PYP EXHIBITON 2019
What is PYP Exhibition?
In the PYP exhibition, students demonstrate their understanding of an issue or opportunity they have chosen to explore. They undertake their investigation both individually and with their peers, together with the guidance of a mentor. Through the exhibition, students demonstrate their ability to take responsibility for their learning—and their capacity to take action—as they are actively engaged in planning, presenting and assessing learning.
The exhibition is a powerful demonstration of student agency, as well as the agency of the community that has nurtured them through their years in the PYP. The learning community participates in the exhibition, supporting and celebrating the development of internationally minded students who make a positive difference in their lives and the lives of others.
The purposes of the PYP exhibition
The purposes of the PYP Exhibition are to encourage and enable students to:
PYP EXHIBITION
Students Guidelines
In the PYP exhibition, students demonstrate their understanding of an issue or opportunity they have chosen to explore. They undertake their investigation both individually and with their peers, together with the guidance of a mentor. Through the exhibition, students demonstrate their ability to take responsibility for their learning—and their capacity to take action—as they are actively engaged in planning, presenting and assessing learning.
The exhibition is a powerful demonstration of student agency, as well as the agency of the community that has nurtured them through their years in the PYP. The learning community participates in the exhibition, supporting and celebrating the development of internationally minded students who make a positive difference in their lives and the lives of others.
In the PYP exhibition, students demonstrate their understanding of an issue or opportunity they have chosen to explore. They undertake their investigation both individually and with their peers, together with the guidance of a mentor. Through the exhibition, students demonstrate their ability to take responsibility for their learning—and their capacity to take action—as they are actively engaged in planning, presenting and assessing learning.
The exhibition is a powerful demonstration of student agency, as well as the agency of the community that has nurtured them through their years in the PYP. The learning community participates in the exhibition, supporting and celebrating the development of internationally minded students who make a positive difference in their lives and the lives of others.
The purposes of the PYP exhibition
The purposes of the PYP Exhibition are to encourage and enable students to:
- engage in an in-depth, collaborative inquiry
- provide students with an opportunity to demonstrate agency and responsibility for their learning
- provide students with an opportunity to demonstrate the attributes of the learner profile in authentic contexts
- provide students with an opportunity to explore multiple perspectives
- provide an authentic process for students to monitor, document and present their learning
- provide students with an opportunity to synthesize and apply their learning
- take action as a result of their learning
- unite the students, teachers and other members of the learning community in a collaborative experience
- provide an authentic context for students to reflect on their PYP education
- support the well-being of students by celebrating their transition to the next stages of their education
- provide an authentic task for the community to evaluate its implementation of the PYP
- provide students with an opportunity to engage with the broader learning community and celebrate their achievements.
PYP EXHIBITION
Students Guidelines
In the PYP exhibition, students demonstrate their understanding of an issue or opportunity they have chosen to explore. They undertake their investigation both individually and with their peers, together with the guidance of a mentor. Through the exhibition, students demonstrate their ability to take responsibility for their learning—and their capacity to take action—as they are actively engaged in planning, presenting and assessing learning.
The exhibition is a powerful demonstration of student agency, as well as the agency of the community that has nurtured them through their years in the PYP. The learning community participates in the exhibition, supporting and celebrating the development of internationally minded students who make a positive difference in their lives and the lives of others.
THE EXHIBITION PROCESS
Identifying globally significant issues
The exhibition is based on a local or global issue or opportunity, from which teachers and students develop central ideas. These issues or opportunities are open to perspectives across the transdisciplinary themes. The issues or opportunities are complex enough to be addressed through a range of subject knowledge and skills. At the beginning of the exhibition process, students and teachers extensively discuss local or global issues and opportunities that have meaning to them and connect to the school or local contexts. These discussions spark ideas, interests and directions for student inquiries. A global issue or opportunity:
There are ranges of ways to group students in developing the scope or purpose of exhibition inquiries. For example:
· the whole grade level/year group selects one issue or opportunity and develops the same central idea
· the whole grade level/year group selects one issue or opportunity and each class, group or individual develops their own central idea based on interest
· each class, group or individual selects a different global issue or opportunity and corresponding central idea.
