Music Curriculum in International Baccalaureate Primary Years Programme

2020 ◽  
Vol 49 (4) ◽  
pp. 271-292
Author(s):  
Euna Choi
Keyword(s):  
International Baccalaureate ◽  
Music Curriculum ◽  
Primary Years Programme

Perceived difficulties between early years and primary teachers in International Baccalaureate Primary Years Programme implementation

2018 ◽  
Vol 17 (2) ◽  
pp. 116-133
Author(s):  
Verónica Steffen ◽  
Ángeles Bueno-Villaverde
Keyword(s):  
Best Practice ◽  
International Baccalaureate ◽  
Parent Satisfaction ◽  
Primary Teachers ◽  
Early Years ◽  
Assessment Tools ◽  
Full Time ◽  
Programme Implementation ◽  
Autonomous Communities ◽  
Primary Years Programme

The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Standards and Practices. This document, revised periodically, regulates the implementation of IB programmes around the world. The basis of the structure of the research has a direct alignment with those Standards (philosophy, organization, curriculum and assessment). These core themes take the discussion beyond the PYP when considering best practice. A questionnaire was delivered to all full-time PYP teachers, and qualitative analysis was undertaken of the main school documents such as IB preliminary visit reports, school action plans, studies of parent satisfaction surveys, professional development plans, Programme of Inquiry, Units of Inquiry, assessment tools and IB authorization reports. While the document analysis highlighted some areas of difficulty, it was the quantitative comparison that emphasized significant differences in perceived difficulty of PYP implementation between these Early Years and Primary teachers. Although results of the research, in general, are favourable regarding perceived ease in the implementation of PYP philosophies as well as fundamental aspects, there were perceived differences between these two groups regarding specific items. Early Years teachers in and among the schools found 32 items significantly more difficult than did Primary teachers, including the use of transdisciplinary theme descriptors, key concepts, and the Learner Profile. Regarding assessment, Early Years teachers expressed having more difficulties than did Primary teachers in making their students work with their portfolios and using student-led conferences. However, the role of constructivism was one of seven items perceived as easier for Early Years teachers.

Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective

2019 ◽  
Vol 18 (3) ◽  
pp. 257-273
Author(s):  
Niranjan Casinader ◽  
Lucas Walsh
Keyword(s):  
International Education ◽  
Student Outcomes ◽  
International Baccalaureate ◽  
Research Study ◽  
Modern Society ◽  
Teacher Expertise ◽  
Cultural Education ◽  
Teacher Capacity ◽  
Primary Years Programme ◽  
Cultural Reality

It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.

scholarly journals Language Ideologies in a U.S. State-Funded International School: The Invisible Linguistic Repertoires of Bilingual Refugee Students

2017 ◽  
Vol 16 (1) ◽  
pp. 36-54
Author(s):  
Ana Solano-Campos
Keyword(s):  
International Baccalaureate ◽  
Curriculum And Instruction ◽  
Language Ideologies ◽  
The United States ◽  
International School ◽  
Refugee Students ◽  
Primary Years Programme ◽  
Immigrant And Refugee ◽  
Linguistic Backgrounds ◽  
Grade Classroom

In this study, I investigated language ideologies in a state-funded International Baccalaureate Primary Years Programme school in the United States. I conducted ethnographic observations, focus groups, and interviews in a fourth grade classroom in one of the largest refugee resettlement areas in the country. Findings indicate that although the school positioned bilingualism as linguistic capital, the linguistic repertoires of multilingual refugee students were made invisible by three inter-related processes: linguistic tokenism, linguistic subordination, and linguistic compartmentalization. These results highlight the urgency for schools offering the IB PYP to implement language policy, curriculum, and instruction that explicitly support immigrant and refugee children’s multiple linguistic backgrounds.

Seeing the forest for the trees: The International Baccalaureate Primary Years Programme exhibition and Global Citizenship Education

2016 ◽  
Vol 15 (3) ◽  
pp. 208-223 ◽  
Author(s):  
Nicholas Palmer
Keyword(s):  
Citizenship Education ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
Communicative Action ◽  
Current Theory ◽  
Fifth Grade ◽  
Small Scale ◽  
Global Learning ◽  
Global Citizenship Education ◽  
Primary Years Programme

The purpose of this research was to determine the depth and scope of Global Citizenship Education (GCE) through the International Baccalaureate (IB) Primary Years Programme (PYP) exhibition. The small-scale qualitative study describes how a fifth-grade cohort and teachers at The International School of Azerbaijan uncover GCE in situ. Drawing on GCE literature, including Irene Davy’s IB position paper and UNESCO’s Global Citizenship: Education Topics and Learning Objectives, the study seeks to align current theory on GCE and the components of the exhibition. The research is underpinned by communicative action and reflection, denoting a critical stance on epistemology. The resulting conceptual GCE framework positions authentication, co-creation and substantiation as key enabling features of the PYP exhibition. As the presented framework is based on practice, the key assertions are applicable to educators, schools and networks seeking to enliven contextual modes of global learning.

scholarly journals Digital and information literacies and the school library

2019 ◽  
Author(s):  
Yvonne L Barrett
Keyword(s):  
Digital Literacy ◽  
International Baccalaureate ◽  
School Library ◽  
Literacy Skills ◽  
Online Information ◽  
School Librarians ◽  
Research Libraries ◽  
Digital Environments ◽  
Library Program ◽  
Primary Years Programme

You can’t teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it. (Seymour Papert)  For school librarians, this is certainly part of a core responsibility, to provide students with digital literacy skills and strategies that will enable them to find and access information at point of need, in order to create knowledge (Farkas, 2011). While students are growing up in this digital age, research reveals they are not necessarily skilled in reading to locate and use online information effectively (Leu, Zawilinski, Forzani, & Timbrell, 2014b; Pickard, Shenton & Johnson, 2014). This is significant when “students overestimate their ability to engage with information in a critical and literate manner” (Kirkwood in Beetham & Oliver, 2010, p.162).  Yet, students are required to be ethical and critical thinkers, and engage as collaborators and creators in participatory digital environments (Coiro, 2003; Mackey & Jacobson, 2011; Association of College & Research Libraries (ACRL), 2015). This exploratory case study seeks to investigate Year 5 students’ (ages 10-12) learning experiences within a school library program. It endeavoured to explore the pedagogical background, motivation and steps in implementing digital and information literacies. Did these sessions provide students with the emergent skills and strategies to support independent research and collaborative inquiry as they began their International Baccalaureate Primary Years Programme (IB PYP) Exhibition?

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