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Primary Years Programme

Exhibition
Guide

How We Express Ourselves 2015

Student Journal

Primary Years Programme

General
Information

Here you will find your complete guide as to what the PYP Exhibition is all
about
Take time to read through all of the information and dont forget to ask any
questions if you have any.
Good Luck

Berkley PYP Exhibition


Student Journal
July-Sept 2015

What is the PYP Exhibition?


This year you are to take part in a special UOI that showcases your journey throughout the
PYP. This event will stretch out over approximately a nine-week period and will finish with
an exhibition of your work on:

Tuesday 22 - Wednesday 23 September


The PYP Exhibition is a culminating experience where you synthesise the essential
elements of the PYP and share them with the whole school community. As a culminating
experience, this is an opportunity for you to exhibit the attributes of the IB learner profile
that you have developed over your time here at Berkley. You will engage in a
collaborative, transdisciplinary inquiry process that involves identifying,
investigating and offering solutions to real life issues or problems.
You will demonstrate an understanding of the essential elements of the PYP and will take
action as a result of your learning. You will be guided by your teachers, parents and
mentors. The emphasis is on the process, and all the stages of this inquiry are equally
important.
As a student participating in the PYP Exhibition you will have an opportunity to:
-

Keep a Journal of the Exhibition process where you regularly record your thoughts,
ideas, decisions, actions, emotions and progress.
Discuss issues / problems to be investigated, developing a list of questions to
guide your inquiry
Work collaboratively as a group, distributing the responsibilities for tasks.
Collect and organise information from a variety of sources (Both primary and
secondary).
Be academically honest when referencing your sources of information and
maintaining a bibliography of resources used.
Communicate regularly with your group, parents, mentor and members of the Berkley
community, considering the unique perspective of others.
- Use your knowledge of the skills that you have acquired through your PYP
experience.
Think carefully about what you have learned and consider your contribution
towards taking positive action.
Collaboratively present your exhibition creatively and clearly to the school
community, negotiating with your group ways in which to share your findings.
Assess and reflect on your achievement.

To do this successfully, you will need to:


Accept responsibility

Make decisions as a group

Respect others

Cooperate in a team

Berkley PYP Exhibition


Student Journal
July-Sept 2015

Organisation is the key to success!


Throughout the Exhibition you will need to develop your own inquiry and ideas, divide up
the tasks between your group members and then present your work to an audience. You
and your group will need to consider all of these factors as you work through the nine
weeks of inquiry.

Who will help me with the Exhibition?


Your classroom teachers, your mentor and your parents are able to support your group.
You may use these people to brainstorm and develop ideas, edit your written work, critique
a performance, or just to talk to throughout this process. Please remember that there are
many people outside the school environment, in the broader community that you might like
to interview regarding your inquiry. REMEMBER to discuss this with a parent / guardian,
your mentor and your class teacher before going to speak to them.
Your Parents will:
-

Regularly discuss your progress and work ethic with you. (e.g. you will share your
learning and progress with them).
Support and encourage you.
Be informed by reading the korero, checking our blog/website, attending meetings and
talking with students.
Encourage independent inquiry and respect students ownership of the process.
Help students to access resources people, places, media and information.
Act as an advisor where possible (e.g. you can work with them to access resources).

Your Teacher will:


-

Facilitate and guide the exhibition process.


Regularly discuss your progress and work ethic with you and your group.
Provide support and encouragement for inquiries, enabling you to overcome any
problems encountered during the process.
Help develop essential agreements with you and your group regarding academic
honesty and ensuring that you are taking responsibility for your learning and being
principled in the resources you are using.
Communicate regularly with you, and your mentor.
Assess you and your group.

Your Mentor will:


-

Meet with you and your group regularly.


Regularly discuss your progress and work ethic with you and your group.
Help set next steps with you and your group.
Support and encourage you.
Communicate regularly with your teacher.

Berkley PYP Exhibition


Student Journal
July-Sept 2015

How will I be assessed?


You will have an opportunity to assess your own contribution, your groups process, and
how well you met your goals.
Your teacher will also be assessing you based upon how well you have demonstrated your
understandings of the Central Idea, Lines of Inquiry, your student journal, your written
report (including referencing) and your oral presentations.
The majority of home learning this term will be based around the Exhibition.

This is your BIG opportunity to:


Demonstrate your skills as a learner

Consider issues that are important to you

Communicate your opinions

Make a positive difference in your community

Remember this is about the entire process and what you put in should be reflected in
your final presentation.

