___________________________________  
PYP  Exhibition  Student  Guide  
 
ISMAC•  Primary  School  •  2016  

___________________________________  
 
CENTRAL  IDEA:  
Inequity  can  motivate  people  to  act  
 
 

 
 
 
 
 
 
NAME:  
 
 

___________________________________  
1  
 Important  information  for  you  
This  section  of  the  guidebook  will  help  you  understand  what  the  exhibition  is  about  and  what  you  need  to  
do  to  make  it  meaningful  learning,    

___________________________________  

 
 
What  is  the  PYP  Exhibition?  
The  exhibition  is  a  unit  of  inquiry  where  you  direct  your  own  learning,  you  choose  the  issue  you  
are  interested  in.  Your  teachers  and  mentors  will  give  you  guidance  for  making  it  a  successful  
experience.  
What  is  my  responsibility?  
The  exhibition  will  challenge  you  on  many  levels,  you  will  have  responsibility  to  organize  and  
keep  up  with  your  work,  make  contributions  to  your  group  by  being  a  team  player,  communicate  
your  learning  to  a  real  live  audience,  and  take  responsibility  to  be  academically  honest.    
What  do  I  have  to  do?  
The  exhibition  is  your  PYP  finale,  it  is  a  chance  for  you  to  show  what  you  have  learned  through  
your  elementary  years  of  schooling.  For  the  exhibition  to  be  a  success  you  will  need  to  
demonstrate  the  characteristics  of  the  learner  profile  and  attitudes  throughout.  Your  inquiries  will  
use  the  concepts  and  key  questions  that  you  develop  to  help  you  connect  with  what  you  know  
already  and  to  help  you  acquire  new  knowledge.  The  knowledge  you  learn  should  lead  you  to  
take  action  toward  the  issue  you  have  researched.    Finally,  you  will  communicate  what  you  have  
learned  from  the  experience  on  Thursday  May12th,  when  you  present  to  your  parents  and  the  
wider  ISM  community.    
 
 
 
 
 
 
 
 
 
 

2  
PYP  Essential  Elements.  
Throughout  your  time  in  a  PYP  school,  the  essential  elements  are  used  as  a  framework  for  all  
learning,  they  are  the  attitudes,  knowledge,  concepts,  skills  and  action.  During  the  exhibition  the  
you  will  be  challenged  to  use  the  essential  elements  in  many  different  ways;;  for  you  reference  
here  they  are  in  summary:  
 

 
 
 

3  
  
 

_________________________________  
Transdisciplinary  Theme  –  Sharing  the  Planet  
___________________________________  
 

 
Sharing  the  Planet  
An  inquiry  into  rights  and  responsibilities  in  the  struggle  to  share  resources  with  other  people  
and  with  other  living  things;;  communities  and  the  relationships  between  them;;  access  to  equal  
opportunities;;  peace  and  conflict  
 
Central  Idea:  
Inequity  can  motivate  people  to  Act
 
 
 
Lines  of  Inquiry:  
*  
 
*  
 
*  
 
*  
 
Our  Guiding  Questions:  
*  
*  
*  
 

4  
  

_________________________________  
Getting  Started:  
___________________________________  
 

 
“Developing  your  essential  agreements  for  working  as  a  team”  
 
Use  some  of  the  following  attitudes  and  learner  profile  to  develop  essential  agreements  for  how  
your  group  should  work  as  a  team  throughout  the  exhibition.  Remember,  essential  agreements  
are  few  in  number  and  everyone  must  act  upon  them:  
 
Principled  -­  Cooperation  -­  Open  minded  -­  Communicator  -­  Respect  -­  Independence  -­  
Empathy  
*  
*  
*  
*  
 
Signatures  of  your  group:  
 
 

___________________________________  
 
 
 
 
 
 
 
 

5  
  
 
Exhibition  Timeline.  
 
