Sacred Heart
Wellington Catholic District School Board
IB PYP Candidate School
IB PYP

Sacred Heart Guelph- An IB Primary Years Programme​ Candidate School

​​​Sacred Heart Catholic School became a candidate IB PYP school in September of 2017. We are in the process of implementing the philosophy and programme standards of the International Baccalaureate Organization and will seek authorization in 2020. 

The PYP officially encompasses Kindergarten to Grade 6 and at Sacred Heart we have extended the philosophy to include Grade 7 and 8 as well. 

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IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

 These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. ​

What is a PYP Candidate School?

 It is an elementary school that is in the process of becoming a recognized International Baccalaureate (IB) World School. Regardless of location, size or constitution, an IB school strives towards developing an internationally-minded person.

What is an internationally-minded person?

 It is a person who demonstrates the attributes of the International Baccalaureate (IB) Learner Profile.

What is the IB Learner Profile?

  • They are 10 qualities or attributes that enhance the learning of every child embedded within daily life both within and outside of school.
  • ​The 10 Learner Profile Attributes outline 'who we want to be' and they are:

Inquirers; thinkers; open-minded; caring; courageous; well-balanced; knowledgeable; principled; reflective; communicators

What do we learn? The Essential Elements of PYP

 ​Knowledge: what do we want students to know about? Curriculum is based on the Ontario Curriculum and infused with our Catholic values woven through the 6 transdisciplinary themes. The 6 themes are:

​Who we are​How we express ourselves​How we organize ourselves
​Where we are in place and time​How the world works​Sharing the planet

 

Skills: what do we want students to be able to do? 

These are organized under social, communication, research, self-management and thinking skills (21st Century Skills)

 Concepts: what do we want our students to understand? 

Students investigate through the lens of form (What is it like?); function (How does it work?); causation (Why is it like this?); change (How has it changed?); connection (How is it connected to other things?); perspective (What are the points of view?); and responsibility (What is our repsonsibility?).

Attitudes: what do we want students to feel, value and demonstrate? 

There is a commitment to developing positive attitudes towards people, learning, and the environment that contribute to personal well-being

Action:  how do we want our students to act? 

Extending learning through responsible actions help make the world a better place

French as a Second Language

​In the PYP, second (or additional) language learning is valued and as such, Core French is offered starting in Kindergarten. Kindergarten to Grade 3 students receive 125 minutes of French language instruction per week. Grades 4-8 receive 200 minutes. The focus is on building functional language for authentic situations, starting with listening and speaking skills in the primary years and progressing to reading and writing skills. Grade 9 Core French is a mandatory credit in high school.​

How best do we learn? ​

  •  The PYP is committed to learning through inquiry during which students explore and construct understanding through the completion of units
  • Each level from Grade 1 to Grade 6 completes 6 units of inquiry matching the 6 transdisciplinary themes with each unit and is about 6 weeks in length. In Kindergarten, students will work through 4 themes a year.
  • By 2019-2020 Sacred Heart will have full implementation of 6 units per year.
  • Grade 7 and 8 will include the elements of the PYP program, learning through inquiry and will follow the same assessment practices

How will we know what we have learned?

  • Students' knowledge, skills and understanding are assessed before they start (diagnostic), while they are being carried out (formative) and upon completion (summative)
  • The ministry guidelines for assessment and evaluation as found in the document Growing Success, are followed 
  • Students are involved in assessing themselves using the process of reflection to look back at what was achieved, makes next steps for learning and determine where they are in relation to the learning goals


The Programme of Inquiry


Below you will see the continuum of learning from Kindergarten to Grade 8 in its working form. The POI is a living document, meaning that as we develop our knowledge and understanding of the elements of the Primary Years Programme, revisions and refinements are constantly being added. Some units have been completed, some are still in progress and others will be further revised next year. 

Kindergarten Year A

Who we are

“We Are Family”

Where we are in place and time






How we express ourselves

“Express Yoself!”

How the world works

How we organize ourselves

“Won’t You Be My Neighbour?”

Sharing the planet



Central idea





Lines of inquiry

Family relationships contribute to shaping who we are.



Lines of Inquiry:

  1. Family diversity (how families are the same and different)

  2. Relationships and roles within families

  3. How families influence who we become


Different cultures are found around the world.




Lines of Inquiry:

  1. Play around the world

  2. Diversity of homes

  3. Cultural similarities around the world





People express thoughts, feelings and ideas as stories in different art forms

Lines of inquiry:

  1. the communication of thoughts, ideas and feelings through different art forms

  2. Artists and their perspectives

  3. Different versions of favourite stories


Communities connect and help people in a variety of ways.



