Primary Years Programme Making the PYP happen - ITARI

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Making the PYP happen How are language practices changing (see figure 26) How is language connected Language is a complex web of connections, transcending the artificial separations of schedules and disciplines. The language strands are interdependent, with listening, speaking, reading and writing being taught and learned simultaneously. Language is seen as involving learning language itself, learning about language and learning through language, and is the major connecting element across the curriculum, with students focusing not only on language for its own sake, but also on the languages of science, history, mathematics and other disciplines. The PYP language classroom extends beyond the classroom walls, with close connections to the central school library/media centre for research, quiet reading and story sessions, and to other classrooms for paired reading activities, shared bookmaking and interviews. The teacher plans in collaboration with other classroom teachers and specialists, ESL and foreign language teachers playing a particularly important role in reinforcing, supporting and extending the classroom work. Language is also a major connection between home and school and, in the PYP classroom, cooperative activities are common, to optimize development of all the students’ languages. Mother tongue development is actively encouraged and supported: bilingual dictionaries are available in the classroom, letters to parents are often translated before being sent home, students are encouraged to use books in their own language for project work and, often, mother tongue classes are part of the programme. There are connections with the wider community, the host country’s language and literature deserving and receiving special status, helping students to adjust to and appreciate the culture of the host country. The PYP language classroom is also connected to the broader world through technology: students aim for literacy in its broadest sense, researching and communicating not only through printed media but also through global electronic networks, exchanging poetry with a live poets group; collecting first-hand information for a unit on water from peers in Alaska, The Netherlands and Western Australia; connecting directly with NASA to access a vast range of multimedia resources. 76 © IBO 2000
Making the PYP happen Decreased emphasis on: language as isolated strands language as a separate discipline skill-drill texts and workbooks decoding only for accuracy restricted reading materials reading selected according to decoding level teacher-directed reading materials silent, individual work a narrow focus on one strategy or mode teacher-imposed writing writing primarily for accuracy writing only as a product a dependence on the teacher as the only source of correct spelling the teacher as an infallible expert fragmented scheduling language study as grammar and syntax literature study as vocabulary, grammar and syntax school classics monocultural materials superficial coverage print only using language for rote learning fixed grouping for teaching standardized reading and writing assessments Figure 26 PYP practices: language How are language practices changing Increased emphasis on: integrated language development language as a transdisciplinary element a literature-based approach reading for meaning a wide choice of print reading selected according to interest level student-selected reading materials appropriate cooperative discussion teaching a range of strategies spontaneous writing writing for meaning writing as a process developing a range of independent spelling strategies the teacher as a facilitator extended in-depth learning periods nurturing appreciation of the richness of language literature as a means of understanding and exploring world classics culturally diverse materials in-depth study multi-media resources using language for creative problem solving and information processing flexible task-responsive grouping a range of appropriate assessment methods, such as portfolios, conferencing, miscue analysis, writing sample analysis, response journals © IBO 2000 77
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Contents Introduction 1 What are th
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Page 29 and 30: Making the PYP happen Attitudes: wh
Page 31 and 32: Making the PYP happen The PYP belie
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Page 55: Making the PYP happen Good language
Page 59 and 60: Making the PYP happen All in all, a
Page 61 and 62: Making the PYP happen Good science
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Page 67 and 68: Making the PYP happen How will we k
Page 69 and 70: Making the PYP happen ! produce evi
Page 71 and 72: Making the PYP happen Understanding
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Page 85 and 86: Making the PYP happen The ISCP stee
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