Role of a student in PYP exhibition

Demonstrate 'Learner Profiles', 'Attitudes' and 'Key Concepts'

Culminate all our learning in PYP.

synthesize and apply our learning of previous years and to reflect upon their journey through the PYP

To think of an action to change the world or change someone's life with the knowledge we have gained in previous years.

To unite with other students, parents, mentors and teachers.

Manage our time and complete our role.

Take ownerships of actions.

Ownership of learning

Be committed.

Research in depth

Be confident.

engage in an in-depth, collaborative inquiry

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• participate in selecting a real-life issue or problem for the exhibition

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• collaboratively plan learning and assessment experiences; these should involve independent and collaborative work and students should be involved in all stages of the planning and staging of the exhibition

• carry out an open-ended inquiry into a real-life issue or problem

• demonstrate an understanding of the components of the PYP, in particular the IB learner profile; the students involved in the exhibition should be given an opportunity to demonstrate their learning and the development of the attributes of the IB learner profile

• demonstrate an understanding of the five essential elements—knowledge, concepts, skills, attitudes and action

• select and utilize a variety of strategies and resources to meet the outcomes of the inquiry; wherever possible, students should use a variety of source materials, such as first-hand experiences, interviews, surveys, field visits, artifacts, science investigations, working models, not just book and/or Internet research be academically honest when referring their sources of information

• communicate effectively with teachers, peers and parents

• reflect on the components of and processes involved in the exhibition; they should keep a journal or portfolio of their planning, draft pieces of work, sketches and photographs of work in progress as well as the final product

• carry out self-assessment and peer assessment

• celebrate their learning by presenting the exhibition to the school community.

• develop the inquiry by helping to decide on a central idea, lines of inquiry and student questions

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• have an understanding of the purpose and requirements of the exhibition from the outset of the process (guidelines and planning instructions should be provided by the teacher or mentor)