Whichever grouping strategies are applied, the students are aware that the exhibition is a collaborative inquiry involving all students in the grade level/year group. They regularly share work in progress and demonstrate a genuine sense of participation in a collaborative effort
Students or schools, new to the PYP, might initially choose a guided exhibition. As the learners’—and the learning community’s—experience with the PYP matures, an increasing depth of understanding of the PYP framework is demonstrated through the exhibition. Over time, there is more evidence of students’ agency in the exhibition
List of group
Hoax and cyber bullying
Government decision making regarding to life below water (trash, over fishing OCEAN)
Government function to protect their citizens (violence, corruption, wars) (Ms. Lidia)
Tsunami or natural disaster detector
Scientific technology to support human activity
Endangered animals population because of human activities
Marine ecosystem
Deforestation (Forest ecosystem)
Trash as source of energy
Climate change (extreme weather
Innovate trash management on land
The exhibition is based on a local or global issue or opportunity, from which teachers and students develop central ideas. These issues or opportunities are open to perspectives across the transdisciplinary themes. The issues or opportunities are complex enough to be addressed through a range of subject knowledge and skills. At the beginning of the exhibition process, students and teachers extensively discuss local or global issues and opportunities that have meaning to them and connect to the school or local contexts. These discussions spark ideas, interests and directions for student inquiries. A global issue or opportunity:
- is accessible across subjects
- is accessible across transdisciplinary themes
- has local significance that students can connect to
- is of sufficient scope and significance to warrant a detailed investigation by all students
- is responsive to students’ experiences and abilities with the PYP
- supports students of differing abilities, passions, talents, interests and strengths.
There are ranges of ways to group students in developing the scope or purpose of exhibition inquiries. For example:
· the whole grade level/year group selects one issue or opportunity and develops the same central idea
· the whole grade level/year group selects one issue or opportunity and each class, group or individual develops their own central idea based on interest
· each class, group or individual selects a different global issue or opportunity and corresponding central idea.
Whichever grouping strategies are applied, the students are aware that the exhibition is a collaborative inquiry involving all students in the grade level/year group. They regularly share work in progress and demonstrate a genuine sense of participation in a collaborative effort
Students or schools, new to the PYP, might initially choose a guided exhibition. As the learners’—and the learning community’s—experience with the PYP matures, an increasing depth of understanding of the PYP framework is demonstrated through the exhibition. Over time, there is more evidence of students’ agency in the exhibition
List of group
Hoax and cyber bullying
Government decision making regarding to life below water (trash, over fishing OCEAN)
Government function to protect their citizens (violence, corruption, wars) (Ms. Lidia)
Tsunami or natural disaster detector
Scientific technology to support human activity
Endangered animals population because of human activities
Marine ecosystem
Deforestation (Forest ecosystem)
Trash as source of energy
Climate change (extreme weather
Innovate trash management on land
Determining timing and time frame
The timing of the exhibition is at the discretion of the school. However, the learning community appreciates that the exhibition is a culminating experience of the programme demonstrating the highest development of knowledge, skills and conceptual understandings. It is therefore important to provide students with sufficient time in the school year to thoroughly plan and execute the exhibition. In preparation for the exhibition, students will need both structured and unstructured time to learn collaboratively over an extended period.
This time frame includes:
· collaboration to develop central ideas
· identification of group or individual lines of inquiry and student questions
· designated class time to focus on ongoing exhibition inquiries
· designated “check-in” times with mentors to monitor and document progress, and to provide feedback on the process
Engaging support from the learning community
In the initial stages of planning, the teachers and students:
Organizing learning
In starting the inquiry process, students, in collaboration with their teachers and mentors, might consider the following questions.
