PYP Evaluation

Moving forward as an IB World School
Here is our first information session about the PYP Evaluation as a video presentation. We have planned to have Parent Workshops about the PYP on April 22, at 18:00, and on May 6 at 18:00.

Upon receipt of an authorization report (2017), the school begins working on the five-year evaluation cycle (ISM PYP Evaluation Visit 2021).

Evaluation

Each IB World School is regularly evaluated to ensure that the standards and practices of its IB programme(s) are being maintained. Evaluation takes place at least once every five years. As part of the process, the school engages in a self-study that is a key element in the school’s continual improvement.

These Parent Workshops will be virtual workshops instead of in person. During these workshops, you will learn about: Learner Profile, Approaches to Learning, Primary Years Programme elements, Programme of Inquiry, and more! I am looking forward to seeing you during then. Have a great Spring Break!

PYP evaluation Timeline

Implementing the PYP

All schools offering the PYP must first participate in the candidacy and authorization process. Once they have been authorized, they are able to identify themselves as an IB World School.

Learning through inquiry, a child’s investigations across and beyond subject areas will strengthen knowledge and understanding as they explore global, topical and relevant ‘big picture’ questions, or transdisciplinary themes.

Student-centered learning at ISM

The PYP provides an ideal foundation for children to become successful, lifelong learners by developing their:

• social and emotional well-being
• independence, as they take responsibility for their own learning
• international mindedness
• understanding of the world and their ability to function effectively within it
• attitudes and dispositions for learning
• ability to take mindful, appropriate and sustainable student-initiated action
• language skills; all students study an additional language from at least 7 years of age.

Learning in the PYP is underpinned by six transdisciplinary themes, each selected for their relevance to the real world. Young learners explore the commonalities of human experience by investigating these themes through a programme of inquiry.

Who we are

Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; and human relationships.

Where we are in place and time

Inquiry into our orientation in place and time; personal histories; the discoveries and explorations of humankind; and the interconnectedness of individuals and civilizations.

How we express ourselves

Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values.

How the world works

Inquiry into the natural world and its laws, the interaction between the natural world and human societies; the impact of scientific and technological advances on society and on the environment.

How we organize ourselves

Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; and their impact on humankind and the environment.

Sharing the planet

Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; access to equal opportunities; and peace and conflict resolution.

The exhibition

The exhibition is an extended, in-depth project celebrating the culmination of a child’s learning experience in the PYP before they move on to the next stage in their education.

Young learners conduct an in-depth inquiry into real life issues or challenges, and present their research, investigation and resulting action to the whole school community.

Recent research into the impact of the PYP exhibition found it to be a “valuable and pivotal experience in the life of the schools, families and students who were involved.”

Success with the PYP

Learning in the PYP is viewed as a continuous journey; teachers work with students to identify their needs and then document, monitor and provide ongoing assessment and feedback to plan the next stage of their learning.

A recent study asked parents and educators how they defined success with the PYP. Educators cited enhanced student learning outcomes, a shared vision of learning within their school, focused decision making, and increased international mindedness in the school community.

In another recent study, PYP educators showed a commitment to using inquiry methods as a key pedagogical approach, and understood how to promote transdisciplinary themes and their exploration. To do this, these PYP schools adopted a variety of thinking tools in their classroom to engage students.

Will teaching the PYP differ at International schools and State schools?

A child’s learning experience may differ depending on the mission and aims of each school and their unique identity and context. However, a school’s ethos will reflect the IB mission to create a better and more peaceful world through intercultural understanding and respect and their approaches to learning and approaches to teaching will meet the high expectations of IB standards and practices.

As a global framework, goals from other curricula can be aligned within the programme although key concepts will remain the same. Schools that implement a national, regional, state or other curriculum of choice will ensure alignment to the PYP framework.

Quality assurance

Implementation of the PYP is a transformative experience for students, schools and the wider learning community. Professional development for teachers together with a rigorous process of authorization and regular evaluation ensure that IB World Schools deliver the best possible education for PYP students.

IB World Schools use the PYP framework to organize their curriculum, policies and communities. They use the Programme standards and practices (PSP) framework to develop the foundations and evolution of the school that support effective practice and exemplify the IB mission.

The PYP curriculum framework and the PSP framework work in conjunction to provide schools with the guidance needed to meet and exceed the quality standard of the PYP. The reflective process encourages schools to continually develop and improve programmes that fit their contexts and meet school aims.

Additionally, the PSP ensures quality and fidelity in the implementation of all IB programmes at IB World Schools.

Find out more about the Programme standards and practices (PSP) framework here [2.2 MB]

Section A: Philosophy

Standard A
The school’s educational beliefs and values reflect IB philosophy.

1. The school’s published statements of mission and philosophy align with those of the IB.
2. The governing body, administrative and pedagogical leadership and staff demonstrate understanding
   of IB philosophy.
3. The school community demonstrates an understanding of, and commitment to, the programme(s).
4. The school develops and promotes international-mindedness and all attributes of the IB learner profile
   across the school community.
5. The school promotes responsible action within and beyond the school community.
6. The school promotes open communication based on understanding and respect.
7. The school places importance on language learning, including mother tongue, host country language
   and other languages.
8. The school participates in the IB world community.
9. The school supports access for students to the IB programme(s) and philosophy.

Section B: Organization

Standard B1: Leadership and structure
The school’s leadership and administrative structures ensure the implementation of the IB
programme(s).

