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Assessed Curriculum – How Will We Know What We Have Learned? |
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Bess Streeter Aldrich is an authorized IB World School for the International Baccalaureate Primary Years Programme. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Aldrich believes is important for our students.
Only schools authorized by the International Baccalaureate (IB) as IB World Schools can offer any of its three academic programmes: the IB Primary Years Programme (PYP), the IB Middle Years Programme (MYP), or the IB Diploma Programme. Candidate status gives no guarantee that authorization will be granted.
For more information about the Primary Years Programme at Bess Streeter Aldrich, please click the links below. If you have further questions, please feel free to speak with your child’s teacher or e-mail Sharon Epstein, the PYP Coordinator. sepstein@mpsomaha.org
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The Primary Years Programme (PYP) provides an educational framework based upon what is currently known about how young children learn. It draws on the best practices in elementary school instruction.
The PYP requires all teachers in the school to plan units of instruction and lessons collaboratively around six important themes. The collaboration facilitates a carefully thought-out and sequential development of skills, knowledge and attitudes, while the organizing themes provide both students and teachers a rich and inviting learning environment in which they can explore. The six organizing themes are: Who we are; Where we are in place and time; How we express ourselves; How the world works; How we organize ourselves; and How we share the planet.
In the PYP, students are taught to understand that learning is about asking questions and looking for answers, which in turn may generate new, and perhaps more complex questions in need of answers. As teachers work with students through this programme of guided inquiry, they also help students understand what their relationship and responsibility is towards what they are learning. It emphasizes learning through active inquiry and aims to develop the whole child to meed certain competencies and attitudes outlined in a Learner Profile.
Central to the PYP is the development of the international person. The Learner Profile outlines the ten most important attributes of an international person and answers the question, “What do we want the children to learn?” At Bess Streeter Aldrich students learn to become inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, caring, open-minded, well-balanced and reflective.
In the classroom, the teachers model these attributes and intertwine the learning and fostering of ways to develop these characteristics in all areas, using a variety of strategies. The Learner Profile helps teachers and students establish goals, plan units of inquiry, and assess performance. Wherever we are in the world and whatever we are learning, the characteristics of the Learner Profile define us as the international person as defined by the International Baccalaureate Organization.
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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. |
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They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. |
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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. |
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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. |
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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. |
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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. |
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They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service. |
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They understand and appreciate their own cultures and personal histories, 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. |
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They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. |
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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. |
Click here for Parent Activities for the Learner Profile
1. Inquirers
2. Thinkers
3. Communicators
4. Risk-Takers
5. Knowledgeable
6. Principled
7. Caring
8. Open-Minded
9. Well-Balanced
10. Reflective
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THE ORGANIZATION AND STRUCTURE OF THE PYP
Written Curriculum- What Do We Want Students To Learn?
The knowledge component is developed through inquiries into six themes of global significance, supported and balanced by six subject areas: language, social studies, mathematics, arts, science, technology and personal, social and physical education. Each grade level develops one unit of inquiry for each theme. These units engage the students as active participants in their own learning. This exploration facilitates inquiry in the classroom and beyond. The following themes provide the framework for the content of the program:
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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. |
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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 interconnectedness of individuals and civilization, from local and global perspectives. |
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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. |
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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. |
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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. |
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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 the; access to equal opportunities; peace and conflict resolution. |
Click here for The Programme of Inquiry
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
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Key Concepts: What Do We Want Students To Understand?
The PYP has a set of eight concepts which answer the question, "What do we want the students to learn?" By focusing on these concepts students develop higher order thinking skills and better questioning techniques. Questions in each unit of inquiry can fit into one or more of these concepts:
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Form |
What is it like? |
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Function |
How does it work? |
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Causation |
Why is it like this? |
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Change |
How is it changing? |
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Connection |
How is it connected to other things? |
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Perspective |
What are the points of view? |
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Responsibility |
What is our responsibility? |
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Reflection |
How do we know? |
Skills: What Do We Want Student To Be Able To Do?
The construction of meaning and, therefore, understanding is complemented by the students’ acquiring and applying a range of skills. The five transdisciplinary skills acquired in the process of structured inquiry are: thinking, communication, social, research and self-management.
Attitudes: What Do Want Student To Feel, Value and Demonstrate?
The PYP promotes a set of attitudes that include tolerance, respect, integrity, independence, enthusiasm, empathy, curiosity, creativity, cooperation, confidence, commitment and appreciation.
Students participate in lessons and read stories that help them to understand and exhibit these attitudes. These attitudes and the Learner Profile are embedded in our curriculum.
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As an Aldrich student, |
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APPRECIATION |
for others and the world around us. |
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COMMITMENT |
to being the best I can. |
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CONFIDENCE |
in myself, learning to take risks and making good decisions. |
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COOPERATION |
when working with others. |
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CURIOSITY |
and wanting to learn more through inquiry and reflection. |
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CREATIVITY |
using my imagination and developing original ideas. |
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EMPATHY |
caring and understanding of others. |
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ENTHUSIASM |
and enjoyment toward learning. |
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INDEPENDENCE |
and being able to do things by myself. |
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INTEGRITY |
and always being honest with others and myself. |
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RESPECT |
and kindness to others, our environment and myself. |
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TOLERANCE |
and acceptance toward others. |
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Action: How Do We Want Students To Act? 
The PYP believes that international education must extend beyond intellectual attainment to include not only responsible attitudes, but also thoughtful and appropriate actions. At Aldrich, we make every effort to meet the challenge of offering all learners the opportunity and the power to choose their actions, to act and to reflect on these actions in order to make a difference in and to the world. The action component of the PYP involves service in the widest sense of the word: service to fellow students, to the staff and to the community. These actions are ways in which the students exhibit their commitment to the attitudes that we seek to embrace within the Aldrich community.
The Taught Curriculum- How Best Will We Learn?
The taught curriculum involves the methods teachers use to engage students with the written curriculum. It is not only “what” students will learn but also “how” they will learn it that matters. Inquiry-based instruction and differentiation of instruction to meet individual student needs are implemented within the wide array of best practices employed by our teachers. Inquiry is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding. This includes:
· exploring, wondering and questioning
· making predictions and acting purposefully to see what happens
· collecting data and reporting findings
· deepening understanding through the application of a concept
· researching and seeking information
The Assessed Curriculum- How Will We Know What We Have Learned?
Assessment of children’s work is an integral part of the PYP. In using effective and varied assessment tools and strategies students, teachers and parents acquire a clear picture of student learning and the effectiveness of the programme. Students are involved in the assessment process by being informed about how they will be assessed on a particular taks and on what they are being assessed. The staff at Aldrich has developed an assessment policy that reflects our school’s philosophy and position on assessment.
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AND THE MILLARD SCHOOL DISTRICT CURRICULUM
The PYP curriculum is a framework that fits the mission, philosophy and goals of our Elementary School. The curriculum is based on sound knowledge and best practices about how children learn. The goals of the PYP are essentially no different from the goals Bess Streeter Aldrich has aimed for in years past as reflected in our mission statement, but the program allows us to achieve them more effectively. Children are actively engaged in learning about issues of global significance. These are designed to produce students who reflect the attributes of an international person which allows them to become model citizens in our diverse world. The PYP classroom is student-centered. Students are encouraged and developed to be active learners and critical thinkers. Students learn to take socially responsible action.