Monitoring the exhibition
Mentors support students by monitoring individuals and groups throughout the exhibition process through regular check-in times and by documenting feedback in the student’s PYP exhibition journal. As part of PYP assessment practices, monitoring and documenting the exhibition includes decisions on learning made in collaboration with students and mentors.
The timing of the exhibition is at the discretion of the school. However, the learning community appreciates that the exhibition is a culminating experience of the programme demonstrating the highest development of knowledge, skills and conceptual understandings. It is therefore important to provide students with sufficient time in the school year to thoroughly plan and execute the exhibition. In preparation for the exhibition, students will need both structured and unstructured time to learn collaboratively over an extended period.
This time frame includes:
· collaboration to develop central ideas
· identification of group or individual lines of inquiry and student questions
· designated class time to focus on ongoing exhibition inquiries
· designated “check-in” times with mentors to monitor and document progress, and to provide feedback on the process
Engaging support from the learning community
In the initial stages of planning, the teachers and students:
- review the previous year’s exhibition reflections to act on any past recommendation
- set a time frame for the inquiry process, which includes sharing the process and learning products with the learning community
- collaborate with others to establish mentors across the school and the learning community
- inform the learning community of the purpose of the exhibition and the differing roles and responsibilities of everyone involve
- anticipate and source any resources or budget required
- review any sample exhibition materials.
Organizing learning
In starting the inquiry process, students, in collaboration with their teachers and mentors, might consider the following questions.
- What can we learn from previous exhibitions?
- What kind of experiences might inform the scope of the inquiries
- What specific knowledge and skills might be needed that the students do not already have?
- What type of materials and resources will contribute to the inquiries?
- Where can we source these materials?
- Who might the students learn from inside and outside of school
- How will the learning community be informed about the exhibition?
Monitoring the exhibition
Mentors support students by monitoring individuals and groups throughout the exhibition process through regular check-in times and by documenting feedback in the student’s PYP exhibition journal. As part of PYP assessment practices, monitoring and documenting the exhibition includes decisions on learning made in collaboration with students and mentors.
Sharing the exhibition
While the exhibition is expected to culminate in a final product or experience, value is placed upon the exhibition learning process and journey. Students are not expected to prepare a large event or production. There are many formats a sharing event could take; the culmination of the exhibition could be a planned sharing of the learning process, feedback and reflections with the learning community. Events do not have to be complex or expensive to be effective. Schools are encouraged to consider the environmental impact of the exhibition. The exhibition could include:
There are also infinite possibilities to make the learning process visible. Students, in collaboration with mentors, may use existing—or develop new—tools, artifacts and strategies to further explore and present issues and opportunities. Inquiries Artifacts and strategies Entrepreneurship and economics • Business plans, reports and oral presentations Social action • Document experiences in community action, social justice or volunteer service through images, recordings or mixed media The arts • Performances, literature or examples of visual arts Science and technology • Develop flow charts, models, coding scripts, technical drawings, algorithms or experimental procedures. Figure EX03: Example of exhibition artifacts and strategies |
Reflection on the exhibition process
Reflections on the exhibition from different members of the learning community support the review of the exhibition process. They enrich the self-assessment experience for students. Examples of reflections, recommendations and artifacts are collected and archived to provide evidence of student learning and inform decisions for future exhibitions.
Student and mentor reflections may be documented through the ongoing development of a PYP exhibition journal. Students and the learning community use the co-constructed success criteria to provide feedback on the learning that occurred during the exhibition. They use this information to take a wider view of the success of the exhibition process, noting areas of strength and areas for improvement
Reflections on the exhibition from different members of the learning community support the review of the exhibition process. They enrich the self-assessment experience for students. Examples of reflections, recommendations and artifacts are collected and archived to provide evidence of student learning and inform decisions for future exhibitions.
Student and mentor reflections may be documented through the ongoing development of a PYP exhibition journal. Students and the learning community use the co-constructed success criteria to provide feedback on the learning that occurred during the exhibition. They use this information to take a wider view of the success of the exhibition process, noting areas of strength and areas for improvement