−A KIS Parent Handbook−

The International Baccalaureate PYP

A Guide for

Dummies
The International Baccalaureate PYP—A Guide for Dummies.
Copyright © 2010 by Kazakhstan International School.
All Rights Reserved.

Sources used in compiling this guide book:

• Making the PYP Happen
• German‐American International School
• Alpine Elementary School—Longmont, CO, USA
• Robbinsdale Area Schools—St. Paul, MN, USA
• RCHK Primary Schools—Hong Kong, China
• The International School International Baccalaureate—
Portland, Oregon, USA
• Wikipedia

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Everything You Ever Wanted to Know About

The International Baccalaureate (IB)

Primary Years Program (PYP)…

But, Were too Afraid to Ask!

“The real voyage of discovery consists not in seeking

new landscapes but in having new eyes.”
—Marcel Proust

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What is the International Baccalaureate Organization?

• It is a non‐profit educational and non‐governmental (NGO)

organization of UNESCO. The IB’s alliance with UNESCO encourages
the integration of its educational goals into the curriculum.

• It was established in 1968 in Geneva, Switzerland.

• It is governed by a 16‐member council and is funded by fees from IB

World Schools.

• The IBO offers three programs of international education for

students aged 3‐19 years old:

o The Diploma Program at the high school level (grades 9‐12).

o The Middle Years Program (MYP) (students 11‐16 years old).

o The Primary Years Program (PYP) (for students 3‐12 years old).

• There are 651,000 IB students and 2,390 authorized IB schools in 129

countries.

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What’s the story behind the IBO?

Marie Therese Maurette created the framework for what would

eventually become the IB Diploma Programme, in 1948, when she
wrote Is There a Way of Teaching for Peace?, a handbook for UNESCO.

In the mid‐1960’s, a group of teachers from the International School of

Geneva (Ecolint) created the International Schools Examinations
Syndicate (ISES), which would later become the International
Baccalaureate Organization (IBO).

The IB headquarters were officially established in Geneva, Switzerland

in 1968, for the development and maintenance of the Diploma
Programme, which provided an internationally acceptable university
admissions qualifications for young people whose parents worked as
diplomats or with international and multi‐national companies.

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What is an IB PYP School?

Regardless of location, size, or make‐up, an IB PYP school strives to

develop an internationally minded person.
The mission of the IBO:

• To develop inquiring, knowledgeable, and caring young people.

• To create a better and more peaceful world through intercultural

understanding and respect.

• To work with schools, governments, and international

organizations to develop challenging programs of international
education and rigorous assessment.
• To encourage students worldwide to become active,
compassionate, and lifelong learners who understand that other
people, with their differences, can also be right.

What does that mean at KIS?

It means our KIS students are taught WHY they should know
something and HOW it connects to other subjects and the real world. It
means high quality teaching and learning—challenging instruction and
worldwide knowledge “at home” (so to speak, in whichever country
you live and go to school). It also means opportunities to study abroad
for college/university, as well as opportunities to make friends with
others at IB schools around the world.

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How does the IB PYP teach students to be “internationally
minded?”
Through teaching and modeling the “Learner Profile.” Regardless of
the IB school your child may visit, these characteristics or “Learner
Profile” remain the same—foundational to the IB PYP learning
experience.

But, really, what does it mean to be “internationally

minded” and why is it important?

It is a thoughtful, critical perspective that applies to who we are and

what we do. It includes how we communicate, our political awareness,
cultural understanding, celebrating diversity, global awareness of
global issues, and a reflection on how knowledge is constructed and
applied. At KIS, we focus on moving students toward becoming people
who reflect the characteristics of the “Learner Profile.”

Who is an “internationally minded” person?

According to the IB PYP, an “internationally minded” person is

someone who demonstrates the attributes of the “Learner Profile.”

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What is the “Learner Profile?”

These are qualities determined to be most important in creating

positive and productive citizens of the world.

But, what does it mean, “Profile?”

HINT: Think Facebook or myspace. A profile is the description of a

person’s qualities, values, and characteristics.

What are these “Learner Profile” qualities?

• Inquirers—I am curious and know how to discover answers to

many of my questions. I love to learn!

• Thinkers—I use my thinking skills to make good choices and solve

problems.

• Communicators—I understand and share ideas in more than one

language.

• Risk Takers—I try new things, love to explore, and confidently

share my experiences.

• Knowledgeable—I explore big ideas that are important. I know

and can do a lot of important things.

• Principled—I am fair and honest. I can make good decisions about

what is right and wrong for me.

• Caring—I am concerned about other people’s needs and feelings. I

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 believe it is important to help others.