Aranui Timetable

Primary Years Programme

Assessment
Information

Here you will find your complete guide as to how you


will be assessed throughout the PYP Exhibition.
Take time to read through all of the information and
dont forget to ask any questions if you have any.

Assessment
See assessment booklet
Students to choose the form for Learner Profile,
Attitudes and Transdisciplinary Skills

Primary Years Programme

Tuning In

This is the stage where you define your key issue. You identify things you
already know and identify the questions (Lines of Inquiry) you need to find
out about. You will hypothesise and predict what you are going to find out.
Here is a good place to set goals and timelines for yourself.
Key Questions:
What do I know about... ?
What am I interested in ?
What questions do I have about ?
Where and how could I find more information about ?
Who could help me?
What skills will I be using?

Tuning In Checklist
To ensure that you are ready to move on to the next stage of the Exhibition, go
through this checklist.
If everything is complete, then you are ready!
Have I remembered to

Task
Completed
Read through the general information section and know what
it is about.
Read and understand the different ways I will be assessed.
Y chart outlining understanding of concepts relating to the
Central Idea fill in blue pen at the beginning and add new
ideas in red pen
Unpack the Central Idea Can I explain what it means?
Explore issues, problems & conflicts personal, local &
global perspectives.
Use the question creation chart and the key concepts to help
create our lines of inquiry.
Create lines of inquiry and questions/ideas to pursue.
Create a Central Idea and lines of inquiry.
Organise and plan for the 1st Mentor meeting.
Complete my personal reflection and look for teacher
feedback.

Extra Tasks

Unpacking Our Central Idea

We can have an impact on issues in our community by


demonstrating responsibility through action
Write down the ideas that come to mind when you hear / read the Central Idea

Take time to explore the key words.

Concepts from the Central Idea


Change

Creativity
Expression

Key Questions: What would you like to find out about? What issues matter to you? What is the issue? What connections can you
make between this issue and the communities above?

Global

Issues, Problems
& Conflicts

Personal

Local

What matters to me?


The issue I have chosen to explore is:

I have noticed that

I think this issue is important because

My concern is

e this task to identify the factors that tug on each perspective of your issue. You should place your stronger arguments near the end of the rope. You
should then work to create What if? questions to explore your issue further and place them below the tug of war rope.
Brainstorm as many tugs as you can for each side.
Issue: _____________________________
Perspective One:

Perspective Two:

Question Creation Chart


is

did

WHO

WHAT

WHERE

WHEN

WHY

HOW

can

could

will

might

Question Clarification
Use the following to organise your questions under each of the Key Concepts.

Key Concept

Related Questions

Form
What is it like?
Function
How does it work?
Causation
Why is it like it is?
Change
How does it change?
Connection
How is it connected to other things?
Perspective
What are the other points of view?
Responsibility
What is our responsibility?
Reflection
How do we know?

Dont forget to think about the answers!

My Group Members Are:

Topic: __________________________________

Our Central Idea:

Expressions of creativity can lead to change

The Lines of Inquiry


These Lines of Inquiry will guide our exhibition.
Group Member:

Group Member:

Group Member:

My Lines of Inquiry
These Lines of Inquiry will guide my exhibition. I have also
included the Key Concepts that connect with each of my
Lines of Inquiry.

Date: ___________________________________
Teacher:
Group members:

Congratulations!
You are now ready to start
researching!

Essential Agreements
Working with your group you should make a list of
the Essential Agreements for the Exhibition.
Think about how you should treat each other. How
should you behave? What should happen if there
is a conflict? What is important to remember about
your actions

Academic Honesty
Plagiarism is the presentation by a student of an assignment, which has
in fact been copied in whole, or in part from another students work, or
from any other source (e.g. directly from books, or the internet) without
acknowledging it in the text.
By signing this declaration I am confirming that I understand the
meaning of plagiarism.
I, ______________________________ declare that for this submitted
work:
- I did not cut-and-paste information from others without appropriate
use of quotation marks and direct reference to their work.
- I did not re-word the ideas of others without proper and clear
acknowledgement.
- I did not write ideas or suggestions that originated from others and
claim these as my own.
- I did not include words from other students work without their
permission and acknowledgement.
- I will give credit to other creators of information by siting all my
sources: (Books, websites, people, photographs, news articles,
videos, films and so forth)
Signed: ________________________________
Date: __________________________________

Tasks to be done

Responsible team member/s

Due date

Mentor Meeting
Date:_______________________ Time: _________________ Location: __________________________
Goals for todays meeting
- What tasks are due for this meeting?

