Documente Academic
Documente Profesional
Documente Cultură
Exhibition
JOURNAL
Name: ________________________________
BCIS Philosophy
BCIS Philosophy
We learn through. . .
Wn
curiosity, seeking understanding and enjoyment of ongoing learning
knowledge developed from world perspectives
academic achievement, physical well being, and personal success
awareness and understanding of global issues
Xng
inquiry and risk-taking in a safe and caring learning environment
creative thought, critical reasoning, and inspired action
exploration of the world
open and respectful communication among students, parents, and staff
Zhng
service to local and global communities
commitment to environmental sustainability
shared responsibility for learning among students, parents, and staff
Xn
respect, cultural understanding and linguistic diversity
appreciation of the unique features of our host country, China
We live by. . .
A spirit of inspiring others, achieving ones goals and creating a better world.
Shared Happiness
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 and more peaceful world.
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
Communicators
Principled
Open-minded
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
Balanced
Reflective
page 3
PYP Attitudes
Appreciation
Appreciating the wonder and beauty of the world and its people.
Commitment
Being committed to their own learning, persevering and showing selfdiscipline and responsibility.
Confidence
Cooperation
Creativity
Curiosity
Being curious about the nature of learning, about the world, its people and
cultures.
Empathy
Enthusiasm
Enjoying learning and willingly putting the effort into the process.
Independence
Integrity
Respect
Tolerance
Being sensitive about differences and diversity in the world and being
responsive to the needs of others.
page 4
PYP Exhibition:
Student Guidelines
The exhibition holds a place of special importance in the PYP, and you will be working on it
for some time. Participating in the exhibition will demonstrate your learning in the PYP. The
exhibition will involve others (for example, you may work in a small group or become involved
with an organisation outside the school), and your participation and your work work will be
assessed. Your teacher will assess your planning and learning, including your reflections, the
methods you use, the way you link your exhibition to the transdisciplinary themes and any
forms of action that you engage in as a result. Your teacher or mentor will share with you the
criteria for this assessment.
The development of the exhibition in your school may include the following stages:
1.
2.
Who?
First individually and then maybe in small groups, brainstorm issues that
could be investigated and think about what issues you might be passionate
about taking on.
What?
When?
Beginning now
Where?
Looking at your personal life, in the community, the city, the country and in
the world.
Why?
How?
Posing questions that help to define the central idea and to decide upon the lines
of inquiry
When the issue has been selected, you will need to have a basic understanding of the issue
and be able to explain why it is important in order to investigate it in more depth. You could
explore the issue further by:
discussing your ideas with different people, both inside and outside school
visiting a local site
identifying and looking at available resources
considering how the issue connects to the transdisciplinary themes
Once you have a better understanding of the issue, develop a central idea to explain the
significance of your inquiry. Thinking about PYP concepts (form, function, causation, change,
connection, perspective, responsibility and reflection) that are related to this issue could help
you construct questions to guide your inquiries.
page 5
It is useful to identify the lines of inquiry you will follow in order to explore your questions and
develop your understanding of the central idea. The central idea, lines of inquiry and questions
will help you to stay focused during this investigation and help you find out about your exhibition
issue.
3.
Who?
You, your group, speaking with your parents, visiting outside organisations
What?
When?
Where?
Inside school - books, magazines, newspapers, people; outside school library, places
Why?
To know more about your issue, to understand it so that you can present it to
teach your audience about your issue, you need to be prepared for it and try
to make a difference
How?
What?
To think about the tasks that need to be done, plan a timeline so that you
know what needs to be done by a certain date
When?
Starting now, more at the beginning and revisiting plans and make changes
along the way
Where?
Why?
So that you know what you have to do to prepare for your exhibition and so
that the whole task becomes more manageable
How?
page 6
4.
5.
Who?
All students
What?
When?
On a daily basis and whenever you have collected information from different
sources
Where?
Why?
How?
Individual students
What?
When?
Where?
Why?
To have a record of your work, show your thinking and progress, and to
reflect on your feelings
How?
page 7
6.
Be informed about the material you choose to present. You will need to be able to
answer any questions about it confidently.
Discuss the presentation with your teacher and/or your mentor before you start working
on it.
Use diagrams, drawings and/or photographs to add to the clarity of your presentation
Look at the examples of exhibitions that other students have done in your school in the
past. In particular, the formats they have used to present their ideas.
Make sure your presentation is clear, informative and appropriate for a range of
audiences.
And finally, you should celebrate your learning.
Who?
What?
When?
Where?
Why?