• Open‐Minded—I am comfortable with differences. I welcome and

respect other people’s points of views and ways of doing things.

• Balanced—To be healthy, it is important for me to balance the

needs of my mind and body.

• Reflective—I think about and discuss my learning, skills, and

products.

What are the IB “Attitudes?”

The Attitudes are the daily expressions of the “Learner Profile,” used
by teachers in their teaching and by students in their learning.
“Attitude is a little thing that makes a big difference.”
—Winston Churchill
Here are the IB Attitudes:
• Appreciation—Seeing and being thankful for the wonder and
beauty of our world.
• Commitment—Being responsible for my learning, showing self‐
discipline and perseverance. Sticking with a difficult task until it
is completed.
• Confidence—Knowing I can do it! Having courage to take risks,
using what I have learned, and making good choices.
• Cooperation—Working with others and being willing to lead or
follow as needed.
• Creativity—Using my imagination while thinking and doing
things.
• Empathy—Being able to put myself in someone else’s place in
order to understand her or him.

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 • Enthusiasm—Being excited about learning and life.
• Independence—Thinking and acting on my own.
• Integrity—Being fair and honest.
• Respect—Showing that I care for others, our world, and
myself.
• Tolerance—Understanding, appreciating, and celebrating
differences in each other.

What does “attitude” look like?

Attitude is an outward expression of an inner feeling. Some people try

to mask their attitude, but a cover doesn’t last long—attitude always
finds a way to leak out.
“It is the vanguard of your true self. Its root is inward but its fruit is
outward. It is your best friend or worst enemy. It is more honest and
consistent about you than your words. It is what draws people to you or
repels them. It is never content until it is expressed. It is the librarian of
your past. It is the speaker of your present. It is the prophet of your
future.
There is not a single part of your current life that is not affected by your
attitude. And your future will definitely be influenced by the attitude you
carry with you from today forward.”—The Difference Maker

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So, what will my child be learning at KIS?

With the IB PYP at KIS, we are committed to structured inquiry as the

vehicle for learning. Six transdisciplinary themes provide the
framework for exploration and construction of knowledge. Teachers
and students are guided by these transdisiplinary themes—as they
design units of inquiry for exploration and study. Through this process,
students develop an understanding of important concepts, acquire
essential skills and knowledge, develop particular attitudes and learn to
take socially responsible action.

Ok, what does “transdisciplinary” mean?

Transdisciplinary is the word that IB uses to describe a discipline that

applies across all disciplines—it is interconnected and can be applied
across all subjects and applied to real life. A transdisciplinary concept
stretches across math, science, English, geography and ties it all
together; it is not isolated to one subject. For example, the idea of
change affects math, science, English, geography—the IB PYP strives
to demonstrate this through learning, giving understanding to a real
life world.

The IB curriculum incorporates 5 essential elements:

1. CONCEPTS—There are 8 fundamental concepts expressed as key

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questions, to propel the process of inquiry. These universal concepts
drive the research units—called UNITS OF INQUIRY (have you heard of
this before?!)—but they also have relevance within and across all
subject areas (transdisciplinary).

The 8 fundamental concepts are:

o Form: What is it like?

o Function: How does it work?

o Causation: Why is it like it is?

o Change: How is it changing?

o Connection: How is it connected to other things?

o Perspective: What are the points of view?

o Reflection: How do we know?

o Responsibility: What is our responsibility?

2. SKILLS—There are 5 sets of transdisciplary skills acquired in the

process of structured inquiry.

These are:
o Thinking
o Communication
o Social
o Research
o Self‐Management

3. ATTITUDES‐‐The PYP promotes attitudes that we want our KIS

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students to feel, value, and demonstrate. (Refer to our previous
discussion of attitude on pages 9 and 10.)

4. ACTION—Our KIS students are encouraged to reflect, to make

informed choices, and to take action that will help their peers, school
staff, and the wider community. This is how our students demonstrate
a deeper sense of learning, by applying their knowledge to service and
positive action.

5. KNOWLEDGE—The PYP recognizes that it is inappropriate and

challenging to dictate what every child should know in an international
environment and community. Rather than provide a fixed syllabus or
curriculum, the PYP has identified themes, or areas of knowledge,
which are used to organize the 6 Units of Inquiry, taught from early
childhood through grade 5. These Units of Inquiry provide the
framework (as opposed to a textbook curriculum) for a wide variety of
resources to be explored, in order to accomplish the objectives within
each Unit of Inquiry:

o Who We Are
o Where We Are in Place and Time
o How We Express Ourselves
o How the World Works
o How We Organize Ourselves
o Sharing the Planet

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Here is a diagram of HOW IB learners strive to be inquirers, risk‐takers,
knowledgeable, principled, open‐minded, caring, balanced, and
reflective.

So, what actually is a “Unit of Inquiry?”

A Unit of Inquiry usually lasts for 6‐8 weeks and the objective is to
cover all 6 themes throughout the year. For example, during the Unit,
“Sharing the Planet,” students may spend 6 weeks looking at the
resources we have in the world and how various countries use, share,
and dispose of these resources. Students will answer questions like:
How do these resources connect people around the world? Or, how are
these resources changing and what does that mean for people? These
concepts and questions move across all school subjects (i.e. math,
English, geography, etc.) and apply to real life and the world around us.

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And, how does KIS implement these Units of Inquiry?

These themes or Units of Inquiry, provide a framework on which our

teachers build students’ knowledge. With the IB PYP, the priority is not
on using a set of textbooks, but rather the emphasis is on a wide
variety of resources from which teachers and students extract
knowledge, develop understanding, and explore ways of applying that
to real life.

What resources does KIS use, if there are no

textbooks/workbooks?
KIS has a wide variety of resources available:

• For English classes, KIS provides each grade level with the
highly acclaimed “First Steps” program. This resource helps to
create continuity between each grade level, while ensuring a
strong English program for our KIS students.
• For Math classes, KIS provide each grade level with the
“Everyday Math” program—again, a highly recommended
program that has proven results. With this math program,
students learn foundational concepts that apply to real life—
this resource provides continuity between each grade level.
• KIS subscribes to a number of other resources as well:
o Reading A‐Z
o Science A‐Z
o Learning A‐Z

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 o Brain POP Jr.
o BrainPOP
o Enchanted Learning
o Scholastic Premium
o Rosetta Stone
*Just to name a few of our resources at KIS.

Why not use textbooks/workbooks? It seems more

systematic?
Because the IB PYP philosophy believes that students learn best
through authentic inquiry. While there is certainly a place in the
curriculum for textbooks and workbooks, KIS uses a wide range of
resources that best cater to our students’ individual needs and learning
styles.

The IB PYP also recognizes that it is not knowledge alone that makes a
learner successful, but the skills and attitudes they develop along the
way.

How are students at KIS tested?

Students at KIS are assessed in a variety of ways, including tests, exams,

projects, oral presentations and written reports.

Assessment in IB PYP is “criterion referenced.” This means students

are scored against standards, not against each other (or at the
teacher’s whim). Teachers will give the students a rubric on larger

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assignments that explains to the students what is expected of them.
The rubric states what the criteria are for the assignment (in a paper,
for instance) and what the score will be for addressing or not
addressing each point in that criteria. The rubric allows students to
“buy into” their grades and take ownership of their effort and learning.

Please tell me what is a RUBRIC?!

A rubric defines what are the standards or requirements that need to

be accomplished in order to achieve the overall target or goal. Here is a
way to think about it that one of our KIS teachers uses in his classroom
to help his students understand how a rubric works. Let's say you're
planning to go out to buy a pair of jeans, but before you do, you sit
down to come up with some criteria for the pair of jeans you hope to
buy. Some of the criteria may include cost, style, color, and brand. With
this exercise, KIS students understand that we are using criteria every
day to make judgments—in essence, this is a rubric.

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Okay—so, show me a Rubric! Here’s an example from our Grade 1 class:
Create a game and write instructions.

4 3 2 1

I always Most of the time I Sometimes I I rarely

• included all pieces • included the pieces • included the pieces • included
of equipment in the of equipment in of equipment in the equipment in
game: hoops, ball, the game: hoops, game: hoops, ball, the game:
cones, rope ball, cones, rope cones, rope hoops, ball,
• followed my • followed my • followed my cones, rope
Game

instructions when instructions when instructions when • followed

setting up the game setting up the setting up the game instructions
• made sure the rules game • made sure the rules when setting
were clear • made sure the were clear up game
rules were clear • made sure
the rules were
clear

I always Most of the time Sometimes I I rarely

• use the format of • use the format of • use the format of • use the
an instruction: an instruction: an instruction: format of an
title, aim, title, aim, title, aim, instruction:
equipment, equipment, equipment, title, aim,
Instructions

procedure procedure procedure equipment,

• start an instruction • start an • start instruction procedure
with a verb instruction with a with a verb • start an
• include pictures to verb • include pictures to instruction
explain my • include pictures explain my with a verb
instructions to explain my instructions • include
instructions pictures to
explain my
instructions
I always Most of the time I Sometimes I I rarely
• contribute to the • contribute to the • contribute to the • contribute to
group: drawing, group: drawing, group: drawing, the
Group work

writing, typing writing, typing writing, typing group: drawing,

• use the 3 C’s when • use the 3 C’s when • use the 3 C’s when writing, typing
working with my working with my working with my • use the 3 C’s
group group group when working
with my group

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Explain to me a little more about how my child will be
assessed at KIS?