Lines of inquiry:


  1. Members and how they help the community

  2. What makes a good community member

  3. Components of a community
















Key Concepts

Form, responsibility, Connection


Related Concepts:  belonging, similarities and differences

Causation, Perspective, Connection


Related Concepts:  relationships and interconnectedness

Perspective, Reflection, Connection

Related Concepts: expressions, creativity, imagination



Connection, responsibility, Function


Related Concepts:

Interaction, relationship



Attributes and attitudes

Caring

Communicator

Inquirer, Reflective

Communicator, Risk-Taker


Empathy, Caring, Inquirer,


Approaches to Learning

Social-Cooperating, Respecting others

Communication-Non-verbal communication


Social Skills-respecting others, cooperating

Research-collecting data,  interpreting data

Thinking-synthesis, acquisition of knowledge

Thinking Skills: Application, Acquisition of knowledge,

Communication:non-verbal, listening, speaking,

Self-Management: fine motor, spatial awareness


Social Skills: respecting others, cooperating,

Communication Skills: Presenting, non-verbal communication,

Research: formulating questions, presenting findings


Kindergarten Year B

Who we are

“We Are Important!”

Where we are in place and time

How we express ourselves

“What do you like to play with?”

How the world works

“How Can We Use That?”

How we organize ourselves

Sharing the planet

“Everything Needs Water”


Central Idea









Lines of Inquiry

Human behaviour shapes community relationships


Human relationships including family, friends and community


An inquiry into:

  1. Our responsibility for the well-being of self and others (responsibility)

  2. Our actions have consequences (causation)

  3. Communication with others (connection)


Through play we express our feelings and ideas and come to new understandings.


An inquiry into:

  1. Communicating through play (connection)

  2. Imaginative use of materials (perspective)

  3. The role of toys in play (function)

People change natural materials for different purposes.




An inquiry into:

  1. Uses of natural materials. (function)

  2. How materials can be changed (change)

  3. Recycling Materials (responsibility)


The need for water creates an interdependence between living things




An inquiry into:

  1. Living/non living things (form)

  2. Water sustains life (function)

  3. How water is shared (responsibility)

Key Concepts

Responsibility, causation, connection


Related Concepts:

Communication, conflict, community


Function, Connection, Perspective


Related Concepts: Communication, Expression, Friendship



Function, Change, responsibility


Related Concepts: adaptation, sustainability, environment, equilibrium



Form, function, responsibility


Related Concepts: survival,

sustainability

Attributes and attitudes

Caring, Principled


Thinker, Inquirer

Knowledgeable, Communicator


Thinker, Principled

Approaches to Learning

Social-accepting responsibility, respecting others, cooperating

Self-Management-codes of behaviour, safety

Communication-listening, speaking


Thinking-application, acquisition of knowledge

Communication-viewing,

speaking

Social-cooperating, group-decision making

Research -formulating questions, presenting research findings

Thinking-comprehension, analysis

Social-adopting a variety of group roles, respecting others


Research-observing, formulating questions

Thinking- comprehension, evaluation

Social-accepting responsibility, cooperating

Grade 1

Who we are (1)

Rights and responsibilities

Where we are in place and time (6)

Homes and journeys

How we express ourselves (2)

Ways in which we discover and express ideas, nature,

How the world works (5)

Natural world and its laws

How we organize ourselves (4)

Structures and function of organizations

Sharing the planet (3)

sharing finite resources

Central idea




Lines of inquiry


Our roles, relationships and responsibilities shape who we are


An inquiry into:

  1. What our roles and responsibilities are

  2. Why and how roles and responsibilities change over time

  3. Interrelationships between events, people and places

The properties of materials influence the design and purpose of structures/shelter

An inquiry into:

  • Properties of various materials

  • The function  of various structures

  • Natural and man-made materials

People use nature as inspiration for art.


An inquiry into:

  • Daily and seasonal changes

  • How changes affect living things

  • Elements of design (texture, colour, value) and contrast to communicate ideas

Needs of Living things




An inquiry into:

Public places are organised to meet the needs of the community


An inquiry into:

Energy is used every day for survival and we make choices on how it is used


An inquiry into:

  1. Types of energy

  2. How we use energy  

  3. Ways to conserve energy


Key Concepts

Form, change, connection

Form, Function, Causation

Connection, form, change



Function, connection, responsibility

Attributes and attitudes








Inquirer

Communicator





Approaches to learning

Communication Skills-

Speaking, Listening

Writing

Social Skills

Accepting responsibility


Research Skills-

Formulating questions,

Observations, Planning



  1. Observing

  2. Recording


Grade 2

Who we are

(throughout)

Beliefs and values

Where we are in place and time (2)

Personal histories

How we express ourselves (4)

Ways we reflect on, enjoy and extend our creativity

How the world works (6)


How we organize ourselves (5)

Interconnectedness of human made systems

Sharing the planet

(1)

Sharing finite resources

Central idea

Lines of inquiry


Knowing our communities’ stories shapes our values and beliefs.


