What exactly is PYP Exhibition? IBO defines the PYP Exhibition as part of the assessed curriculum as:
The PYP Exhibition: encouraging in-depth, collaborative inquiry
in addition in Exhibition guidelines
As a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP.
In the students’ final year of the PYP, which occurs in some schools at age 10–11 and in others at age 11–12, there are five units of inquiry and the exhibition*. The exhibition unit takes place under any transdisciplinary theme at the discretion of the school. Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The central idea selected must be of sufficient scope and significance to warrant a detailed investigation by all students.
Exhibition Guidelines 2008
Therefore the PYP exhibition has
- for students to engage in an in-depth, collaborative inquiry
- to provide students with an opportunity to demonstrate independence and responsibility for their own learning
- to provide students with an opportunity to explore multiple perspectives
- for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP
- to provide an authentic process for assessing student understanding
- to demonstrate how students can take action as a result of their learning
- to unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP
- to celebrate the transition of learners from primary to middle/secondary education.
These eight points work as a cornerstone to frame our understanding of the PYP Exhibition. To promote student agency and to offer them opportunities to share their passions, PYP exhibition is by nature planned to be a very open/free inquiry with our teachers and mentors facilitating the student planning.
Facilitators role during the exhibition is to coach students to make use of their own choices, to support their voice, and to make sure that students have shown how their knowledge, skills, and understanding has grown throughout their learning process.
During exhibition, there is a
|Increased emphasis on:
|Decreased emphasis on:
|Flexible timetabling within an extended time frame
|Fixed timetabling and time frame
|Range of assessments developed with students with input from other members of the community
|Teacher-determined assessment and feedback from teacher only
|Students reflecting on and keeping evidence of learning throughout the process
|Students showing final products
|Personal responsibility, management and accountability by students
|Teacher management of student input and involvement
|Community-based inquiry: working with and presenting to the school and wider community
|School- or classroom-based inquiry: inquiry process and presentation limited to class or grade level
|Teacher as facilitator and observer
|Teacher as instructional leader
|Utilizing a range of teachers, mentors, advisors, specialists
|Classroom teacher(s) as sole advisor/expert
|Student empowerment—direct student involvement in selection of issue, development of central ideas and planning, organization and presentation of the inquiry
|Teacher/adults responsible for selecting the topic and planning the inquiry
The ISM core values align and validate the importance of our exhibition as a learning process that fosters student agency through voice, choice and ownership.
Students at ISM
students to exhibit the attributes of the IB learner profile
all the key concepts; an understanding of the key concepts should be demonstrated by the application of key questions throughout the inquiry process
students should develop and apply skills from all the transdisciplinary skill areas in their exhibition inquiry
Exhibition guidelines 2008
ISM provides a safe and supportive environment where students and community members are encouraged to be creative and passionate about learning, share their ideas and inspire each other to be their best.
- offer the students the opportunity to explore knowledge that is significant and relevant
- Support our learners to cultivate their Approaches to Learning transdisciplinary skill domains
The ISM is evident in every aspect of the community and provides a sense of belonging. It can be seen in actions taken to encourage and help each other, and in providing service in the local community and beyond
offer opportunities for students to display attitudes that relate to people, the environment and their learning; these attitudes should be evident throughout the process
Exhibition guidelines 2008
For me the most important part of this journey though is for the students to find their own voice and seek out to the world, to make connections that will make a lasting impact on their opinions and ideas. Our goal, of course, is to take meaningful action
Join us as our journey begins: