With just three weeks remaining until the P5 learners share their Exhibition, P5 are in the midst of inquiry through research, recording, considering action and planning how to share their Exhibition in April. Every day is a flurry of meetings, research, recording evidence and applying time management skills!

Over the past two weeks, here are some of the highlights…

Exhibition Logo Selection

The P5 learners shortlisted some of their favorite logos designed by all P5 learners individually. They voted on the final selection which was created by Zayan. The final logo selection represents all the inquiries in P5 as well as the transdisciplinary theme, How we organize ourselves. The artist behind this year’s logo, Zayan, stated the following about his design: “My logo was inspired by all the children’s central ideas and I tried to list out all the key words. I used symbols to represent each keyword like recycling, technology, global warming, mindfulness, saving water etc. I drew children along the border of the earth because I wanted to show all the children of my class participating in the How We Organize Ourselves Exhibition, 2021. The trees represent a solution to many of the problems the world is facing. The two hands are in black and white and are holding the earth and they represent peace and conflict resolution.”

Primary and Secondary Source Research

P5 learners are actively researching with an emphasis on a balance between both primary and secondary sources. Learners viewed this video as part of Ms. Devaki’s Information Literacy class to help understand the difference and importance of primary and secondary resources in research. Ms. Elizabeth, Ms. Devaki and the P5 Homeroom Team have spent time exploring different resources such as: experts, books, eBooks, magazines, newspapers, databases, websites, videos and articles.

Some learners are interviewing experts in our learning community and beyond. Other learners have created surveys that different parts of our learning community are taking so they have “real” data to bring a different perspective to the Exhibition as well.

In line with the school’s Academic Integrity Policy, all research is being cited with the help of the tool MyBib in MLA format.

Co-Constructed Assessment Criteria

At the start of March, we surveyed the P5 learners to gather some data on ideas around the assessment criteria for the Exhibition. A key aspect of the PYP programme, learners took an active role and contributed their voice to this process. According to the survey, P5 learners wanted to assess their process, research and if they followed the essential agreements they made for themselves. They also overwhelming voted for a peer assessment along with teacher and self-assessments as part of the process. In a co-creation session, the P5 learners suggested a 5-star rating, which has been included in the assessment criteria.

In the final assessment tool, teachers and learners will assess, with evidence, the Exhibition process. They will specifically assess: the Exhibition journal, engagement with mentor meetings, research, sharing understandings and quality of reflections.

Some advice from MYP1

P5 learners also generated questions for Exhibition experts in our MIS learning community – the MYP1 students who were in their shoes one year ago! The P5’s had so many questions, as you can see on their JamBoard:

A group of 4 MYP1 learners answered their questions in writing and on Wednesday, 21 March, two MYP1 students visited the P5 learners to give advice in a Google Meet. Joined by Mr. Jose, MYP Coordinator. MYP1 offered some helpful hints around the process, procrastination, sharing the exhibition and time management skills.

After the holiday, P5’s will be spending the final days finishing research, making final decisions about how to share the Exhibition and reflecting on the entire process. Final presentations will be made between 20^th to 22nd April to P5 parents, P4-5 learners, members of the Academic Leadership Team and their mentors.

By Carla Swinehart, PYP Coordinator

Works Cited

International Baccalaureate Organization. “Programme resource center.” December 2018. PYP: From principles into practice. 15 February 2021.

Redmon, Rob. Primary vs Secondary Sources. 3 December 2013. YouTube video. <https://youtu.be/cqXHO7bTPnw>.

Human systems and economic activities	The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.
Social organization and culture	The study of people, communities, cultures and societies in the ways in which individuals, groups and societies interact with each other.
Continuity and change through time	The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.
Human and natural environments	The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.
Resources and the environment	The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Living things	The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
Earth and space	The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Materials and matter	The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and energy	The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. (IBO, 2009)

P5 Exhibition Update

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