PYP EXHIBITION Luanda International School

1. PYP EXHIBITION Luanda International School

2. Introduction The Primary Years Program (PYP) exhibition represents a significant event in the life of a PYP school and the student, synthesizing the essential elements of the PYP and sharing them with the whole community. As a culminating experience it is an opportunity for students to exhibit the attributes of the learner profile they have been developing through out their engagement with the PYP.

3. Purpose The PYP exhibition has a number of key purposes. 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

4. Purpose cont.

5. Essential Features of the Exhibition Learner profile Key concepts Synthesize aspects of the organizing themes Use of all five transdisciplinary skills Display attitudes Engage in ACTION Collaborative and student led On-going and rigorous assessment of the exhibition process

6. Phase 1: Identify and Assess the Opportunity This is an on going process until Christmas Students are exposed to all the various issues within Luanda. Students brainstorm all issues they are interested in in Luanda and choose only those they are interested in to research further.

12. Phase 2: Select and generate alternatives This phase will run from January through to March. Students research issues they are interested in with mentors. They take responsibility for organising this research. Students present their findings on their research to the rest of the class. Students share research and using value measures decide on project objectives.

13. Topics Researched By Students Previously Refugees Agriculture Recycling Landmines Water Health Education

14. Topics Researched By Students Education Traffic Safety Palancas Health Issues Pollution

15. Exhibition Research Guidelines In your groups you will be responsible for researching a particular issue in Luanda to outline whether it would be viable for the exhibition project. You will work cooperatively as a team along with the help of a member of staff who will act as your mentor. The group will be expected to report back to the class and parents at an Exhibition Expo on the evening of Tuesday 20th March. Each group will have to link their research to the key concepts: Step 1 Form: What is it like? Causation: Why is it like it is? We will want to see evidence of the groups� research into the issues, outlining the current situation and historical reasons for why it is the way it is.

16. Exhibition Research Guidelines Step 2 Connection: How is it connected to other things? Perspective: What are the points of view? Responsibility: What is our responsibility? We will want a clear statement of how this issue affects people in Angola. Step 3 Function: How will it work? We will want to see a proposal for action to be carried out. What can we do to help? We will want to see a detailed Action plan of how and when this could take place. Step 4 Change: How will it change? Reflection: how do we know? We will want to see a statement of how well this project meets each of the exhibition value measures (copies displayed in Year 7 classrooms and in Exhibition Files)

17. Exhibition Research Guidelines Exhibition Files Each group will be expected to maintain an ongoing project file that will contain the following: A Research Action Plan and proposed timeline All minutes of mentor meetings Copies of all correspondence Reflections on the research process Possible Actions: Students may use Internet, library, interviews, questionnaires, field trips etc. to research and present the project Presentations may be in the form of film, photographic displays, posters, live production, other.

23. Phase 3:Selecting and researching the project This phase will run from April to June It will begin with looking through the materials from the last exhibitions Students will begin working with people from a different community to develop friendship, empathy, tolerance and appreciation of others. This phase will involve any fundraising activities needed for the project. This phase involves the students plan to take action.

24. Central Idea Cooperative and purposeful teamwork enables and empowers people to improve their lives and improve communities.

25. What lines of inquiry will define the scope of the inquiry into the central idea? Problems and situations in our local community Potentially sustainable situations Using teamwork to empower people and communities

26. What teacher questions/provocations will drive these inquiries? 1a) What are humanitarian issues and where do they exist? 1b) Why do these humanitarian issues exist? 2.How do we know solutions are sustainable? 3. What makes teamwork effective? 4. What is our responsibility as member of the community?

32. Phase 4: Execute This phase will take place at the start of June. Students will present their research on the year It could be through poetry, song, narratives, collage, photography Throughout the year students will create posters, videos etc�and will type up different reflections and documentation created during the different phases. These will be presented on the evening of 5th or 6th of June

39. Phase 5: Evaluate This will occur after the exhibition evening Students reflect on the process and decide what worked well and what changes could be made for next year. Students can share these findings with the year 6 Students plan progress checks for their project to ensure it is successful.