degree in Theology with Qualified Teacher Status from the University of Leeds. Over 14 years experience in education in 4 different countries Over 6 years experience in an IB world school Collaborated on an article for the IB World Magazine entitled “Mind Games” (March 2012) looking at how to make learning child centered. Part of a new IB scheme to Build a Quality Curriculum IB site visitor and workshop leader Currently Assistant Head of School and PYP Coordinator at Shu Ren International School, Berkeley.
degree in Education from the University of Bologna Secondary School Qualified Teacher Status (Philosophy, Psychology and Education) from the University of Bologna DITALS II – Qualified status to teach Italian as a L2 from the University for Foreigners of Siena - International University Graduated with a Master degree in Primary Education with Qualified Teacher Status from the University of Bologna Over 12 years experience in education Over 7 years experience in an IB world school and immersion education IB site visitor and workshop leader Currently Grade 1-3 teacher and PYP Coordinator at La Scuola International School, San Francisco. 3
It means that in the words of the educationalist, Sir Ken Robinson, we need to change the paradigm of education by moving away from a production line mentality. 5
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. 6
that is holistic in nature - it is concerned with the whole person. • Develops effective approaches to teaching and learning through inquiring, acting and reflecting • Works within global contexts creating learning communities in which students can increase their understanding of language and culture, helping them to become more globally engaged. • Explores significant content that is broad and balanced , conceptual and connected. 8
inquirers, knowledgeable, thinkers, communicators, principled, open- minded, caring, risk-takers, balanced, and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. 9
International Baccalaureate Diploma Program have a higher university and college acceptance rates than other applicants and have increased opportunities of being granted scholarships and grant opportunities.
aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry. What is the IB Primary Years Programme (PYP)?
emotional well-being • Encourages students to develop independence and to take responsibility for their own learning • Supports students’ efforts to gain understanding of the world around them and their place in it. • Helps students establish personal values as a foundation upon which international-mindedness will develop and flourish. The IB Primary Years Programme
Both emphasize the importance of inquiry and starting with the interest of the child. • They acknowledge the importance of the holistic approach to education. • They both have their roots in the constructivist theory of education. • Central to the IB and Reggio Emilia philosophy is the importance of reflecting to extend ones own learning. • Both the IB and Reggio Emilia philosophy begin by stimulating and provoking the learner to explore more about something through provocations. • The teacher is seen as collaborator or facilitator of the learning in their class. Research and questioning are important skills in consolidating knowledge. 13
a comprehensive plan for high quality, international education. • It provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for fulfilling and successful lives. • Schools work with the five elements to construct a rigorous and academically challenging primary years curriculum for international education. The curriculum
we in place and time How we organize ourselves How the world works How we express ourselves Sharing the planet Communication Social Self-management Research Thinking TRANSDISCIPLINARY SKILLS Program of Inquiry - Conceptual understanding Caring Knowledgeable Open-Minded Inquirer Communicator Thinker Reflective Risk-Taker/ Courageous Balanced FORM – What is it like? FUNCTION – How does it work? CHANGE – how is it changing? REFLECTION – How do we know? CONNECTION – How connected to others? PERSPECTIVE – What are the POV’s RESPONSIBILTY – What is ours? Appreciation Confidence Commitment Empathy Independence Respect Cooperation Creativity Curiosity Enthusiasm Integrity Tolerance Primary years curriculum framework 15 What Behaviors do we show? What will we understand? What kind of person are we aiming to become? How will we learn? What skills help us to learn What can we learn about?
• The written curriculum, which explains what PYP students will learn • The taught curriculum, which sets out how educators teach the PYP • The assessed curriculum, which details the principles and practice of effective assessment in the PYP
is made up of five essential elements and details what students will learn. The five essential elements of the PYP are: • Knowledge • Concepts • Skills • Attitudes • Action
• It is based on the students’ prior experience. • It is collaborative • Focuses on the development of skills • Is hands on through educational visits • Uses artifacts and visitors to interest the learner • Encourages the students to ask questions • Assesses what the children know before, during and after the inquiry
the development of the whole child as an ‘inquirer’, both in the classroom and in the world outside. 26 Guided by 6 trans-disciplinary themes of global significance! 1. Who we are?! 2. Where we are in place and time?! 3. How we express ourselves?! 4. How the world works?! 5. How we organize ourselves?! 6. Sharing the planet ?! ! Explored using knowledge and skills derived from 6 subject areas !
stories, the students inquired also about grammar: "Why do we use the period?" Teacher "To take a breath. Well, if there was no 'punto' you would be breathless after a while. When you read something, you need to take a breath." - Leo "It’s the end of a sentence. When you finish to talk about something you put a period. And then you start writing about something else." - Elliot
our community garden "We can do things together e we can have many things if we are a community” – Ale " A community is when you work together and you do things faster” - Luca
shape has points.” - Sophie “This shape has no sides. This shape has four sides. This shape is a continuous curve. This shape has sides that bend”- Jasper
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