International Baccalaureate

 
Jesse Boyd Elementary is an authorized International Baccalaureate (IB) World School. Within IB, schools serving kindergarden through fifth grade student offer the Primary Years Programme (PYP). Within IB, schools serving kindergarten through sixth grade students apply to offer the Primary Years Programme (PYP). IB schools are made up of PYP, MYP (Middle Years Program) and DP (Diploma Program). Jesse Boyd is one of 17 IB schools in SC and joins an international organization comprising of 3,200 schools in 141 countries. You can learn all about the International Baccalaureate at www.ibo.org. Please visit their site because greater detail about the PYP is given.
Jesse Boyd Elementary School was designated an International Baccalaureate (IB) World School in April of 2011 and reauthorized again in May of 2015. This honor and achievement represents a culmination of years of hard work by the JBE administration, faculty, staff and students. Our Primary Years Programme (PYP) for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. For more information concerning the IBPYP program at Jesse Boyd, please contact our school’s IB coordinator, Mary Kay Deese by calling the school or via email at mjdeese@spart7.org

WHAT IS THE PRIMARY YEARS PROGRAMME?

The International Baccalaureate (IB) continuum includes the Primary Years Programme, the Middle Years Programme, and the Diploma Programme. The PYP is a curriculum framework within which national and state standards can be embeded. In teaching curriculum content (science, social studies, etc.), teachers strive to make connections between learners’ existing knowledge and new knowledge. In the PYP, children are provided opportunities to build meaning and refine understanding, principally through structured inquiry. The learner moves from his or her current level of understanding to a new and deeper level of understanding.

HOW LONG DOES IT TAKE TO BECOME AN IB AUTHORIZED WORLD SCHOOL?

The Primary Years Programme Timeline has four phases: (1) Consideration Phase, (2) Candidate Phase, (3) Application Phase, and (4) Operating Phase. In winter 2008, the administrators and staff at Jesse Boyd began the Consideration Phase, which typically takes from 6 months to 1 year. Our goals in this Phase were to communicate with the Jesse Boyd Elementary community about the PYP, plan for and begin implementation by attending summer training, gather support and make informed decisions to begin the authorization process. We concluded the Consideration Phase with the submission of Part A of our formal application in November of 2008. We became a Candidate IB School in December 2008. When a school enters the Consideration Phase, IBNA (IB North America) requires staffing a “coordinator” position to ensure that the many requirements along the way to authorization are met effectively and in a timely fashion and to work with teachers in writing and teaching the Program of Inquiry. At Jesse Boyd, Meredith Rose was named the IB/PYP Coordinator. During this phase our staff worked collaboratively to begin implementing the program, had a visit from our IB consultant, and continued our teacher training. This phase also includes submitting Application B in June 2010. The next step was a visit from an authorization team who evaulated our progress in implementing the program. In the spring of 2011 Jesse Boyd received notice from IBO that we have been approved and we are a fully authorized IB World School. Our faculty and staff continues to teach, grow and learn while presenting the IB program to our students. When Mrs. Rose became our school’s principal, Mrs. Mary Kay Deese was named the school’s new IB coordinator. She continues the work of helping our school implement the IBPYP program.

WHAT IS DIFFERENT AT AN IB BOYD THIS YEAR RELATED TO THE PYP?

We will expand our traditional character education curriculum (facilitated by Mrs. Pressley, our counselor) to include the traits that IB has identified as those traits needed by an international minded individual. These traits (called the Learner Profile) include the following: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Parents and other family members can support the development of these traits and the vocabulary by noticing actions and words associated with these traits. Another part of IB are the Attitudes. These attitudes are appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, and tolerance.
Another change parents and students may have already noticed is that we are moving toward classroom activities that allow for teacher guided, student centered. Our teachers implemented inquiry into our instruction four years ago when we added our science coach. IB curriculum will expand that inquiry into all subjects including our related arts, Music, Art, and PE. Parents will also see more authentic assessment of student progress through the use of rubrics and more project based assessments. Parents will also notice an IB report card along with the regular District 7 report card. This report card will help you see the growth for our child in becoming an internationally minded student. You will also be invited to student led parent conferences. As an authorized school our oldest students (5th grade) will work on Exhibition. This is somewhat of a culminating activity to their years as an IB student. This will take place in the spring and you will hear lots more information about this during the school year.

HOW ARE TEACHERS PREPARED TO TEACH THE PRIMARY YEARS PROGRAMME?