An inquiry into:


  1. The stories that are the foundation of a faith









Our heritage shapes how we celebrate

An inquiry into:


  1. Past and present traditions in our families

  2. Why traditions change

  3. Significant traditions and celebrations within communities

People communicate their knowledge through forms of media that suit the audience

An inquiry into:



  1. Types of media

  2. Elements and characteristics

  3. Purpose and audience




An inquiry into:





An inquiry into:




The way humans interact with matter impacts how healthy our environment is

An inquiry into:

  1. Matter and its properties

  2. Needs of living things for survival

  3. Humans impact on the quality of air and water


Key Concepts


Perspective, change, connection

Form, Function, Perspective



Change, form, Responsibility

Attributes and attitudes


Inquirer

risk-taking





Approaches to Learning







Social-Respecting others,

Cooperating

Communication- Speaking,

Presenting














Grade 3

Who we are (6)

-what it means to be human


Where we are in place and time (2)

-orientation in place and time


How we express ourselves (3)

-ways in which we discover and express ideas, feelings, nature, culture, beliefs and values


How the world works (1

-how humans use their understanding of scientific principles)

How we organize ourselves (4)

-economic activities and their impact


Sharing the planet (5)

-sharing finite resources


Central idea




Lines of inquiry


Personal histories serve to form who we become


An inquiry into:

  1. Beginning of life

  2. Milestones and how we celebrate them

  3. Choices and consequences

People build relationships when adapting to new challenges


An inquiry into:

  1. Ways of life: past and present  

  2. How people adapt to major challenges

  3. Relationships between communities and between communities and the land

A structure can be considered both functional and a work of art


An inquiry into:

  1. Form and function of structures

  2. Strength and stability of structures

  3. Elements of design

Humans use their understanding of forces and movement to design devices we use every day


An inquiry into:


  1. Forces cause movement and changes in movement

  2. Devices use forces to create controlled movement

  3. The impact of various forces on society and the environment



A region has characteristics that determine how people live and work there


Plants contribute to the sustenance of living things


An inquiry into:

  1. Structure of plants

  2. Human impact and innovations/adaptations

  3. Soils, society and the environment


Key Concepts

Change, Perspective, Responsibility


Perspective, Change, Connection

Form, function, connection

Function, causation, connection




Function, Change, Responsibility

Attributes and attitudes


Inquirer

Communicator


Inquirer

Risk-taker


Inquirer

Communicator

Approaches to Learning




Research Skills:

Collecting,Sharing data

Communication:Speaking

Social:Accepting Responsibility

Thinking:Dialectical thought


Thinking

Application, Synthesis

Research

Formulating questions

Collecting Data

Communication: Speaking

Research Skills:

Making observations

Asking questions


Research

Formulating questions

Gathering information

Grade 4

WHO WE ARE

What it means to be human




2

Where we are in place and time

Relationships and interconnectedness of individuals and civilizations

5

How we express ourselves

Ways we discover and express beliefs and values


4


How the world works

Interactions between the natural world and their societies



3

How we organize ourselves

Interconnectedness of human made systems and communities

1

Sharing the planet

The communities and the relationships within and between them


6

Central Idea







Lines of Inquiry


Our identity is connected to the region where we live


An inquiry into:


  1. Characteristics of a region

  2. The connection between natural resources and features of a landform region

  3. Opportunities that a region provides (tourist and industry) and our responsibility to it


The contributions (innovations, inventions) of ancient civilizations have influenced present

day society


An inquiry into:

  1. The impact of the environment on daily life then and now

  2. Social organizations and their role in society

  3. Technological developments and their impact on today’s society

Sound may enhance communication of emotions and ideas




An inquiry into:


  1. Types of sound

  2. Ways sound travels

  3. How to manipulate sound to suit a purpose and audience


Light is a form of energy that people can control for specific purposes.


An inquiry into:

  1. Characteristics and properties of light (Causation)

  2. Sources of light (Form)

  3. Uses of light (Function)


The demand for the Earth’s natural resources has consequences.

