• Transdisciplinary Theme: 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 the inter-connectedness of individuals and civilizations, from local and global perspectives.

     

    2024 Central Idea: Self Expression is a unique experience due to a mix of nature and nurture

    2024 IB Exhibition date: Wed, May 15 @ 6:00 pm


    What is Exhibition like? See this school explain it!


     

    Visit this page to view our PAST EXHIBITIONS

     

    The following information has been gathered from The PYP Resource: Exhibition


    Purpose

    The PYP exhibition has a number of key purposes: 

    • for students to engage in an in-depth, collaborative inquiry 
    • to provide students with an opportunity to demonstrate independence and responsibility for their own learning 
    • to provide students with an opportunity to explore multiple perspectives 
    • for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP 
    • to provide an authentic process for assessing student understanding 
    • to demonstrate how students can take action as a result of their learning 
    • to unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP 
    • to celebrate the transition of learners from primary to middle/secondary education.

     

    Role of Student

    Students will: 

    • have an understanding of the purpose and requirements of the exhibition from the outset of the process (guidelines and planning instructions should be provided by the teacher or mentor) 
    • participate in selecting a real-life issue or problem for the exhibition 
    • develop the inquiry by helping to decide on a central idea, lines of inquiry and student questions 
    • collaboratively plan learning and assessment experiences; these should involve independent and collaborative work and students should be involved in all stages of the planning and staging of the exhibition 
    • carry out an open-ended inquiry into a real-life issue or problem 
    • demonstrate an understanding of the components of the PYP, in particular the IB learner profile; the students involved in the exhibition should be given an opportunity to demonstrate their learning and the development of the attributes of the IB learner profile 
    • demonstrate an understanding of the five essential elements—knowledge, concepts, skills, attitudes and action 
    • select and utilize a variety of strategies and resources to meet the outcomes of the inquiry; wherever possible, students should use a variety of source materials, such as first-hand experiences, interviews, surveys, field visits, artifacts, science investigations, working models, not just book and/or Internet research 
    • be academically honest when referring to their sources of information 
    • communicate effectively with teachers, peers and parents 
    • reflect on the components of and processes involved in the exhibition; they should keep a journal or portfolio of their planning, draft pieces of work, sketches and photographs of work in progress as well as the final product 
    • carry out self-assessment and peer assessment
    • celebrate their learning by presenting the exhibition to the school community.

     

    Role of Parent/Guardian

    Parents/guardians will: 

    • have an understanding of the purpose and requirements of the exhibition 
    • support and encourage students and teachers throughout the process of inquiry 
    • be informed by reading newsletters, attending meetings, checking school websites, talking with students 
    • help students to access resources—people, places, media and information 
    • provide expert subject knowledge where applicable 
    • act as mentors as required or appropriate 
    • encourage independent inquiry and respect student ownership of the process 
    • have an opportunity to reflect on and give feedback on the exhibition 
    • celebrate with the students by attending the staging of the exhibition.

      

    What is the PYP Exhibition? 

    Learning in the Primary Years Programme (PYP) provides many formal and informal opportunities for students to demonstrate how they have developed and applied their knowledge, conceptual understanding, skills and leaner profile attributes through the inquiries they undertake.  The PYP exhibition is a notable example of these opportunities. In the PYP exhibition, fifth grade students demonstrate their understanding of an issue or opportunity they have chosen to explore. They undertake their investigation both individually and with their peers, together with the guidance of mentors. Through the exhibition, fifth graders demonstrate their ability to take responsibility for their learning, and their capacity to take action.

    The PYP exhibition has a number of key purposes:

    • For students to engage in an in-depth, collaborative inquiry.
    • To provide students with an opportunity to demonstrate agency and responsibility for their learning.
    • To synthesize and apply the learning of previous years and to reflect upon the journey through the PYP. 
    • For students to take action as a result of their learning.
    • To unite the teachers, parents, and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP.
    • To support the well-being of students by celebrating their transition to the next stages of their education. 

     


     

    What are the major features of the program that should be evidenced throughout the exhibition?

    Learner Profile Becoming internationally-minded means achieving application of the learner profile.

    We strive to be: inquirers, risk-takers, thinkers, knowledgeable, communicators, caring, open-minded, reflective, balanced and principled.

    Key Concepts The key concepts should be shown through the use of key questions that guide student inquiry.

    The key concepts include:

    • 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?
    • Responsibility – What is our responsibility?
    • Reflection – How do we know?

     

    Approaches to Learning Within the search for conceptual understanding of a student’s topic, it is important that the student develop appropriate skills in the construction of meaning.

    These skills include:

    Social Skills – Accepting responsibility, respecting others, cooperation, resolving conflict, group decision making and adopting a variety of group roles

    Communication Skills – listening, speaking, reading, writing and non-verbal communication

    Thinking Skills – Acquisition of knowledge, comprehension, application, synthesis, evaluation, dialectical thought and metacognition

    Research Skills – formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data, presenting research findings

    Self-Management Skills – gross motor skills, fine motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behavior and informed choices

     

    Action All students must complete an authentic and appropriate action project. This may take place at school or away from school with supervision and parent permission. Students are encouraged to think of a variety of ways to take action!