‘Who We Are’, PYP 3 chose to inquire into the school’s and IB’s mission.

Learners worked in groups to discuss and enumerate the factors that are connected to the Three Pillars of MBIS:‘Promote Learning’, ‘Encourage Responsibility’, and ‘Celebrate Diversity’.

The ideas were enhanced further when each group scanned through the other group’s ideas, and added what they thought would enrich the brainstorming document further. It was great to see pertinent and essential ideas surface through the brainstorming session. The ideas reflected how we are upholding the three pillars of MBIS and what actions strengthen these three pillars.

Thereafter, students were asked to identify connections between the thoughts and ideas related to the MBIS mission statement, the IB mission statement (Learner Profile Attributes) and the Essential Agreements of PYP 3. With the help of different colours, students analysed and drew connections between the three. These connections highlighted how the essential agreements of PYP 3 were clearly aligned with the Mission statement of MBIS and the IB. Learners made several observations related to how the connections show that the values that drive the IB and MBIS towards their goals, also reflect in the values and beliefs of PYP 3. The activity was summed up when students wrote down one value/belief that surfaced prominently in this analysis, and a value that we can all work on and improve as a school community.

Through this learning experience, learners stayed true to the Vision of MBIS. They showcased agility by working collaboratively, as also contributing actively and positively to the learning experience. Innovation was brought in through the patterns and connections that were identified across the three Missions. Furthermore, the class acquired a sense of empowerment, as they were independent inquirers, thinkers and collaborators, unravelling their personal thinking process.

Driven by the central idea of the unit, PYP 3 were successful at delving deeper into the purpose of the unit – to focus on how our beliefs and values shape who we are, as an individual and as a community of learners.

Student Reflections:

Hridaan Ajinkya Firodia- “Kotaro, Naisha, Daniel and I identified patterns from the creative IB mission, the 3 MBIS School Missions and our Essential Agreements. Naisha wrote because she was neat. Daniel and I wrote some of it. We did it by drawing stars on the 3 papers and we joined them with curvy lines. I used thinking skills by thinking which one goes where. I used co-operating skills by taking turns.”

Mischa Sauls – “I was a thinker in this process with my friends and we were inquirers because I got ideas from my friends which helped me to make good connections and decisions.”

Maya Shah – “I learned that there are many similarities between the IB Mission, The School Mission and our PYP 3 Mission. I know this because we connected lines to the ones that mean the same thing. We were using creativity as we had to think of how we would show the similarities and the differences. We were collaborating as we decided two of us would line up the IB mission to the school mission and two of us would line up the IB mission to the class mission. We were thinkers because had to think about where the lines would connect correctly and why! I felt like a detective because we had to make connections and it felt like a mission!”

Michelle Roxburgh / Nidhi Bhasin

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)

‘Who We Are’, PYP 3 chose to inquire into the school’s and IB’s mission.

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