An inquiry into:

1. The organization of political systems

2.  How the physical properties of rocks and minerals impact their use

3.  How human activity impacts the landscape

Survival depends on healthy habitats


An inquiry into:


  1. The interdependence in a habitat

  2. Plant and animal adaptations

  3. the balance of human wants and needs with the environment





Key Concepts

Connection, Form, Perspective

Function, Change, Perspective

(Civilization, beliefs)



Causation, Form, Function


Causation, Connection, Responsibility


Causation, Function, Responsibility

Related: Survival, interdepence, habitat

Attributes and attitudes

Caring

Communicator

Curiosity


Thinker, Inquirer

Knowledgeable: curiosity

Inquirer

Caring:Appreciation, empathy

Knowledgeable: curiosity, creativity

Approaches to Learning

Communication

Presenting, Non-verbal

Thinking

Evaluation

Self-management:

Organization





Thinking Skills:  

Evaluation

Social Skills:

Accepting responsibility

Communication Skills:

Presenting

Research Skills:

Observing


Grade 5

Who we are (1)

Personal, physical, mental, social and spiritual health

Where we are in place and time (4)

Discoveries and explorations and migrations of humankind


The Universe: Yours to Discover

How we express ourselves

(3)

The ways in which we express ideas




How the world works

(5)

How we organize ourselves (2)

Societal Decision making


Sharing the planet


Sharing finite resources

Central Idea






Lines of Inquiry


Our body systems are interdependent and function in relation to our mental well-being


An inquiry into:

  1. The body systems and their function

  2. The interdependence of body systems

  3. Healthy choices for our body and mind


Travel and exploration leads to an exchange of ideas that can change the way people live


An inquiry into:

  1. Reasons for exploration

  2. The exchange of knowledge between cultures

  3. Conflict and power

Humans create structures that facilitate a coherent organization and communication of ideas

An Inquiry into:

  1. types of signs and symbols that we use to communicate

  2. how patterns help to organize learning

  3. how conventions enhance communication

The environment, and our responsibility to it, shapes how structures are designed.


An inquiry into:

  1. Natural forces and impacts on structures

  2. Designing for safety

  3. The impact of society and the environment on structures

  4. Humans impact on the natural environment and our responsibility to it


Understanding of  rights and responsibilities drives how citizens use the government to address social issues.



An inquiry into:

  1. perspective of various stakeholders on social issues

  2. The roles, rights and responsibilities of government

  3. The rights and responsibilities of Canadian citizens and how it enables us to be active and effective citizens. (responsible citizenship?)








An inquiry into:

  1. Physical and chemical changes

  2. energy transformation and conservation

  3. immediate and long term effects of energy and resource use on society and the environment


Key Concepts


Related Concepts

Function, causation, change,

Choice, well-being, health

Causation, Perspective, Change

Exploration,

Connection, Form, Function

Form , Function, Responsibility


Responsibility, perspective


Stewardship

sustainability

Attributes and attitudes

Balanced, Risk-taker

Open-minded, Principled

Communicators, Knowledgeable

Inquirer, Principled

Caring-Empathy,Tolerance

Open-minded-Respect and cooperation

Open minded, Caring

Approaches to Learning

Non- verbal communication

Formulation Questions

Observing

Synthesis

organization

Listening

Evaluation

Interpreting data

Reading

Writing

Application

Analysis

Metacognition

Presenting

Acquisition of knowledge

Comprehension

Planning

Organization

Resolving conflict

Groups decision making

organization

Synthesis

Reading

Writing


Grade 6

1) Who we are

Rights and Responsibilities



Where we are in place and time (4)

The interconnectedness of individuals and civilizations, from local and global perspectives.


Space:

How we express ourselves (3)

The ways we act on, extend and enjoy our creativity


Media: Under The Influence

How the world works

The impact of scientific advances on society and the environment


How we organize ourselves

Economic activities and the impact on humankind and environment



2) Sharing the planet

The struggle to use finite resources


Biodiversity: A Balance to Define

Central Idea







Lines of Inquiry


Human migration alters the development of national identity

An inquiry into:

  1. The factors and impacts of global migration

  2. The elements of our Canadian identity

  3. The stance of the Catholic faith


Human curiosity drives the desire to explore

An inquiry into:

  1. The history of outer space exploration

  2. Celestial bodies

  3. The impact of space exploration on society



Media has the power to influence thinking and behavior.