To help others learn and to show others what the PYP is about and to
celebrate the end of your PYP education
How?
page 8
Assessment
For the PYP Exhibition, you will be assessed on both the process as well as the product(s).
Specifically, you will be assessed on
how and where you collected your information and whether it was
adequate.
Assessment Criteria
Information/resources used
You collected and used relevant information from a variety of primary and secondary sources.
Resources for the exhibition are complied in a bibliography.
Achievement Level descriptors:
I collected few sources of information and resources. I did not use any primary source data, or
most of the resources do not support my exhibition issue. I have a bibliography but many
parts are missing.
I collected a limited amount of useful information from primary and secondary resources. I
have a bibliography but some parts are missing.
I collected and used a good amount of relevant information from primary and secondary
resources. I have a bibliography with most parts included.
My exhibition contains excellent and relevant information and resources from a wide variety
of appropriate primary and secondary sources. I have a bibliography with all parts included.
page 9
Organisation of work
My work throughout the exhibition is organised and presented in a clear manner.
Achievement Level descriptors:
My exhibition work is poorly organised and doesn't make sense. My work is missing several
required parts.
My exhibition work is somewhat organised and clear. I have missed some of the required
parts. The presentation and neatness of my work are okay but improvements could be made.
My exhibition work is mostly organised and clear. I have most of the required parts. The
presentation and neatness of my work are good.
My exhibition work is completely organised and clear. I have all the required parts. The
presentation and neatness of my work are excellent.
I know the same about my issue as I did when I started my research but and cannot support
my answers with evidence from my research.
I know and understand only a little bit more about my issue. My answers to key questions
are largely based on what I already know.
I know and understand some more about my issue. Most of my answers to key questions are
supported with newly collected evidence. However, I missed opportunities to analysis my
issue further.
I know and understand a considerable amount more about my issue. My answers to key
questions mostly all came from newly collected information. Most opportunities to analysis
my issue further were taken.
I clearly now know and understand a significant amount more about my issue. My answers
to key questions all came from newly collected information. Any opportunity to analysis my
issue further was taken.
page 10
Learner Profile
I modelled the attributes of the Learner Profile during the exhibition. I applied the PYP attitudes and
transdisciplinary skills to my work.
Achievement Level descriptors:
I did not model the attributes of the Learner Profile during the exhibition.
I showed little evidence of the attributes of the Learner Profile, skills and/or attitudes
throughout the exhibition process.
I showed satisfactory evidence of the attributes of the Learner Profile, skills and/or attitudes
throughout the exhibition process.
I showed good evidence of the attributes of the Learner Profile, skills and/or attitudes
throughout the exhibition process.
I showed outstanding evidence of the attributes of the Learner Profile, skills and/or attitudes
throughout the exhibition process.
Skills
Transdisciplinary Skills
Usually
Sometimes
Seldom
Social
Accepted responsibility
Respected others
Cooperated
Adopted a variety of group
roles
Self-Management
Managed time
Was organised
Behaved appropriately
Showed independent
Communicated clearly
page 11
My process journal entries are simply a recall/recount of the development of the exhibition.
Many of the required process journal entries are incomplete.
My process journal entries show some reflection on the different stages of the exhibition
including some sort of an analysis of the quality of my work. The majority of the required
process journal entries are complete.
My process journal entries show significant reflection on the different stages of the
exhibition. My reflections include a good analysis of the quality of the my work and some
evidence of my decision making process. The required process journal entries are complete.
My process journal entries show excellent reflection on the different stages of the exhibition.
My reflections include an excellent analysis of the quality of my work and clear evidence of
my decision making process. The required process journal entries completed fully.
Taking action
The solution I chose to take action on addressed my issue, was a result of my research, was both
realistic and achievable and is sustainable.
Achievement Level descriptors:
There was only ever one solution to the problem. It was not put into action.
One realistic solution was chosen from several possible ones but has not been put into
action.
The chosen solution was either realistic or sustainable and has been put into action.
The chosen solution was both realistic and sustainable and has been put into action.
page 12
Modes of expression
I produced and refined my mode of expression thinking about the message I wanted to convey, the
audience and my strengths as a learner.
I did not put much thought into the production of my mode of expression.
I produced an expression piece that shows little exploration of ideas or slightly reflects issue
awareness or artistic qualities.
I produced expression pieces that show some exploration of ideas reflecting issue awareness
and artistic qualities.
I produced personally relevant expression pieces that show a good exploration of ideas
reflecting both issue awareness and artistic qualities.
