Professional Documents
Culture Documents
Exhibition
Guide
Student Journal
General
Information
Here you will find your complete guide as to what the PYP Exhibition is all
about
Take time to read through all of the information and dont forget to ask any
questions if you have any.
Good Luck
Keep a Journal of the Exhibition process where you regularly record your thoughts,
ideas, decisions, actions, emotions and progress.
Discuss issues / problems to be investigated, developing a list of questions to
guide your inquiry
Work collaboratively as a group, distributing the responsibilities for tasks.
Collect and organise information from a variety of sources (Both primary and
secondary).
Be academically honest when referencing your sources of information and
maintaining a bibliography of resources used.
Communicate regularly with your group, parents, mentor and members of the Berkley
community, considering the unique perspective of others.
- Use your knowledge of the skills that you have acquired through your PYP
experience.
Think carefully about what you have learned and consider your contribution
towards taking positive action.
Collaboratively present your exhibition creatively and clearly to the school
community, negotiating with your group ways in which to share your findings.
Assess and reflect on your achievement.
Respect others
Cooperate in a team
Regularly discuss your progress and work ethic with you. (e.g. you will share your
learning and progress with them).
Support and encourage you.
Be informed by reading the korero, checking our blog/website, attending meetings and
talking with students.
Encourage independent inquiry and respect students ownership of the process.
Help students to access resources people, places, media and information.
Act as an advisor where possible (e.g. you can work with them to access resources).
Remember this is about the entire process and what you put in should be reflected in
your final presentation.
Aranui Timetable
Assessment
Information
Assessment
See assessment booklet
Students to choose the form for Learner Profile,
Attitudes and Transdisciplinary Skills
Tuning In
This is the stage where you define your key issue. You identify things you
already know and identify the questions (Lines of Inquiry) you need to find
out about. You will hypothesise and predict what you are going to find out.
Here is a good place to set goals and timelines for yourself.
Key Questions:
What do I know about... ?
What am I interested in ?
What questions do I have about ?
Where and how could I find more information about ?
Who could help me?
What skills will I be using?
Tuning In Checklist
To ensure that you are ready to move on to the next stage of the Exhibition, go
through this checklist.
If everything is complete, then you are ready!
Have I remembered to
Task
Completed
Read through the general information section and know what
it is about.
Read and understand the different ways I will be assessed.
Y chart outlining understanding of concepts relating to the
Central Idea fill in blue pen at the beginning and add new
ideas in red pen
Unpack the Central Idea Can I explain what it means?
Explore issues, problems & conflicts personal, local &
global perspectives.
Use the question creation chart and the key concepts to help
create our lines of inquiry.
Create lines of inquiry and questions/ideas to pursue.
Create a Central Idea and lines of inquiry.
Organise and plan for the 1st Mentor meeting.
Complete my personal reflection and look for teacher
feedback.
Extra Tasks
Creativity
Expression
Key Questions: What would you like to find out about? What issues matter to you? What is the issue? What connections can you
make between this issue and the communities above?
Global
Issues, Problems
& Conflicts
Personal
Local
My concern is
e this task to identify the factors that tug on each perspective of your issue. You should place your stronger arguments near the end of the rope. You
should then work to create What if? questions to explore your issue further and place them below the tug of war rope.
Brainstorm as many tugs as you can for each side.
Issue: _____________________________
Perspective One:
Perspective Two:
did
WHO
WHAT
WHERE
WHEN
WHY
HOW
can
could
will
might
Question Clarification
Use the following to organise your questions under each of the Key Concepts.
Key Concept
Related Questions
Form
What is it like?
Function
How does it work?
Causation
Why is it like it is?
Change
How does it change?
Connection
How is it connected to other things?
Perspective
What are the other points of view?
Responsibility
What is our responsibility?
Reflection
How do we know?
Topic: __________________________________
Group Member:
Group Member:
My Lines of Inquiry
These Lines of Inquiry will guide my exhibition. I have also
included the Key Concepts that connect with each of my
Lines of Inquiry.