- What work is to be reviewed?

Minutes from this session:

Ne
xt
ste
ps

Mentor comments: Kindly comment on the progress, difficulties, issues raised. We kindly ask you
to comment on the childrens use of the Learner Profile, Attitudes and the TD Skills displayed by the
children during your meeting.

Personal Reflection

I enjoyed....
I learned....
I was surprised.
I used the Learner
Profile
(Give examples for
your choice)

I used the Attitudes


(Give examples for
your choice)

I used the Skills


(Give examples for
your choice)
The mentor
meetings were

I am still unsure
about
I am confident
about
I have made
connections to

Teacher Feedback

Primary Years Programme

Finding Out
This is where you will identify the primary and secondary resources that
you are going to need to help you to find out about your issue. Your data
gathering can be done in many different ways e.g. talking to experts,
surveys, interviews, film, experiments, observations,
Key Questions:
What do I want to focus on?
What type of information do I need?
How will I access the information?
What search words/ approaches are most useful?
How relevant is the information?
What skills will I be using?

Finding Out Checklist


To ensure that you are ready to move on to the next stage of the Exhibition,
go through this checklist. If everything is complete, then you are ready.
Have I remembered to

Task
Completed
Explore what is important when researching.
Brainstorm various sources of information.
Read and understand how to set out the bibliography.
Identify at least one primary source of information (survey,
interview, observations or measurements).
Identify secondary sources of information (at least 2 internet
sources and 2 written sources).
Plan, create and carry out my primary research task.
Record each line of inquiry and key questions before
researching.
Organise any extra notes.
Complete my mentor meeting notes.
Complete my personal reflection and look for teacher
feedback.
Extra Tasks

Sources of Information Plan


Brainstorm ideas about the primary and secondary sources you could use to gather
information about the Central Idea and Lines of Inquiry.
People as sources of information

Surveys, Questionnaires & Interviews

Books, Reference Materials, Magazines, Newspapers

Audio-visual, Images
Internet

Bibliography
Steps to Preparing Your Bibliography
When doing research and writing a report, it is always necessary to name the
source of your information. This list of sources is called a bibliography.
1. As you use each source, write down its bibliographic information
(don't wait and do it later!).
2. When you are ready to write your bibliography, gather all the
bibliographic entries together and write them down in alphabetical
order. See examples on the next page.
3. Each entry ends with a period, just like a sentence.
4. Skip a line after each entry.
5. If you are not sure how to cite a source, ask a teacher or librarian.

REMINDER:
Make sure to keep copies of all your research (emails, letters, printed
papers, etc.). Work as you go, dont leave it all until the end!

Examples of Primary and Secondary Resources:


Primary Resources
(e.g. interviews, field trips, photos, letters, speeches, emails)
Secondary Resources
(e.g. articles, TV programme, internet, books, magazines)

Bibliography
Throughout the Exhibition you are responsible for recording where you have gathered
your information. Please use the following examples as a guide to help you when
writing your own.
Book:
Authors last name, first name. Title of book. City of publication: Publisher, copyright year.
Example
Fogle, Bruce. Training Your Dog. New York: DK Publishing, 2001.

Internet:
Authors last name, first name. "Title of article." http://address/filename, date
accessed.
Example
DiStefano, Vince. "Guidelines for Better Writing."
" http://www.usa.net/~vinced/home/better-writing.html, October 5, 2002.
Note: Many websites do not include author information. If you can t find it, begin with

Magazine or Newspaper Article:


Article authors last name, first name. "Title or headline of article." Name of
magazine or newspaper. Date of magazine or newspaper, page(s).
Example
McGill, Kristy. "A Baltic Scramble." Faces. May, 2003, p. 27.

Interview:
Name of person interviewed (last name first). Kind of interview. Date.
Example
Watson, Cosmo. Personal interview. July 29, 2003.

Your finished bibliography should be alphabetised

The Line of Inquiry I am researching is

When researching I need to remember to

Taking Notes

Primary Years Programme

Sorting & making


connections

This is where you will now combine all the different things you have
learned and start to sort out, organise represent and present all of the
information that you have gathered.
Key Questions:
How might I sort the information? How
might I categorize the information?
How does the information compare or contrast with other situations?
Does the information change the view of the issue?
What is the best way to present this information?
What skills will I be using?