I produced personally relevant expression pieces that show excellent exploration of ideas
reflecting both issue awareness and artistic qualities.
I did not reflect on or think critically about my expression piece and made little or no
changes to it.
I began to reflect on and learn from my expression piece but did not apply what I learned to
any revisions or improvements.
page 13
Individual declaration of
Academic Honesty
By signing this declaration I am confirming that I understand the meaning of
plagiarism.
Plagiarism is the presentation by a student of an assignment which has in fact
been copied in whole or in part from another students work, or from any other
source (eg. published books, periodicals, or the web) without due
acknowledgement in the text.
I did not cut-and paste information from others without appropriate use
acknowledgement;
I did not write ideas or suggestions that originated from others and claim
these as my own;
I did not include words from other students work without permission.
Signed:#
______________________________# Date:!______________
page 14
Stage 1:
Discussing possible real-life issues or
problems to be investigated
page 15
page 16
Stages
What happens.......
Tuning In
This is the stage where you define the key issue. You identify things you already know
and identify the questions you need to find out about. You will hypothesis and predict
what you are going to find out about.
Here is a good place to set goals and timelines for yourself.
What do you already know? What questions do you have?
Finding Out
Identify the primary and secondary resources you are going to need to help you find out
about your issue. Your data gathering can be done in many different ways. E.g.
engaging with experts, surveys, interviews, film, experiments, observations, field work.
What would you like to learn more about and where can you find it out?
Sorting Out
& Making
Connections
You will now combine all the different things you have learned and start to make
connections. You will organise, analyse and communicate the information you have
gathered using a range of different learning areas.
What meaning can you make from this?
Going
Further
Revisit your original questions where you investigated areas of personal interest and
present another perspective on the issue.
What would you like to learn more about and why?
How is this linked to your issue?
Reflection
Thinking about the unit! Here you can make connections and draw conclusions about
what you have learned. (You should be reflecting all the way through!)
What, how and why your learning has come about? What did you learn about this
unit? What did you learn about yourself self? What should I do now?
Taking
Action
Here is where you say SO WHAT? Now you have all this new knowledge how can you
apply this the real world.
What do you want to do as a result of your learning?
Tuning in
Finding
Out
Taking
Action
Reflection
Going
Further
page 17
BRAINSTORM
Begin recording all of your possible issues you would like to explore
page 18
Inquiry Cycle
Tuning in
Tuning In to my thinking
Hints:
Teacher Comments:
Date:__/__/__
Finding out
How will I find out?
Tick Boxes
Hints:
Teacher Comments:
Date:__/__/__
page 19
Tick Boxes
Hints:
Think about the main ideas
and what is important to share
with others.
*Make sure the information is
in your own words and you
understand what you are
presenting*
Teacher Comments:
Date:__/__/__
Going further
Extending your thinking
examples
Focused Research task around unanswered
questions
Individual or small group work
New finding out experiences: Look at new
texts.
Contact an expert group
Individualised inquiry
Hints:
How is this linked to your issue?
Now, what do we want and need to know
more about?
Teacher Comments:
Date:__/__/__
page 20
Reflection
Thinking about the unit.
Weekly record
Reflecting on your inquiry
Thinking Hats on
Peer Feedback Sheet
Thinking backwards and forwards
Thinking outside the square
Tic tac toe
4 steps
Hints:
Take the opportunity to identify what you have
learnt and the implications for your personal
action.
Teacher Comments:
Date:__/__/__
Taking action
How will I act or use what I have learnt?
Participate in community activity or
voluntary work
Create an information booklet
Organise a fundraiser
Raise awareness
Newspaper
Multimedia
Present at the Exhibition
Hints:
How can we do something with what
we have learned?
Teacher Comments:
Date:__/__/__
page 21
What is an issue ?
An issue should be:
a challenge or risk
complex in nature
creating an emotional response
involving different perspectives
controversial
something significant
An issue can be:
GLOBAL
PERSONAL
Mum and dad are never at home
Pollution
page 22
Global
*Tip*
Your issue
should fall on
the right hand
side of the
quadrant.
Frustration
Issue
perspective
more than
one solution
complex
emotion
simple
usual
short term
Personal
page 23
Stage 2:
Posing questions that help to define
the central idea and to decide upon
the lines of inquiry
page 24
Essential Agreements:
Create a list of Essential Agreements for your group/yourself for this Exhibition.
page 25
Transdisciplinary Themes
All of our Units of Inquiry this year have been under one of these 6 Transdisciplinary
Themes. Read through them and familiarise yourself with these themes and what we
can inquire into under each theme.