Date: ___________________________________
Teacher:
Group members:
Congratulations!
You are now ready to start
researching!
Essential Agreements
Working with your group you should make a list of
the Essential Agreements for the Exhibition.
Think about how you should treat each other. How
should you behave? What should happen if there
is a conflict? What is important to remember about
your actions
Academic Honesty
Plagiarism is the presentation by a student of an assignment, which has
in fact been copied in whole, or in part from another students work, or
from any other source (e.g. directly from books, or the internet) without
acknowledging it in the text.
By signing this declaration I am confirming that I understand the
meaning of plagiarism.
I, ______________________________ declare that for this submitted
work:
- I did not cut-and-paste information from others without appropriate
use of quotation marks and direct reference to their work.
- I did not re-word the ideas of others without proper and clear
acknowledgement.
- I did not write ideas or suggestions that originated from others and
claim these as my own.
- I did not include words from other students work without their
permission and acknowledgement.
- I will give credit to other creators of information by siting all my
sources: (Books, websites, people, photographs, news articles,
videos, films and so forth)
Signed: ________________________________
Date: __________________________________
Tasks to be done
Due date
Mentor Meeting
Date:_______________________ Time: _________________ Location: __________________________
Goals for todays meeting
- What tasks are due for this meeting?
Ne
xt
ste
ps
Mentor comments: Kindly comment on the progress, difficulties, issues raised. We kindly ask you
to comment on the childrens use of the Learner Profile, Attitudes and the TD Skills displayed by the
children during your meeting.
Personal Reflection
I enjoyed....
I learned....
I was surprised.
I used the Learner
Profile
(Give examples for
your choice)
I am still unsure
about
I am confident
about
I have made
connections to
Teacher Feedback
Finding Out
This is where you will identify the primary and secondary resources that
you are going to need to help you to find out about your issue. Your data
gathering can be done in many different ways e.g. talking to experts,
surveys, interviews, film, experiments, observations,
Key Questions:
What do I want to focus on?
What type of information do I need?
How will I access the information?
What search words/ approaches are most useful?
How relevant is the information?
What skills will I be using?
Task
Completed
Explore what is important when researching.
Brainstorm various sources of information.
Read and understand how to set out the bibliography.
Identify at least one primary source of information (survey,
interview, observations or measurements).
Identify secondary sources of information (at least 2 internet
sources and 2 written sources).
Plan, create and carry out my primary research task.
Record each line of inquiry and key questions before
researching.
Organise any extra notes.
Complete my mentor meeting notes.
Complete my personal reflection and look for teacher
feedback.
Extra Tasks
Audio-visual, Images
Internet
Bibliography
Steps to Preparing Your Bibliography
When doing research and writing a report, it is always necessary to name the
source of your information. This list of sources is called a bibliography.
1. As you use each source, write down its bibliographic information
(don't wait and do it later!).
2. When you are ready to write your bibliography, gather all the
bibliographic entries together and write them down in alphabetical
order. See examples on the next page.
3. Each entry ends with a period, just like a sentence.
4. Skip a line after each entry.
5. If you are not sure how to cite a source, ask a teacher or librarian.
REMINDER:
Make sure to keep copies of all your research (emails, letters, printed
papers, etc.). Work as you go, dont leave it all until the end!
Bibliography
Throughout the Exhibition you are responsible for recording where you have gathered
your information. Please use the following examples as a guide to help you when
writing your own.
Book:
Authors last name, first name. Title of book. City of publication: Publisher, copyright year.
Example
Fogle, Bruce. Training Your Dog. New York: DK Publishing, 2001.
Internet:
Authors last name, first name. "Title of article." http://address/filename, date
accessed.
Example
DiStefano, Vince. "Guidelines for Better Writing."
" http://www.usa.net/~vinced/home/better-writing.html, October 5, 2002.
