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Planning the PYPExhibition

Handbook for Students andParents

International SchoolDhaka

2007/2008

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Exhibition Guidelines IBO

Introductionhe Pri!ar" Years Progra!!e #PYP$ exhibition re%resents a significant e&ent in the lifeof a PYP school and student' s"nthesi(ing the essential ele!ents of the PYP and sharing

the! )ith the )hole school co!!unit"* +s a cul!inating ex%erience it is an o%%ortunit"for students to exhibit the attributes of the learner %rofile that ha&e been de&elo%ingthroughout their engage!ent )ith the PYP*In the students, final "ear of the PYP' )hich at I S Dhaka is at -rade . there are fi&e unitsof inuir" and the exhibition* ur exhibition unit takes %lace under the transdisci%linar"the!e' Sharing the Planet* Students are reuired to engage in a collaborati&e'transdisci%linar" inuir" %rocess that in&ol&es the! in identif"ing' in&estigating andoffering solutions to real1life issues or %roble!s* he central idea de&elo%ed b" thestudents' %arents and teachers !ust be of sufficient sco%e and significance to )arrant adetailed in&estigation b" all students*

Pur%osehe PYP exhibition has a nu!ber of ke" %ur%oses*

or students to engage in an in1de%th' collaborati&e inuir" o %ro&ide students )ith an o%%ortunit" to de!onstrate inde%endence and

res%onsibilit" for their o)n learning

o %ro&ide students )ith an o%%ortunit" to ex%lore !ulti%le %ers%ecti&es

or students to s"nthesi(e and a%%l" their learning of %re&ious "ears and to reflectu%on their 3ourne" through the PYP

o %ro&ide an authentic %rocess for assessing student understanding

o de!onstrate ho) students can take action as a result of their learning

o unite the students' teachers' %arents and other !e!bers of the schoolco!!unit" in a collaborati&e ex%erience that incor%orates the essential ele!ents

of the PYP

o celebrate the transition of learners fro! %ri!ar" to !iddle/secondar" education

Student guidelineshe exhibition holds a %lace of s%ecial i!%ortance in the PYP' and "ou )ill be )orking onit for so!e ti!e*Your exhibition )ill in&ol&e others #for exa!%le' "ou !a" )ork in a s!all grou% orbeco!e in&ol&ed )ith an organi(ation outside the school$* 4e!e!ber that "our

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%artici%ation and "our )ork )ill be assessed* Your teacher or !entor )ill share )ith "outhe criteria for this assess!ent*he" )ill be able to guide "ou through the )hole %rocess* You !a" decide )ith "our!entor to contact another %erson )ho can gi&e "ou !ore ex%ert hel%*he de&elo%!ent of the exhibition !a" include the follo)ing*

5* Discussing %ossible real1life issues or %roble!s to be in&estigated2* Posing uestions that hel% to define the central idea and to decide u%on the lines

of inuir"

6* Planning the exhibition

* -athering the necessar" !aterial

.* orking on the exhibition

9* Presenting the exhibition

1. Discussing possible real-life issues or problems to be investigated

r" to consider issues or %roble!s that "ou ha&e noticed in "our school or local area thatcould lead to an in1de%th inuir"* hese issues could be rele&ant to other childrenaround the )orld* You should talk )ith "our teacher about "our ideas and uestions tosee if the" could beco!e the basis for "our exhibition* Your teacher and the otherstudents !a" ha&e ideas too and "ou should gi&e the! all careful consideration*

2. Posing questions that help to define the central idea and to decideupon the lines of inquiry

hen the issue or %roble! has been selected' "ou )ill ha&e the o%%ortunit" to askuestions that !a" hel% define the central idea and lines of inuir"* he lines of inuir"chosen should be )ell defined' allo)ing "ou to in&estigate and reflect u%on the centralidea*You should discuss "our ideas )ith different %eo%le' both inside and outside school' tohel% "ou to decide )hat "ou are going to do* It is i!%ortant that "ou #and "our grou%$ha&e a discussion )ith "our teacher and/or !entor to see if "our ideas are realistic andachie&able* his !a" be the first ti!e "ou ha&e been in&ol&ed in such a detailedin&estigation*he exhibition )ill de!onstrate "our learning in the PYP* Your teacher )ill assess "our%lanning and learning' including "our reflections' the !ethods "ou use' the )a" "ou link"our exhibition to the organi(ing the!es and an" for!s of action that "ou engage in as aresult*

3. Planning the exhibition

he next %art of the %rocess is to %lan the exhibition* You should )rite do)n "our ideasto hel% "ou to define the lines of inuir" and choose a%%ro%riate sources and !aterial*:" looking at a &ariet" of different sources' "ou can i!%ro&e the ualit" of "our

exhibition*In "our grou%' ask uestions such as; here do )e find the !aterials )e need< ho!ight ha&e useful infor!ation< Do )e need to carr" out an" ex%eri!ents< Do )e needto %re%are a uestionnaire or sur&e"< Do )e need to go to libraries other than the schoollibrar"