By the time we submitted Application A, our administrative team participated in PYP Level 1 Training. In addition to IB-sanctioned training, Boyd teachers participate in on-campus professional development sessions during District staff development days, during teacher planning periods, and after school. Many of our teachers have participated in “field trips” to IB Authorized World Schools in Greenville. Ask your child’s teacher what he or she liked best about one of those schools and/or visit the website of one of those schools such as Sara Collins Elementary. We’ve also had Level 2 and Level 3 training for most of our teachers and will continue training. Our teachers are learning and growing each day in the life of teaching in an IBPYP school.
All of us at Boyd are eager to share our vision with parents and the entire Jesse Boyd community. We invite you to come visit, ask questions, and support our progress toward this very special goal! If you have any questions about IB, please email Meredith Rose or Mary Kay Deese at jesseboyd@spart7.org or call at 594-4430.
IB PYP takes a curricular approach with inquiry at the center. It is not just a method, but also a philosophy that guides program development and student learning. Students participate in directing their own learning by investigating and exploring the central ideas presented through the Program of Inquiry. In different ways, all students at JBE are engaged in open-ended, relevant, student-centered activities which allow them to explore the essential elements embedded in the program. The traditional subject areas, such as math, science, language arts, and social studies provide students and teachers with a perspective, but the true and universally applicable learning will be the ability to ask purposeful questions, make connections and ultimately to understand the concepts driving the Unit of Inquiry.
What do we want the children to know?
The Programme of Inquiry is a guiding document written and revised collaboratively by Jesse Boyd grade level teams which include all teachers here at JBE. It is organized into six themed units by grade level, to frame the curriculum of the school year. Each Unit of Inquiry will include a Central Idea and Lines of Inquiry, Key Concepts, Attitudes, Learner Profile Attributes, and Trans-disciplinary Skills to be developed during the inquiry. In addition, each classroom will display the current unit of inquiry along with student questions and work.
The Programme of Inquiry or POI is displayed next to the main office and on the back hallway at JBE.
All units are based on teaching through • Wondering • Questioning • Experimenting • Researching • Emphasis on meaning and understanding

Six themes of the Program of Inquiry:

Who we are. An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where we are in place and time. An inquiry into orientation in place and time, personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

How we express ourselves. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

How the world works. An inquiry into the natural world and its laws; the interactions between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How we organize ourselves. An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

IB PYP

Jesse Boyd Elementary School is an authorized World School for the International Baccalaureate Primary Years Programme (IBPYP). The aim of the all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. In doing so IB has create the Learner Profile and the IB Attitudes. These IB-PYP The Learner Profile and the Attitudes are meant to be an explicit part of daily learning, modeled by both students and staff. These are woven into daily school life—the classroom, the cafeteria, at recess, in All School Meetings, etc. Students also reflect on the attitudes during learning experiences and assessments. When reinforced at home (or when reinforcing the positive attitudes that students learn at home, church and other places), these attitudes become second nature for children.

LEARNER PROFILE

The Learner Profile describes what we want students to become as they put all the components of learning together. Inquirers
Their natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning and their love of learning will be sustained throughout their lives.
  • Thinkers
They exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems.
  • Communicators
They receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.
  • Risk takers
They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.
  • Knowledgeable
They have spent time in school exploring themes whichhave global relevance and importance. In doing so, they have acquired a critical mass of significant knowledge.
  • Principled
They have a sound grasp of the principles of moral reasoning. They have integrity, honesty and a sense of fairness and justice.
  • Caring
They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.
  • Open-minded
They respect the views, values and traditions of other individuals and cultures, and they are accustomed to seeking and considering different opinions
. * Balanced
They understand the importance of physical and mental balance and personal well-being.
  • Reflective They give thoughtful consideration to their own learning and analyze their personal strengths and weaknesses in a constructive manner.

ATTITUDES

While we want to develop the Learner Profile, Concepts, and a vast array of Knowledge and Skills, these alone do not constitute an internationally-minded student within the IB-PYP. The IB-PYP Attitudes are a vital focus in the development of positive attitudes towards people, the environment, and learning.
  • Appreciation I notice the beauty of people and the world.
  • Commitment
  • I stick to the job.
  • Confidence I believe in myself.
  • Cooperation
I work with others.
  • Creativity
I use my imagination.
  • Curiosity
I wonder about the world.
  • Empathy
I understand how other people feel.
  • Enthusiasm
I enjoy learning and life!
  • Independence
I can think and work on my own.
  • Integrity
I tell the truth.
  • Respect
I treat others the way I want to be treated.
*Tolerance
I know there are many kinds of people.
The Primary Years Programme (PYP) focuses on the heart as well as the mind and addresses social, physical, emotional and cultural needs as well as academic ones. At the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. Six transdisciplinary themes help teachers and children explore knowledge in the broadest sense of the word.
Teachers and students use key questions that are concept based to structure the units of inquiry. They acquire and apply transdisciplinary skills while developing an understanding of these important concepts. The development of explicit attitudes and the expectation of socially responsible behavior are also essential elements of the program.
PYP Essential Elements
To achieve a balance in learning, the PYP emphasizes the five parts of the curriculum which are called the Essential Elements of the curriculum.
These five elements are CONCEPTS, KNOWLEDGE, SKILLS, ATTITUDES and ACTION.