Use  the  following  information  to  keep  you  on  track  throughout  the  time  you  are  working  
on  the  exhibition:  
 
WEEK WHAT YOU WILL BE DOING WHAT YOU SHOULD AIM FOR

Week 1: Develop the essential agreements for
Feb 29th your group, set yourself some short
term goals, develop your guiding
questions, start to research, reflect on
your learning.
Be a thinker - Set yourself 2 or 3 clear goals
Be knowledgeable - familiarize yourself with your guiding
questions
Be an inquirer -Start to develop knowledge about your issue
and organize how you will collect your information

Week 2: Continue to research your guiding Be reflective - evaluate your goals, how are you doing?
March 7th questions, review your goals, start to
think about action your group might like Be a thinker - Start to piece your findings together, look for
to take, reflect on your learning. patterns or common themes, what new questions have you got?
What conclusions can you make?

Check in session with parents! Be knowledgeable - Decide how you will further extend your
research.

Be balanced - Make sure you have used a variety of research

sources.

Week 3: Begin to put your research findings
March 14th together, start to think about different
ways to share your new knowledge and
make a plan. Begin to create products
for exhibition, but balance your time
between the different jobs you need to
do. Start to organise your action, what
will it look like? who will it involve? what
do you need to do to make it happen?
Be a thinker - Looking for patterns in your research by evaluating
the connections with your guiding questions.
Be creative - turn your ideas into products for the exhibition.
Be a communicator -organize your action.
Be reflective - ask... what do I know now that I did not before?
What is the best course of action I can take?

6  
Week 4 Continue to edit and refine your
April 11 th research findings. Assess your learning.
Create products for the exhibition -
think about how you can include a
variety of skills (performing and visual
arts, IT, languages, science, math).
Begin to draft and practice
your presentations.
Be organized - have at least one finished product for the
exhibition.
Be well balanced - work on several new creative products at the
same time (performances, presentations, work for display)
Be principled - get further involved in your action and document
what you have achieved.
Be reflective - evaluate your progress and self assess your work

Continue with your action and continue

to reflect on your learning.

Week 5 Continue to refine and publish work for
April 18th the final exhibition display. Practice
performances and presentations.
Compile your bibliography and people
you would like to acknowledge.
Be organised - have most of your products finished for the
exhibition.
Be a communicator - Construct and display evidence of your
action.

Decide how you would like to display Be reflective - choose a few of your most meaningful reflections for
your action. display.

Review your reflections - what has been Be confident - “your performances and presentations are almost
the most important ready”
/enjoyable/meaningful things you have
learned through the exhibition process.

Week Final preparations for exhibition Be independent - evaluate the quality of yours’ and each others
includes; editing, assessing each others work.
6&7
learning, practicing for the big night.
April 25th Be confident and proud of what you have achieved - you have
travelled a great distance!
& May 2nd

Dates for your diary:

Assessment check-in #1 with parents (Finding out - research)

- March 11th

Assessment check-in #2 with parents (Taking action)

- April 22nd

Exhibition Presentation Event

- May 12th

7  
  

___________________________________  
My  First  Exhibition  Goals...  
___________________________________  
 
 
Write  your  first  goals  for  the  exhibition  below  by  completing  the  sentences:  
The  exhibition  will  be  a  success  for  me  if...  
 
 
 
 
 
 
 
 
 
I  believe  my  strengths  are...  
 
 
 
 
 
 
 
 
 
 
I  think  the  areas  I  will  have  work  at  most  are...  
 
 
 
 
 
 
 
 
 
 
 
 

8  
__________________________________  
Finding  Out  (Research)  
___________________________________  
 
 

 
 
 

 
 
 
 
 
 
 
 
 

9  
______________________________  
“Narrowing  down  your  focus”  
___________________________________  
 
What  is  the  issue  you  want  to  find  out  about  (use  lines  of  inquiry  to  guide  you)?  
 
 
 
 
 
 
 
 
 
 
What  are  your  guiding  questions  that  will  help  you  you  discover  more  about  this  issue?  
 
 
 
 
 
 
 
 
 
How  do  you  plan  to  find  out  about  this  (highlight  below)?  

10  
_____________________________  
“Narrowing  down  your  focus”  
___________________________________  
 
 
What  is  the  issue  you  want  to  find  out  about  (use  lines  of  inquiry  to  guide  you)?  
 
 
 
 
 
 
 
 
What  are  your  guiding  questions  that  will  help  you  you  discover  more  about  this  issue?  
 
 
 
 
 
 
 
 
 
How  do  you  plan  to  find  out  about  this  (highlight  below)?  