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ther sources can also hel% "ou; a reference book !ight ha&e a useful bibliogra%h"= the%erson "ou inter&ie) !ight ha&e a suggestion to in&estigate so!ething else= anex%eri!ent !ight lead to other in&estigations* hen "ou ha&e found a source ofinfor!ation' "ou )ill ha&e to decide ho) useful it is*

4. athering the necessary material

!l"ays)rite do)n the source of "our !aterial* his infor!ation )ill &ar" according to

the t"%e of source consulted*

+ book; record the author#s$' title' %ublisher and date + )eb site; record the >4? #eg

htt%;//)))*un*org/Pubs/@"berSchool:us/index*ht!l$

+n inter&ie); record the na!e' address' role of the %erson and the date of theinter&ie)

+n ex%eri!ent; record the eui%!ent and !ethod used' the results andconclusions

+ )ork of art; record the title' artist' and reference #!useu!' recording$ ifa%%ro%riate

#. $or%ing on the exhibition

You )ill need to reflect on "our exhibition in a constructi&e )a"* You should !akeregular entries in a 3ournal/%lanning book of all "our ideas' decisions and actions torecord "our %rogress as "ou )ork on the exhibition* It should be filled in regularl" tosho) "ou ho) "our exhibition is de&elo%ing* + 3ournal/%lanning book can also be used to

sho) "our !entor the %rogress being !ade*

&. Presenting the exhibition

o)ards the end of the exhibition "ou )ill need to think carefull" about ho) "ou )ish to%resent the results of "our inuiries* You !ust al)a"s consider "our %resentation fro!other %eo%le,s %ers%ecti&es*

Aake sure "our %resentation is clear' infor!ati&e and a%%ro%riate for a range ofaudiences*

:e infor!ed about the !aterial "ou choose to %resent* You )ill need to be able toans)er an" uestions about it confidentl"*

>se dra)ings and %ictures to add to the clarit" of the %resentation*

?ook at the exa!%les of exhibitions that other students ha&e done in "our schoolin the %ast and see ho) the" %resented their ideas* Your school !a" ha&e a recordof %ast exhibitions for "ou to see*

Discuss the %resentation )ith "our teacher and/or "our !entor before "ou start)orking on it*

+nd finall"' "ou should celebrate "our learning*

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Staging the exhibitionhe exhibition should include;

exa!%les of )ritten )ork in a &ariet" of for!ats and st"les; %oetr"' re%orts' essa"s#)ord1%rocessed or hand)ritten$

oral %resentations' indi&iduall" or in grou%s' to the school co!!unit"

uses of technolog" such as )orking !odels' I@ designs and science ex%eri!ents

%erfor!ances or co!%ositions in an" !ediu!; dance' !usic' dra!a' &isual arts'fil!' &ideo' !ixed !edia*

+ll sections of the school co!!unit" should be in&ited to this annual exhibition*

'ole of parent(guardian

Parents/guardians )ill;

ha&e an understanding of the %ur%ose and reuire!ents of the exhibition throughthe )orksho%s

su%%ort and encourage students and teachers throughout the %rocess of inuir"

be infor!ed b" reading ne)sletters' attending !eetings' talking )ith students

hel% students to access resourcesB%eo%le' %laces' !edia and infor!ation

%ro&ide ex%ert sub3ect kno)ledge )here a%%licable

encourage inde%endent inuir" and res%ect student o)nershi% of the %rocess

celebrate )ith the students b" attending the staging of the exhibition

)o" inquiry based pedagogy "or%s*

eaching through structured inuir" uestions fra!ed around significant content sha%ed to

engage and focus students, inuir"

uestions %ro&ide the scaffold' or backdro% to student

inuir"

+ocus is on*Students and teachers together;

s%ending as !uch ti!e figuring out )hat the uestions are

as on research

collecting resources' sharing obser&ations= collaborating in

designing learning ex%eriences )hich )ill su%%ort inuir"=

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ex%eriencing being historians' geogra%hers' scientists

setting u% and creating their o)n sites for ex%loration=

literature' books and texts are sources

ha&ing ti!e to tell their o)n stories' to bro)se' to )anderand )onder= de&elo%ing tools to kee% track of findings

using uestions as criteria to 3udge %rogress in learning=

learning and a%%l"ing skills in !eaningful contexts'esearch involves*

looking for connections' for coherence' focused b" the

uestions

the recognition that kno)ledge is so!eone else,s ans)ers

to %rior uestions*,earning emphasis*

did )e ans)er our uestions