Sorting Checklist
To ensure that you are ready to move on to the next stage of the Exhibition,
go through this checklist. If everything is complete, then you are ready.
Have I remembered to

Task
Completed
Continue to gather and organise our information according
to the lines of inquiry.
Process the information from m primary resource.
Identify and record any further questions that need to be
asked/researched.
Re-read and understand the success criteria for my report.
Prepare and plan for my report.
Write a first draft of my report.
Hand a draft copy of my report to my classroom teacher.
Look at what learning can be captured in my portfolio.
Decide and plan on your personal/groups action.
Complete
meeting
notes.
Doesmy
my mentor
Action aim
to:
Does my Action involve:
Create Complete
others awareness and
myinterest
personal
about an issue
reflection and Myself
look
or a small
for group
teacher
of people
Bring about a change in others attitude/behaviuor

Members of the Berkley community

Improve a situation or solve a problem

People outside the Berkley community

feedback.

Extra Tasks

Action Plan
Think about your possible Action ...
What type of action have I decided to take and why?
(Form/Causation)
What are the different ways I could carry out this action?
(Perspective)
How am I planning on carrying out my action and
why is this an effective way of doing it?
(Function/Connection)
How would I know if my action is successful?
(Reflection/Change)

Brainstorming my Action

Primary Years Programme

Going
Further

This is where you revisit your original questions where you investigated
areas of personal interest and present another perspective on the
issue.
Key Questions:
How might I organize the information and ideas?
Have I thought about..?
Have I changed my thinking about..?
Suppose.?
What do I think would happen if.?
What is my understanding of.?

What skills will I be using?

Going Further Checklist


To ensure that you are ready to move on to the next stage of the Exhibition,
go through this checklist. If everything is complete, then you are ready.
Have I remembered to

Task
Completed
Continue to gather and organise our information according
to the lines of inquiry.
Continue to add/complete my written report based upon
teacher feedback.
Add images and media (if appropriate) to my report.
Type my report (Google docs).
Keep updating my learning in my portfolio.
Continue working in on your personal/groups action.
Complete my mentor meeting notes.
Complete my personal reflection and look for teacher
feedback.
Extra Tasks

Primary Years Programme

Reflecting

Thinking about your Exhibition. This is where you can draw


conclusions about what you have learned.
Key Questions:
What is the main point I wish to make?
What can I now say about..?
What evidence do I have to support this?
What similarities and differences do I notice?
How will I present this information?
What skills will I be using?

Reflecting Checklist
To ensure that you are ready to move on to the next stage of the Exhibition, go
through this checklist. If everything is complete, then you are ready.
Have I remembered to

Task
Completed
Hand a printed copy of my published report to my teacher.
Plan my visual presentation with my group.
Prepare my visual presentation (titles, text, graphs, media).
Decide on the most important information to include in my oral
presentation.
Presentation: Does it clearly show my groups process of inquiry
from the beginning to the end?
Presentation: Is the Central Idea and Lines of Inquiry clearly
displayed?
Presentation: Do we demonstrate the Learner Profile, Attitudes
and TD skills?
Presentation: Are all my sources cited properly?
Carry out personal action.
Rehearse my oral presentation and present it to other members
of Aranui.
Complete my mentor meeting notes.
Complete my personal reflection and look for teacher feedback.
Extra Tasks

Presentation Plan
These things should be clearly displayed:

Use this space to get to started thinking about your presentation.


Ideas

Materials Needed

Who is responsible

Primary Years Programme

Taking Action

Here is where you say SO WHAT? Now you have all this new
knowledge how can you apply this the real world.
Key Questions:
What do I want to do as a result of my learning?
How can I contribute to or influence decisions made in the classroom,
school or society?
What could be done about the issue?
What would happen if..?
How might I make others aware of what I know?
What should be done about this?
What skills will I be using?

Taking Action Checklist


To ensure that you are ready to move on to the next stage of the Exhibition,
go through this checklist. If everything is complete, then you are ready.
Have I remembered to

Task
Completed
Take action! Make sure to record and capture it in our
presentation.
Finalise our visual and oral presentations.
Ensure journal is up to date and personal reflections and
assessment rubrics are completed.
Decide on the most important information to include in our
oral presentation.
Present Exhibition to the Berkley community.
Gather feedback.
Complete final reflection.

Youve made it!

Learn from yesterday, live for today, hope for


tomorrow. The important thing is to not stop
questioning.
Albert Einstein