PYP

Exhibition
2013-2014

Parent Information Pack


What is the PYP Exhibition?
The PYP Exhibition is:
A culminating project for the PYP
An in-depth, collaborative inquiry into a topic that students are passionate about
A demonstration of how students can take action from their learning
A celebration of student learning.

What will student do and how will they demonstrate key aspects of the PYP?
Students will embody the Learner Profile throughout the Exhibition process
Students will use the transdisciplinary skills they have acquired while exploring
knowledge that is significant and relevant
Student inquiry will be guided by the key concepts they choose
Students will demonstrate the IB attitudes throughout Exhibition.

What will the Assessment Include?
Students will be assessed throughout the Exhibition and will be assessed on the process as well as
the final products.

Students will be assessed on:
Data Collection
The resources they used to conduct their research
Understanding of the Issue
The depth of their discussion and analysis of the issues explored
Reflection of the Process
The thoughtfulness of their responses in their Reflection Journal
Action
How they used their research to assist them with finding solutions to the issue and then
planned and took action
Expressing Ideas
How they use media to demonstrate their knowledge and understanding of what they
have learned
Written Piece
Their synthesis of their research into a carefully planned piece of writing.


** The Rubric for Assessment can be located at the back of this booklet.


What Support will be given?
Students will work in collaborative groups based on a common interest. Each group will explore an
issue in-depth. Teachers will work with each group weekly as well as provide mini-lessons to
support the process. Each group also has a community mentor assigned to them who additionally
provides support. Groups meet with their mentor each week.

Homework and Support at Home
Much of the timetable at school will be used to support the Exhibition process. However, students
will continue to have math and spelling lessons and will receive basic skill and practice homework
related to these.

Parents can help students with the Exhibition by:
Helping students locate resources
Providing translation
Reading work
Providing time and space for children to work
Ensuring students are well-rested
Checking the class blogs and Edmodo frequently
Attending the information sessions and final presentation (27 March)

Please visit the blogs at:
http://istianjinelearning.org/linneasimon/exhibition/
http://istianjinelearning.org/dannyhilleson/exhibition/
http://istianjinelearning.org/rachelmcleod/pyp-exhibition/


Key Dates (Approximate)
Week of January 6-13
Field trips, guest speakers, focus on the Transdisciplinary Theme
and overall central idea

Tuesday, 7 January
Tour of local area near IST

Thursday, 9 January
Field trip to rubbish recycling plant
Tuesday, 14 January
Elderly Home Visit
Wednesday, 15 January
Disability Home Visit
Monday, 20 January
Students will identify an issue and develop their lines of inquiry
Monday, 27 January
Conducting research
Week of 10 Feb 21 March Groups meet weekly with mentors
Week of 10-28 February
Groups work with specific Specialist teachers on their arts piece
*Note: Students will only attend the Specialist class that relates to
their chosen arts medium
Monday, 10 March
Written piece finalized and nteractive station finalized
Monday, 17 March
Final reflections

Thursday, 27 March

PYP Exhibition Opening - Evening

Collecting Data
I collected and used relevant information from a
variety of primary and secondary sources.
Resources for the exhibition are complied in a
bibliography.

Communication
I communicated what I learned during the exhibition
to my audience.

Understanding the issue

I now know more about my issue than at the start of
the exhibition. I can support my findings with newly
found evidence.

Reflection of the exhibition

I reflected throughout the stages of development of
the exhibition, and included evidence of my process.

Taking action
The solution I chose to take action on addressed my
issue, was a result of my research, was both
realistic and achievable and is sustainable.

Modes of expression
I have selected a performance or piece (art, music,
dance or drama) to exhibit and/or share that will
inform, entertain or educate the audience about my
inquiry.

Grade 5 Exhibition Process Rubric 2013 -2014

Emerging

Proficient

Exceeding

I collected few sources of information, and did not

use any primary source data. Most of my resources
do not support my exhibition issue. I have a
bibliography but it is incomplete.

I collected mostly relevant information from some

primary and secondary resources. I have a
bibliography but some parts are incomplete.

I collected and used relevant information from a

wide variety of primary and secondary resources. I
have a bibliography with all parts included, with all
resources included.

My communication is not clear or does not make

sense. My audience does not understand my
message. I dont have a variety of work to share
with different audiences; I havent used technology
effectively and I have no interactive features.

My communication is mostly clear and it makes

sense. My audience understands my message, and
I tried to interact with my audience. I have tried to
include a variety of work to share with different
audiences, including technology and some
interactive features.

My communication is very clear and it makes sense.

My audience understands my message, and I can
interact with my audience. I have included a variety
of work to share with different audiences, including
technology and interactive features.

I am more knowledgeable about my issue. Some of

my exhibition is based on my own research and
evidence. I could have explored my issue in more
depth.

My process and reflection journal entries are simply

a recall/recount of the development of the exhibition.
Many of the required journal entries are incomplete.
I did not respond to feedback that I received.

I am knowledgeable about my issue. I clearly now

know and understand a significant amount about my
issue. My exhibition is based on my own research
and evidence.

My process and reflection journal entries show

some reflection on the different stages of the
exhibition, including some analysis of the quality of
my work and evidence of my decision making
process. I reflect on how I am developing and
displaying the PYP attitudes and the learner profile.
The majority of the required process journal entries
are complete, and I tried to use and respond to
feedback.

I am very knowledgeable about my issue. I clearly

now know and understand a significant amount
more about my issue. My exhibition is based on my
own research and evidence. I explored and
analyzed my issue in depth. I asked questions and
reflected on the information I found.

My process and reflection journal shows significant

reflection on the different stages of the exhibition.
My reflections include a good analysis of the quality
of my work and evidence of my decision making
process. I use the language of the PYP attitudes
and learner profile throughout my reflections. I am
constantly reflecting on how my group, others and
myself are developing or applying these in different
situations. The required process journal entries are
complete. I used feedback to develop my
exhibition.

My solution to the problem was unrealistic or

unachievable. I did not take any action, or it was
adult-initiated.

I reflected on my issue, and came up with several

solutions. I chose one that was realistic and
achievable. I took action, and it was student
initiated.

I reflected on my issue, and came up with several

solutions. I chose one that was realistic and
achievable. I took action that was student initiated
and sustainable.

I have selected a performance piece but it is

incomplete or lacks appeal. It did not really educate
or inform others about my inquiry. My thought
process, ideas, sketches/storyboard were limited
and not well documented.

I selected a performance piece that communicated

a message and/or appealed to my audience. My
performance piece had a clear purpose by either
educating, informing or entertaining others. I used
my journal to record my ideas, document my
planning and I had sketches/storyboard that I used
to assist me.
I used my time with my adult mentor well and I
came prepared to each session. I reflected on the
feedback from my adult mentor.

I selected a performance piece that communicated

a message and appealed to my audience. My
performance piece had a clear purpose by either
educating, informing or entertaining others. I used
my journal throughout to record my ideas, document
my planning and I had sketches/storyboard that I
used to assist with the development of my
performance piece. I used my time with my adult
mentor thoughtfully and I came prepared to each
session with a clear plan/ideas, which I acted upon.
I reflected on the feedback from my adult mentor
and asked actively sought their advice/support.

My Written Piece:

Synthesizes the research and incorporates facts

Clearly states the issue and serves to inform others

is organized logically and uses paragraphs

Has a range of words and sentence beginnings to gain and maintain interest

Has used a clear writing process and has been proofread

Contains a bibliography listing all the sources for my information and images

Yes

No

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