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.
page 26
: ?
The understanding that everything has a purpose, a role or
a way of behaving that can be investigated.
(related concepts: behavior, communication, pattern, role, systems)
: ?
The understanding that things do not just happen,
that there are casual relationships at work, and that actions have consequences.
(related concepts: consequences, sequences, pattern, impact)
: ?
The understanding that change is the process of movement from one state to another.
It is universal and inevitable.
(related concepts: adaptation, growth, cycles, sequences, transformation)
: ?
The understanding that we live in a world of interacting systems
in which the actions of any individual element affects others.
(related concepts: systems, relationships, networks, interdependence)
page 27
: ?
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.
(related concepts: review, interpretation, evidence, responsibility, behaviour)
: ?
The understanding that people make choices based on their understandings,
and the actions they take as a result do make a difference.
(related concepts: rights, citizenship, values, justice, initiative)
page 28
Central Idea
A central idea is not a title, not a question, not a phrase.
It is a rich sentence that clearly indicates what the unit of inquiry is about.
Anyone reading it would understand it.
It focuses on conceptual understanding and states the big idea.
is significant
is relevant; linked to prior knowledge
is engaging; being of interest to many students
is challenging and extends knowledge
is written as a broad statement
is clear and concise
is value-free
is globally transferable
is complex to some degree
promotes discovery
determines the understanding of the unit
is factual
page 29
Central Idea
Initial Draft:
page 30
Second Draft:
page 31
How
Why
When
Where
What
Did
Can
Would
Might
http://www.educationoasis.com!
Directions: Create questions by using one word from the left hand column and one word from the top row. The farther down and to the right you go, the more complex and highlevel the questions.
Is
Q-Chart
Who
page 32
TEACHER QUESTIONS
Form: What is the issue?
Responsibility1 : Why is it
important that this issue be
addressed?
Responsibility2 :What is
our responsibility to the
issue?
page 33
Lines of Inquiry
Write 3-4 Lines of Inquiry to guide your inquiry during the Exhibition process.
Indicate the Key Concept that each represent.
page 34
Stage 3:
Planning the exhibition
page 35
Action
What action is ...
page 36
Action Cycle
Choose
Reflect
Act
page 37
Thinking about
my responsible action
An example:
What type of action have you decided to take and why?
(Form/Causation)
I want to raise parents awareness that it is important to let their children get sufficient sleep(form) ... because
through my survey, I found out that 65% of the elementary school kids have less than the recommended amount
of sleep for their age groups (causation)
I want to ensure that I get the recommended amount of sleep each night (form) ... because from my lifestyle
record, I realised I was under the recommended amount of sleep for my age group (causation)
What are the different ways you could cary out this action?
(Perspective)
I could raise parents awareness by including weekly tips about sleep in the Principals weekly email to parents;
set up a wikispace page about healthy lifestyles; make posters and display them around the school; organise
workshops for parents.
I could go to bed earlier; My family could move closer to my school; I could get transferred to a school closer to
home; I could try to make up for sleep on the weekends; I could cut down on after-school activities so that I can
complete homework on time and go to bed early.
How are you planning on carrying out your action and why is this an effective way of
doing it?
(Function/Connection)
I will make a recommendation to the Principal to have the Parent Resource Center run a series of talks for
parents (function). The current PRC workshops by Dr Rhodes have been well-attended and this would be a
good way to raise parents awareness about the issue (connection).
I will establish a new bedtime of 8.30 p.m. with a 30-minute quiet period (no TV, electronic media) to help me
calm myself down before bedtime (function). I found out that video games often stimulate the brain and make
falling asleep difficult. (connection)
page 38
page 39
page 40
page 41
My Action Plan
These are the important things I need to do to work towards my exhibition:
Things to do:
Action by:
Due date:
page 42
Things to do:
Action by:
Due date:
page 43
page 44
page 45
page 46
Mentor Meetings
Date: ________________
Agenda
Action by:
Mentors comments:
(Kindly comment on progress, difficulties, issues raised, as well as profiles/attitudes/skills displayed by the
students during your meeting.)
Mentor Meetings
Date: ________________
Agenda
Action by:
Mentors comments:
(Kindly comment on progress, difficulties, issues raised, as well as profiles/attitudes/skills displayed by the
students during your meeting.)
Mentor Meetings
Date: ________________
Agenda
Action by:
Mentors comments:
(Kindly comment on progress, difficulties, issues raised, as well as profiles/attitudes/skills displayed by the
students during your meeting.)
