PYP+Exhibition

PYP EXHIBITION


Hi there..................
 * So its me ........................ just like an ordinary onion..You keep me peeling off with tears rolling down...but its me who adds flavour and sensitize your taste buds...**

**As the culminating PYP experience, it is required that the exhibition reflects all the major features of the programme. Therefore it must: **
> exhibition and/or service-orientated action; action may not always be clearly or immediately visible or measurable but evidence should be recorded whenever a particular behaviour results from the learning involved
 * ** //__Transdisciplinary themes:__ Synthesize aspects of all six transdisciplinary theme // **
 * ** //__Learner Profile:__// Provide an opportunity for students to exhibit the attributes of the IB learner profile that have been developing throughout their engagement with the PYP. **
 * //**__Concepts:__**// Incorporate all the key concepts; an understanding of the key concepts should be demonstrated by the application of key questions throughout the inquiry process
 * //**__Transdisciplinary skills:__**// Require students to use skills from all five sets of transdisciplinary skills students should be given the opportunity to develop and apply skills from all the transdisciplinary skill areas in their exhibition inquiry
 * //**__Knowledge:__**// Offer the students the opportunity to explore knowledge that is significant and relevant
 * //**__Attitudes:__**// Offer opportunities for students to display attitudes that relate to people, the environment and their learning; these attitudes should be evident throughout the process
 * // **__Action:__** // Provide opportunities for students to engage in action; students should demonstrate an ability to reflect on and apply their learning to choose appropriate courses of action and carry them out; this action may take the form of personal involvement with the planning and implementation of the
 * //**__Inquiry__**// Represent a process where students are engaged in a collaborative and student-led, in-depth inquiry facilitated by teachers; records should be kept that reflect the process of planning and student engagement with the exhibition
 * //**__Assessment:__**// Include ongoing and rigorous assessment of the exhibition process; this assessment should take two forms: firstly, ongoing assessment of each individual student’s contribution to and understanding of the exhibition; secondly, a summative assessment and reflection on the event itself.