 
 

11  
__________________________________  
“Narrowing  down  your  focus”  
___________________________________  
 
 
What  is  the  issue  you  want  to  find  out  about  (use  lines  of  inquiry  to  guide  you)?  
 
 
 
 
 
 
 
 
What  are  your  guiding  questions  that  will  help  you  you  discover  more  about  this  issue?  
 
 
 
 
 
 
 
 
 
How  do  you  plan  to  find  out  about  this  (highlight  below)?  

 
 

12  
___________________________________  
“Narrowing  down  your  focus”  
___________________________________  
 
 
What  is  the  issue  you  want  to  find  out  about  (use  lines  of  inquiry  to  guide  you)?  
 
 
 
 
 
 
 
 
What  are  your  guiding  questions  that  will  help  you  you  discover  more  about  this  issue?  
 
 
 
 
 
 
 
 
 
How  do  you  plan  to  find  out  about  this  (highlight  below)?  

 
 

13  
___________________________________  
“Recording  what  you  find”  
___________________________________  
Use  any  of  the  following  graphic  organizers  to  record  your  research  findings,  you  can  find  them  
online  at  http://www.globaleducation.edna.edu.au/globaled/go  

 
(Fishbone  -­  use  as  an  organized  way  to  consider  a  problem)  
 

 
(Consequences  chart  -­  use  with  a  what  if  type  question  or  problem)  

14  
  
(Flow  chart  -­  use  to  list  a  series  of  events  that  have  happened  or  might  happen)  
 
 
 

 
(Diamond  ranking  -­  use  as  a  way  to  list  and  prioritize  the  most  important  issues  /  problem  “most  
important  goes  at  the  top”)  
 

15  
  
(Futures  wheel  -­  use  to  show  how  one  issue  or  topic  may  affect  another)  
 
 

 
(PMI  -­  use  to  compare  advantages  /  disadvantages  and  make  decisions)  
 
 

16  
  
 
(PNQ  -­  use  to  consider  positives,  negatives  and  questions  about  an  issue)  
 

 
 
(Web  map  -­  use  for  planning,  brainstorming,  note  taking,  organizing  and  problem  solving)  

17  
  
(Futures  line  -­  use  to  consider  2  possible  future  actions)  
 
 
 

 
(Placemat  -­  use  to  consider  your  opinion  on  a  question  or  issue  before  recording  a  group  
response)  
 

18  
  
(T  Chart  -­  use  to  classify  your  ideas)  
 

 
(Y  Chart  -­  use  to  brainstorm  your  ideas)  

19  
___________________________________  
“How  best  can  I  show  what  I  have  
learned?”  
___________________________________  
Use  this  page  to  help  you  reflect  on  the  different  ways  you  can  share  your  research  findings.  
Remember  to  choose  the  best  tool  for  the  job.  
 

20  
 _________________________________  
Taking  Action  
Use  this  section  to  help  you    plan  and  think  about  the  different  forms  of  action  you  can  take.  

___________________________________  
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

21  
___________________________________  
What  does  action  look  like?  
___________________________________  
 
Action  can  take  many  forms;;  it  can  be  direct  or  indirect.  When  choosing  a  form  or  action  it  is  
important  you  choose  the  form  of  action  that  will  have  a  lasting  (sustainable)  impact  upon  your  
issue.  
 

 
 
Direct  action  -­  volunteering  your  time,  organizing  an  event,  fund  raising,  organize  publicity  
campaign.  
 

 
 
 
Indirect  action  -­  Making  people  aware,  educating  people,  influencing  other  people  to  think  
differently,  forming  partnerships  with  organizations.  
 
 
 
 
 
 
 
 
 
 

22  
Planning  for  Action:  
What  do  you  hope  to  achieve  through  your  action  project?  What  are  your  goals?  
____________________________________________________________________________
____________________________________________________________________________  
 
Why  is  this  important  to  you?  
____________________________________________________________________________
___________________________________________________________________________  
 
How  will  this  project  make  a  difference  to  your  life  or  to  other  people?  
What  steps  do  you  intend  to  take  to  work  towards  your  goal?  Who  will  be  responsible  for  these  
tasks?  
 
 
 
 
 
 
 
 
 
What  needs  to  be  done?   Who  will  do  it?   When  will  it  be  completed  
     

     
 

     
 

     
 
 
What  resources  will  you  use  to  assist  you  with  this  project?  
 