1. The school has developed systems to keep the governing body informed about the ongoing
   implementation and development of the programme(s).
2. The school has developed a governance and leadership structure that supports the implementation
   of the programme(s).
3. The head of school/school principal and programme coordinator demonstrate pedagogical leadership
   aligned with the philosophy of the programme(s).
4. The school has appointed a programme coordinator with a job description, release time, support and
   resources to carry out the responsibilities of the position.
5. The school develops and implements policies and procedures that support the programme(s).
6. The school has systems in place for the continuity and ongoing development of the programme(s).
7. The school carries out programme evaluation involving all stakeholders.

Standard B2: Resources and support
The school’s resources and support structures ensure the implementation of the IB programme(s).

1. The governing body allocates funding for the implementation and ongoing development of the
   programme(s).
2. The school provides qualified staff to implement the programme(s).
3. The school ensures that teachers and administrators receive IB-recognized professional development.
4. The school provides dedicated time for teachers’ collaborative planning and reflection.
5. The physical and virtual learning environments, facilities, resources and specialized equipment
   support the implementation of the programme(s).
6. The library/multimedia/resources play a central role in the implementation of the programme(s).
7. The school ensures access to information on global issues and diverse perspectives.
8. The school provides support for its students with learning and/or special educational needs and
   support for their teachers.
9. The school has systems in place to guide and counsel students through the programme(s).
10. The student schedule or timetable allows for the requirements of the programme(s) to be met.
11. The school utilizes the resources and expertise of the community to enhance learning within the
    programme(s).
12. The school allocates resources to implement the PYP exhibition, the MYP personal project (or
    community project for programmes that end in MYP year 3 or 4), the DP extended essay and the CP
    reflective project for all students, depending on the programme(s) offered.

Section C: Curriculum

Standard C1: Collaborative planning
Collaborative planning and reflection supports the implementation of the IB programme(s).

1. Collaborative planning and reflection addresses the requirements of the programme(s).
2. Collaborative planning and reflection takes place regularly and systematically.
3. Collaborative planning and reflection addresses vertical and horizontal articulation.
4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning
   experiences.
5. Collaborative planning and reflection is based on agreed expectations for student learning.
6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and
   styles.
7. Collaborative planning and reflection is informed by assessment of student work and learning.
8. Collaborative planning and reflection recognizes that all teachers are responsible for language
   development of students.
9. Collaborative planning and reflection addresses the IB learner profile attributes.
   Note: “Collaborative planning and reflection” is used as a single concept as the two processes are
   interdependent.

Standard C2: Written curriculum
The school’s written curriculum reflects IB philosophy.

1. The written curriculum is comprehensive and aligns with the requirements of the programme(s).
2. The written curriculum is available to the school community.
3. The written curriculum builds on students’ previous learning experiences.
4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over
   time.
5. The written curriculum allows for meaningful student action in response to students’ own needs and
   the needs of others.
6. The written curriculum incorporates relevant experiences for students.
7. The written curriculum promotes students’ awareness of individual, local, national and world issues.
8. The written curriculum provides opportunities for reflection on human commonality, diversity and
   multiple perspectives.
9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate
   developments in the programme(s).
10. The written curriculum integrates the policies developed by the school to support the programme(s).
11. The written curriculum fosters development of the IB learner profile attributes.

Standard C3: Teaching and learning
Teaching and learning reflects IB philosophy.

1. Teaching and learning aligns with the requirements of the programme(s).
2. Teaching and learning engages students as inquirers and thinkers.
3. Teaching and learning builds on what students know and can do.
4. Teaching and learning promotes the understanding and practice of academic honesty.
5. Teaching and learning supports students to become actively responsible for their own learning.
6. Teaching and learning addresses human commonality, diversity and multiple perspectives.
7. Teaching and learning addresses the diversity of student language needs, including those for students
   learning in a language(s) other than mother tongue.
8. Teaching and learning demonstrates that all teachers are responsible for language development of
   students.
9. Teaching and learning uses a range and variety of strategies.
10. Teaching and learning differentiates instruction to meet students’ learning needs and styles.
11. Teaching and learning incorporates a range of resources, including information technologies.
12. Teaching and learning develops student attitudes and skills that allow for meaningful student action
    in response to students’ own needs and the needs of others.
13. Teaching and learning engages students in reflecting on how, what and why they are learning.
14. Teaching and learning fosters a stimulating learning environment based on understanding and
    respect.
15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.
16. Teaching and learning develops the IB learner profile attributes.
    Note: “Teaching and learning” is used as a single concept as the two processes are interdependent.

Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.

1. Assessment at the school aligns with the requirements of the programme(s).
2. The school communicates its assessment philosophy, policy and procedures to the school community.
3. The school uses a range of strategies and tools to assess student learning.
4. The school provides students with feedback to inform and improve their learning.
5. The school has systems for recording student progress aligned with the assessment philosophy of the
   programme(s).
6. The school has systems for reporting student progress aligned with the assessment philosophy of the
   programme(s).
7. The school analyses assessment data to inform teaching and learning.
8. The school provides opportunities for students to participate in, and reflect on, the assessment of
   their work.
9. The school has systems in place to ensure that all students can demonstrate a consolidation of their
   learning through the completion of the PYP exhibition, the MYP personal project (or community
   project for programmes that end in MYP year 3 or 4), the DP extended essay and the CP reflective
   project, depending on the programme(s) offered.

Resource library

General IB information

• What is an IB education
• Key findings from global research on the impact of IB programmes
• Rules for IB World Schools 

Primary Years Programme

• Primary Years Programme brochure 
• General regulations: Primary Years Programme
• Key findings from research on the impact of the IB Primary Years Programme