An inquiry into:

  1. Consumerism (needs vs wants)

  2. Advertising techniques

  3. Media literacy and informed decision-making


Understanding scientific principles leads to technological advances


An inquiry into:

  1. The principles of electricity

  2. The Properties of Air and use in manmade and natural forms of flight

  3. The impacts of these technologies on society and environment

International cooperation and action impacts the quality of human life


An inquiry into:

  1. Political, social, economic and environmental issues and their impact

  2. The importance of cooperation in addressing global issues)

  3. Responses to global issues and their impact

The world is made of a  diverse range of organisms and humans impact its health and balance.


An inquiry into:

  1. The world has a diverse range of organisms with distinct classifications based on characteristics

  2. Diversity is essential to the health of our planet

  3. Human actions can impact the diversity of our planet.

Key Concepts

Perspective, causation, reflection

(Identity, diversity)


Reflection, function, connection

Reflection, Perspective, Causation

Form, Causation, Reflection

Causation, Responsibility, Connection, Reflection

(global citizenship)

Connection, Responsibility, Reflection

(stewardship, interactions)

Attributes and attitudes

Open-minded

Caring

Reflection

Reflection

Open-minded

Reflection

Principled, Open Minded, Reflection

Thinker, Inquirer, Reflection

Approaches to Learning

Research Skills

Thinking Skills Evaluating



Thinking Skills

Evaluation

Communication

Viewing, Presenting, Speaking


Communication Skills: Listening, Presenting





Research Skills

Formulating questions, Planning, Collecting Data, Interpreting data

Communication

Presenting

Grade 7

Who we are (3)

Where we are in place and time (2)

How we express ourselves (5)

How the world works

(4)

How we organize ourselves (6)

Sharing the planet (1)

Central Idea





Lines of Inquiry


What we believe shapes how we view the world and interact with others.


An inquiry into:

  1. The tenets of a faith

  2. Relationship with others

  3. Social teachings



Understanding the experiences and challenges people faced in the past helps us make sense of the challenges we face today

An inquiry into:

  1. Similarities and differences of experiences and challenges of early Canadians in the past and present

  2. The response of different groups and individuals to the shift in power from France to Britain and how it continues to impact us today

  3. Short and long term impact of changes on various groups and how they contribute to present day issues

  4. Possible solutions to conflict today



Elements within ecosystems are dependent on each other for survival The interdependence of biotic and abiotic elements

An inquiry into:

  1. The interdependence of biotic and abiotic elements

  2. Human and natural impacts

  3. Our responsibility to sustaining our ecosystems



Understanding scientific principles helps humans to make choices for  the environment

An inquiry into:

  1. The particle theory of matter

  2. The properties of substances and heat

  3. Social and environmental impacts



Key Concepts

Form, Responsibility, Connection

Responsibility, Causation, Perspective


Function, Change, Responsibility



Responsibility, Change,

Causation

Attributes and attitudes

Principled

Caring





Communicator

Caring

Approaches to Learning

Thinking Skills- Analysis

Communication Skills-  Viewing and Presenting

Research Skills- Collecting and Organizing Data

Research Skills- Presenting Findings

Thinking Skills-

Acquisition of knowledge,

Analysis, Comprehension

Research Skills-

Formulating questions, Planning,Organizing data

Communication Skills-

Presenting


Communication Skills- Viewing

Thinking Skills- Synthesis


Thinking-Group-decision making

Communication-Speaking

Grade 8

Who we are (2)

Where we are in place and time (3)

How we express ourselves (1)

How the world works

How we organize ourselves (4)

Sharing the planet (5)

Central Idea

Lines of Inquiry


History  Creating Canada

Science Cells


Progress reflects the values and beliefs of a society at a given moment in time



  1. The new nation and its People

  2. Perspectives in the new nation

  3. Understanding the historical context; Events and their consequences


-  

Orientation in place and time


Changemakers



The experiences of a culture and a timeline of their history can be witnessed through the exploration of their music.

(An exploration of the way we express our ideas, feelings)


Sociocultural, political and historical contexts in musical history of the last century

Lyrical compositions for specific purposes and audiences

Using elements of design to communicate ideas and messages on past or present sociocultural and political context


Science: Understanding Earth and Space Systems: Water Systems

Concept: The impact of scientific and technological advances on Society and the environment


Components of a system contribute to the overall function and effectiveness of a system


  1. The personal, social and/or environmental impact of a system

  2. Ways in which components of a system contribute to its desired function

  3. Alternative ways of meeting needs

Geography-Global inequalities, quality of life

(access to equal opportunities)



Key Concepts

Change, perspective, Form

Form, Causation, Responsibility



Function, Connection, Responsibility


Attributes and attitudes









Approaches to Learning