accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories,
and are open to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating a range of
points of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings
of others. They have a personal commitment to service, and act to make a
positive difference to the lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas
and strategies. They are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional
balance to achieve personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience.
They are able to assess and understand their strengths and limitations in
order to support their learning and personal development.
PYP Transdisciplinary Themes: Throughout our year we will enhance our body of knowledge!
IB learners inquire into:
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.
Where we are in place and time
An inquiry into 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 and global perspectives.
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.
How the world works
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 on the environment.
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
humankind and the environment.
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
PYP key concepts and related questions: We will be guided by the following timeless, abstract, universal, and transferable concepts!
IB learners inquire about:
Form
Key question What is it like?
Definition The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.
Rationale This concept was selected because the ability to observe, identify, describe and categorize is fundamental to human learning within and across all disciplines.
Examples of related concepts Properties, structure, similarities, differences, pattern.
Function
Key question How does it work?
Definition The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
Rationale This concept was selected because the ability to analyse function, role, behaviour and the ways in which things work is fundamental to learning within and across all disciplines.
Examples of related concepts Behaviour, communication, pattern, role, systems.
Causation
Key question Why is it like it is?
Definition The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Rationale This concept was selected because of the importance of prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences. The analysis of causal relationships is significant within and across all disciplines.
Examples of related concepts
Consequences, sequences, pattern, impact.
Change
Key question How is it changing?
Definition The understanding that change is the process of movement from one state to another. It is universal and inevitable.
Rationale This concept was selected, not only because it is such a universal feature of all existence, but also because it has particular relevance to students developing international-mindedness who are growing up in a world in which the pace of change, both local and global, is accelerating.
Examples of related concepts Adaptation, growth, cycles, sequences, transformation.
Connection
Key question How is it connected to other things?
Definition The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
Rationale This concept was selected because of the importance of appreciating that nothing exists in a vacuum but, rather, as an element in a system; that the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of far-reaching decisions affecting environments and communities.
Examples of related concepts Systems, relationships, networks, homeostasis, interdependence.
Perspective
Key question What are the points of view?
Definition The understanding that knowledge is moderated by perspectives; different
perspectives lead to different interpretations, understandings and findings;
perspectives may be individual, group, cultural or disciplinary.
Rationale This concept was selected because of the compelling need to develop in
students the disposition towards rejecting simplistic, biased interpretations,
towards seeking and considering the points of view of others, and towards
developing defensible interpretations.
Examples of related concepts Subjectivity, truth, beliefs, opinion, prejudice.
Responsibility
Key question What is our responsibility?
Definition The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.
Rationale This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.
Examples of related concepts Rights, citizenship, values, justice, initiative.
Reflection
Key question How do we know?
Definition The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.
Rationale This concept was selected for a series of interrelated reasons. It challenges the students to examine their evidence, methods and conclusions. In doing so, it extends their thinking into the higher order of meta-cognition, begins to acquaint them with what it means to know in different disciplines, and encourages them to be rigorous in examining evidence for potential bias or other inaccuracy.
Examples of related concepts Review, interpretation, evidence, responsibility, behaviour.
Want to learn more about IB? The following link will lead you to a more comprehensive power point describing the primary years program.