 
 
 
 
 
Reviewed  by  teacher:                                                                                                      Reviewed  by  group:  
 
 

___________________________________  
23  
 How  will  I  know  what  I  have  learned?  (Assessment).  
___________________________________  
 
 
 
Assessment  during  the  exhibition  happens  in  the  following  ways  different  ways:  
 
Reflection  and  Journaling  
Self  and  Peer  assessment  
Teacher  assessment  
Mentor  Assessment  
 
 
Because  you  will  be  assessed  on  many  different  areas  of  your  learning,  we  need  to  use  different  
tools  and  strategies,  these  include:  
 
Rubrics  
Checklists  
Reflection  writing  
Conferencing  with  your  teacher  
 
 
Some  assessment  tools  you  will  design  yourself  -­  for  example,  a  checklist  for  keeping  to  your  
essential  agreements,  a  rubric  for  oral  presentations.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

24  
THINKING  ABOUT  MY  INQUIRIES...  
 
I  use  good  questions  to  help  me  find  out  about  my  issue  
 
#never                              #rarely                                  #sometimes                        #usually                              #often  
 
I  use  a  variety  of  resources  for  research  
 
#never                              #rarely                                  #sometimes                        #usually                              #often  
 
I  record  and  organise  my  findings  effectively  
 
#never                              #rarely                                  #sometimes                        #usually                              #often  
 
I  write  information  in  my  own  words  
 
#never                              #rarely                                  #sometimes                        #usually                              #often  
 
I  contribute  well  to  group  tasks.  
 
#never                              #rarely                                  #sometimes                        #usually                              #often  
 
I  use  my  journal,  “to-­do”  lists  and  timelines  to  help  keep  organised.  
 
#never                              #rarely                                  #sometimes                        #usually                              #often  
 
I  ask  questions  when  I  am  not  sure  about  something.  
 
#never                              #rarely                                  #sometimes                        #usually                              #often  
 
My  greatest  achievement  so  far  has  been...  
 
 
 
 
 
What  I  would  like  to  improve...  
 
 
 
 
 
 
 

25  
 IB  Learner  Profile  -­  Self  Assessment:  
 
 
Profile   How  I  have  demonstrated  this  
   

Communicator    
 

Caring    
 

Open-­minded    
 

Reflective    
 

Thinker    
 

Inquirer    
 

Knowledgeable    
 

Risk-­taker    
 

Principled    
 

Balanced    
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

26  
 PYP  Attitudes  -­  Self  Assessment:  
 
 
Attitude   How  I  have  demonstrated  this  
   

Appreciation    
 

Enthusiasm    
 

Respect    
 

Tolerance    
 

Cooperation    
 

Commitment    
 

Confidence    
 

Creativity    
 

Empathy    
 

Independence    
 

Integrity    
 
 
 
 
 
 
 
 
 
 

___________________________________  
27  
 Organizers:_________________________  
     P6 Class Schedule: 2015-2016  

Time   Monday   Tuesday   Wednesday   Thursday   Friday  

Registration   Registration   Registration   Registration   Registration  

7:50-8:00  

  Music       I.T lab 8:00-8:40  

8:00-8:40  

  I.T lab 8:40-10:00     Swahili    

8:40 -9:20  

        P.E  
9:20–10:00  

Snack recess   Snack recess   Snack recess   Snack recess   Snack recess  
10:00-10:20  

10:20-11:00   Swahili   Library   I.T   I.T - Portfolio    

         
11:00-12:00  

12:00-1:00   Recess/Lunch   Recess/Lunch   Recess/Lunch   Recess/Lunch   Recess/Lunch  

Homework   Homework   Homework   Homework    

1:00 –  1:10  

I.T lab 8:00-8:40   French   French   Music   Early Release  

1:10 -1:50  

P.E     Swimming     Early Release  

1:50 –  2:30  

28  
  
BIBLIOGRAPHY:  
Keep  an  ongoing  list  of  ALL  your  resources  (even  if  you  just  read  it!),  here  and  then  use  
http://www.noodletools.com/  to  help  you  organize  and  create  a  clear  bibliography.    
Username/ID  :  P6ismac  
Password:  exhibition  2016  
 

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