At KIS, each Unit of Inquiry allows students opportunities to

demonstrate that learning is taking place—that there are shifts, if you
will, in their understanding. This may look different across all subject
areas—however, this shift in understanding is not always best
demonstrated through a piece of written work or a traditional exam.
Students may be asked to put together a final project, draw, act out a
performance, do a presentation, or some other way to show what they
have learned. The goal is for our students to demonstrate that learning
has taken place by showing what they understand and how they are
applying that understanding to real life and the world around them.
Authentic learning cannot always be demonstrated through traditional
tests or exams.

At KIS, we believe that assessment is the continuation of the learning

process. It is not assessment OF learning, but it is assessment FOR
learning. The point is that our KIS students are able to apply their
learning to the world around them.

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The IB views assessment as needing to be authentic, essential, rich,
engaging, and feasible—it should incorporate students in the process
of evaluating their learning.

“Formative” assessment is interwoven into the daily lessons and

learning—this ongoing process of “checking in” between teachers and
students, helps both teachers and students find out what they already
know, in order to plan for the next stage of learning. “Formative”
assessment and teaching are directly linked; effective learning cannot
take place without one or the other.

“Summative” assessment takes place at the end of the teaching and

learning process—this is the time that students have the opportunity to
demonstrate their understanding and application of what has been
learned.

What is the homework load like? How much homework

should a child have outside of school?

This is not a program that just loads on a lot of homework. This is a big
misconception that many people have of the IB program. Keeping in
mind that each child is different, the homework assigned is not
overwhelming AND kids still have time for a variety of after school
activities. Long‐term and large projects are given ample time and
warning to complete.

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How can parents help students with school work?

Follow up daily with your child to see what homework they have. Help
reinforce at home the program requirements that your child fills out
their School Diary each and every day, in every subject, and then use
this to check for assignments each evening at home. Help your student
schedule time so they don’t feel overwhelmed. Realize that you will
probably help them with (not do) some of their larger projects.
Example: Many parents will make a trip with their child to the Central
Museum for history or cultural projects or help them create display
boards for presentations. Most parents will find pleasure or pride in
helping their child grow in this way, as they work together to do larger
projects.

How can you, as a PARENT, get involved?

• Volunteer in your child’s classroom, the library, in the computer lab,

at lunch, etc.

• Provide communication between yourself and school that is

regular, 2‐way, and meaningful.

• Participate as a full partner in decisions that impact your child and

family.

• Portfolios are a part of documenting student growth and

reflections over the course of the students’ elementary career. Ask
your child to see his/her portfolio often when visiting the school.

• Collaboration with the community, through partnerships, which are

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 mutually beneficial to our school and the community.

• You are always welcome at KIS! We need your support and

assistance to make our school the great place that it is!

In the end, here is a summary of what the IB PYP is:

“The whole art of teaching is only the awakening of the natural curiosity
of young minds.”
—Anatole France
“I cannot teach anybody anything, I can only make them think.”
—Socrates

And this sums up what the IB PYP is NOT:

“It is possible to store the mind with a million facts and still be entirely
uneducated.” — Alec Bourne
“Passive acceptance of a teacher’s wisdom is easy for most boys and girls.
It involves no effort of independent thought.” —Bertrand Russel

This means that at KIS, with the IB PYP:

Our students in all grades have the opportunity to own their learning.
Our teachers do not “cover” a subject or “give” a lesson. At KIS, our
students take the lesson or learning process—they do it, make it, and
experience it. Our students ask questions and learn how to find the
answers to those questions and apply it to their lives and the world
around them. With the IB PYP, KIS students see how things are
connected in a real way, rather than simply being fragmented into
school subjects.

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KIS is a truly international community and we are committed to the IB
philosophy that puts students at the center of real life learning by using
their natural curiosity. The IB PYP model fits well with our goals, at KIS,
to guide our students to be internationally minded with a passion for
life‐long learning.

Kazakhstan International School

Where we are about MORE THAN
ACADEMICS.
OUR MISSION

Nurturing each child without prejudice. Education—

the axis for balance, for now and the future. Every
individual matters. Each one challenged. Everyone
successful.

OUR VISION

At Kazakhstan International School, we expect

nothing less than the best from each individual—
from students to parents to faculty and staff—each
person developing her/her innate potential to
achieve more than academics. With unlimited
possibilities, our students are supported by a
multicultural community of lifelong learners who
will guide them in their quest to answer who am I
and what will I become.

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