Primary Years Programme Making the PYP happen - ITARI

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Making the PYP happen What do we want to know about personal, social and physical education Programme of inquiry Personal education: Self concept: Health: Safety: Organization for learning: Social education: Cultural understanding: Interaction with others: Environmental understanding: Physical education: Spatial awareness: Movement: Adventure challenge: Athletics: Dance: Games: Gymnastics: Health-related exercise: Personal education is the study of the growth of the individual in respect to emotions, self-concept and moral values. ! The development of an awareness of one’s own feelings and behaviour. Learning strategies for coping with, communicating about, and managing feelings. ! The development of an awareness of aspects of overall health, including physical growth, nutrition and the control of diseases and substances that affect the body. Positive lifestyle choices in order to promote and maintain health are encouraged. ! The development of safe behaviour practices to be used in the home, school and community. ! The development of an awareness of strategies by which to become a successful learner, including the adoption of a positive attitude toward responsibilities. The making of independent choices in relation to learning and those with whom one works. Social education is the study of the growing interaction of the individual within his/her family, learning community and society, and the world at large. ! The study and acceptance of cultural, racial, and religious similarities and differences. ! The development of an awareness of social norms and values within the family, the school community and society. The understanding of conflict and development of appropriate ways of dealing with it. ! The development of an appreciation for the environment and the need to reflect and act on our responsibilities towards it. Physical education encompasses all that which contributes to personal lifelong health. It involves the study of the human body and its care and fitness. ! The development of an awareness of the position of objects and/or people in relationship to oneself and to each other. ! The development of basic motor skills and the exploration of the body’s capacity for movement through manipulative, locomotor and balance exercises. ! The development of problem-solving skills which require cooperative group work and use of body management skills. ! The development of skills linked to the three strands of athletics—running, jumping and throwing. ! The development of body movement in relation to others and to music. ! The development of skills and techniques required in games-related activities. ! The development of body control and management through skill-related exercise. ! The development of the awareness of the importance of physical fitness and of maintaining a healthy lifestyle. Related concepts: ! adaptation ! authority ! conflict ! conservation ! culture ! democracy ! dependability ! diversity ! equity ! exploitation ! friendship ! goals ! growth ! hope ! initiative ! interdependence ! norms ! opinion ! patterns ! power ! prejudice ! pride ! religion ! rights ! stereotype ! tradition ! trust ! values Figure 13 The programme of inquiry: personal, social and physical education © IBO 2000 29
Making the PYP happen Skills: what do we want the students to be able to do Why include skills as an essential element The search for understanding is central to the beliefs of the PYP. However, the emphasis on the development of conceptual understanding does not preclude a recognition of the importance of developing skills. The construction of meaning and, therefore, understanding is complemented by the students’ acquiring and applying a range of skills. These skills are best developed in the context of meaningful situations such as those offered by the PYP units of inquiry. The PYP position is that, in order to conduct purposeful inquiry and in order to be well prepared for further education and for life beyond school, students need to master a whole range of skills beyond those normally referred to as basic. These include skills which transcend the indi vidual disciplines. What skills does the PYP suggest (See figure 14) © IBO 2000 31
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Primary Years Programme Making the PYP happen - ITARI

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