CONCEPTS: Teaching and Learning is Concept Driven

At Jesse Boyd Elementary, teaching and learning is concept driven. Eight Key Concepts define types of questions that can be used to thoroughly explore any topic or inquiry. Students and teachers use concepts to create questions, expand understanding and comprehension, and to delve deeper into the curriculum. Imagine a subject or area that you might like to learn more about. Concepts create building blocks for learning. Why a Concepts-Based Curriculum? “The traditional design of a curriculum did not come into question when business operated with an industrial model that called for factory workers who could follow orders, carry on repetitive tasks with little thought, and work in relative isolation. But business has changed drastically, and education is adapting to meet the need for workers who can identify and solve complex problems, think independently as well as in team situations, and exhibit the characteristics of leaders no matter what their job in an organization.” - Lynn Erickson, 2002

Knowledge

Curriculum at Jesse Boyd Elementary School is organized K-5 into Six Transdisciplinary Themes. These themes are designed to guide students and teachers to focus on the “big ideas” important to learning about ourselves and the world. They are both simple and very complex. Each theme is taught at each grade level with appropriate emphasis for the age and stage of the student. Students spiral through the themes during their studies at Chase building an ever-growing understanding, deeper connections and comprehension, and a strong knowledge base.
Each of the Six themes involve about six weeks of guided inquiry each year. Themes are intended to be “Transdisciplinary”, which simply means that each theme includes areas of study and curriculum from all the various subject matter. Teaching and learning become more relevant, real, and authentic when students meld mathematics, science, literacy, social studies, and other content areas into an inquiry.

SKILLS: What do we want the students to be able to do?

Best practice in education has always included a strong skill component. The construction of meaning and, therefore, understanding is complemented by the students’ acquiring and applying a range of skills. At Jesse Boyd Elementary School, our curriculum includes Trans-disciplinary Skills incorporated within the units of inquiry. Together with South Carolina State and National Standards, Trans-disciplinary Skills provide the foundation of skill development to enable our students to succeed.
The Transdisciplinary Skills include: *Social Skills: Accepting Responsibility Respecting Others Cooperating Resolving Conflict Group Decision Making Adopting a Variety of Roles *Communication Skills Listening Speaking Reading Writing Non-Verbal Communication *Thinking Skills Acquisition of Knowledge Comprehension Application Analysis Synthesis Evaluation Dialectical thought Metacognition *Research Skills Forming Questions Observing Planning Collecting Data Recording Data Organizing Data Interpreting Data Presenting Research *Self Management Skills Gross Motor Skills Fine Motor Skills Spatial Awareness Organization Time Management Safety Healthy Lifestyle Codes of Behavior Informed Choices

ATTITUDES: What do we want students to feel, value and demonstrate?

While recognizing the importance of knowledge, concepts and skills, these alone do not make an internationally minded person. It is vital that there is also focus on the development of personal attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the group. * Appreciation I notice the beauty of people and the world.
  • Commitment
  • I stick to the job.
  • Confidence I believe in myself.
  • Cooperation
I work with others.
  • Creativity
I use my imagination.
  • Curiosity
I wonder about the world.
  • Empathy
I understand how other people feel.
  • Enthusiasm
I enjoy learning and life!
  • Independence
I can think and work on my own.
  • Integrity
I tell the truth.
  • Respect
I treat others the way I want to be treated.
*Tolerance
I know there are many kinds of people

ACTION: How do we want the students to act?

We encourage a positive attitude to learning by challenging students to solve problems, show creativity and resourcefulness and participate actively in their communities. Students at Jesse Boyd are challenged to choose his or her actions based on learning and interests that arise during inquiries. The Action Cycle is a working model to guide learning experiences, research, inquiry and social interactions. This never ending cycle includes reflection, choice and action.
Inquiry is a cognitive and communicative act that links inner and outer dialog, enabling learners to discover the power of their own minds.
The curriculum at Jesse Boyd Elementary School emphasizes the active construction of meaning so that students’ learning will be purposeful and infused with inquiry.
Why is a commitment to inquiry and the construction of meaning important?
‘The mind is not a vessel to be filled, but a fire to be kindled.’ - Plutarch
All students at Jesse Boyd Elementary school continue developing international-mindedness by learning a second language. French and Spanish instruction is part of our curriculum beginning in kindergarten through fifth grade.

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