Mentor Meetings
Date: ________________
Agenda
Action by:
Mentors comments:
(Kindly comment on progress, difficulties, issues raised, as well as profiles/attitudes/skills displayed by the
students during your meeting.)
Mentor Meetings
Date: ________________
Agenda
Action by:
Mentors comments:
(Kindly comment on progress, difficulties, issues raised, as well as profiles/attitudes/skills displayed by the
students during your meeting.)
Mentor Meetings
Date: ________________
Agenda
Action by:
Mentors comments:
(Kindly comment on progress, difficulties, issues raised, as well as profiles/attitudes/skills displayed by the
students during your meeting.)
Mentor Meetings
Date: ________________
Agenda
Action by:
Mentors comments:
(Kindly comment on progress, difficulties, issues raised, as well as profiles/attitudes/skills displayed by the
students during your meeting.)
Mentor Meetings
Date: ________________
Agenda
Action by:
Mentors comments:
(Kindly comment on progress, difficulties, issues raised, as well as profiles/attitudes/skills displayed by the
students during your meeting.)
Stage 4:
Gather the necessary materials
page 55
Bibliography
Steps to Preparing Your Bibliography
When doing research and writing a report, it is always necessary to name the
source of your information. This list of sources is called a bibliography.
1. As you use each source, write down its bibliographic information (don't
wait and do it later!).
2. When you are ready to write your bibliography, gather all the bibliographic
entries together and write them down in alphabetical order. See examples
on the next page.
3. Each entry ends with a period, just like a sentence.
4. Skip a line after each entry.
5. If you are not sure how to cite a source, ask a teacher or librarian.
6. Think of all the primary and secondary resources you could use to help
you to research into your topic. List them below.
REMINDER:
Make sure to keep copies of all your research (emails, letters, printed papers,
etc.).
Work as you go, dont leave it all until the end!
page 56
page 57
Books:
Author/Editor(s)
Title
Edition
Page number
Place of publication
Publisher
Year
Newspaper Articles:
Author
Title of article
Name of newspaper
Date
Page number
Websites:
Author
Title
URL
Date
page 58
Interviews:
Name of person
Type of Interview
Place
Date
page 59
page 60
Bibliography
page 61
Bibliography
page 62
Stage 5:
Recording and reflecting
page 63
Thinking hats on
page 64
Thinking hats on
page 65
Thinking hats on
page 66
Thinking hats on
page 67
Thinking hats on
page 68
Thinking hats on
page 69
I enjoyed...............
I learnt..................
I was surprised........
page 70
I was surprised........
Going Further
I found out more about..........
page 71
I think....................
Taking Action
I will....................
page 72
page 73
page 74
page 75
page 76
page 77
page 78
page 79
page 80
Stage 6:
Presenting the Exhibition
page 81
Reflecting on my Exhibition
Opening Ceremony :
Reflect any/some/all of these questions:
How did the opening of the Exhibition go?
What were some successes?
What were some challenges/difficulties?
What are some areas you could improve on for tomorrow?
What were some comments you received?
How did you feel?
page 82
Parents Reflection on
My Exhibition :
I learned that ...
I like ...
I suggest ...
page 83
Reflecting on my Exhibition
Day 1:
Reflect any/some/all of these questions:
How did Day 1 of the Exhibition go?
What were some successes?
What were some challenges/difficulties?
What are some areas you could improve on for tomorrow?
What were some comments you received?
How did you feel?
page 84
Final Reflection:
My Exhibition is a success for me because ...
page 85
MY IB Learner Profile
Profiles
Communicator
Caring
Open-minded
Reflective
Thinker
Inquirer
Knowledgeable
Risk-taker
Principled
Balanced
I strive to be:
Teachers Feedback
on Learner Profile
Name of Teacher: _________________________________
Needs to
work on it
Some
evidence
Definitely!
a Communicator
Caring
Open-minded
Reflective
a Thinker
an Inquirer
Knowledgeable
a Risk-taker
Principled
Balanced
page 87
Teachers Feedback
on Transdisciplinary Skills
You show ...
Needs to
work on it
Some
evidence
Definitely!
Thinking Skills
Research Skills
Communication
Skills
Social Skills
Self-Management
Skills
Teachers Comments:
page 88
Notes:
page 89
Notes:
page 90
Notes:
page 91
Notes:
page 92
Notes:
page 93
Notes:
page 94
Congratulations!
Youve made it!
We live by a spirit of inspiring others, achieving ones goals and creating a better world.
Inspire.Achieve.Create
Beijing City International School
Grade 5 PYP Exhibition
page 95