Note: Many websites do not include author information. If you can t find it, begin with
Interview:
Name of person interviewed (last name first). Kind of interview. Date.
Example
Watson, Cosmo. Personal interview. July 29, 2003.
Taking Notes
This is where you will now combine all the different things you have
learned and start to sort out, organise represent and present all of the
information that you have gathered.
Key Questions:
How might I sort the information? How
might I categorize the information?
How does the information compare or contrast with other situations?
Does the information change the view of the issue?
What is the best way to present this information?
What skills will I be using?
Sorting Checklist
To ensure that you are ready to move on to the next stage of the Exhibition,
go through this checklist. If everything is complete, then you are ready.
Have I remembered to
Task
Completed
Continue to gather and organise our information according
to the lines of inquiry.
Process the information from m primary resource.
Identify and record any further questions that need to be
asked/researched.
Re-read and understand the success criteria for my report.
Prepare and plan for my report.
Write a first draft of my report.
Hand a draft copy of my report to my classroom teacher.
Look at what learning can be captured in my portfolio.
Decide and plan on your personal/groups action.
Complete
meeting
notes.
Doesmy
my mentor
Action aim
to:
Does my Action involve:
Create Complete
others awareness and
myinterest
personal
about an issue
reflection and Myself
look
or a small
for group
teacher
of people
Bring about a change in others attitude/behaviuor
feedback.
Extra Tasks
Action Plan
Think about your possible Action ...
What type of action have I decided to take and why?
(Form/Causation)
What are the different ways I could carry out this action?
(Perspective)
How am I planning on carrying out my action and
why is this an effective way of doing it?
(Function/Connection)
How would I know if my action is successful?
(Reflection/Change)
Brainstorming my Action
Going
Further
This is where you revisit your original questions where you investigated
areas of personal interest and present another perspective on the
issue.
Key Questions:
How might I organize the information and ideas?
Have I thought about..?
Have I changed my thinking about..?
Suppose.?
What do I think would happen if.?
What is my understanding of.?
Task
Completed
Continue to gather and organise our information according
to the lines of inquiry.
Continue to add/complete my written report based upon
teacher feedback.
Add images and media (if appropriate) to my report.
Type my report (Google docs).
Keep updating my learning in my portfolio.
Continue working in on your personal/groups action.
Complete my mentor meeting notes.
Complete my personal reflection and look for teacher
feedback.
Extra Tasks
Reflecting
Reflecting Checklist
To ensure that you are ready to move on to the next stage of the Exhibition, go
through this checklist. If everything is complete, then you are ready.
Have I remembered to
Task
Completed
Hand a printed copy of my published report to my teacher.
Plan my visual presentation with my group.
Prepare my visual presentation (titles, text, graphs, media).
Decide on the most important information to include in my oral
presentation.
Presentation: Does it clearly show my groups process of inquiry
from the beginning to the end?
Presentation: Is the Central Idea and Lines of Inquiry clearly
displayed?
Presentation: Do we demonstrate the Learner Profile, Attitudes
and TD skills?
Presentation: Are all my sources cited properly?
Carry out personal action.
Rehearse my oral presentation and present it to other members
of Aranui.
Complete my mentor meeting notes.
Complete my personal reflection and look for teacher feedback.
Extra Tasks
Presentation Plan
These things should be clearly displayed:
Materials Needed
Who is responsible
Taking Action
Here is where you say SO WHAT? Now you have all this new
knowledge how can you apply this the real world.
Key Questions:
What do I want to do as a result of my learning?
How can I contribute to or influence decisions made in the classroom,
school or society?
What could be done about the issue?
What would happen if..?
How might I make others aware of what I know?
What should be done about this?
What skills will I be using?
Task
Completed
Take action! Make sure to record and capture it in our
presentation.
Finalise our visual and oral presentations.
Ensure journal is up to date and personal reflections and
assessment rubrics are completed.
Decide on the most important information to include in our
oral presentation.
Present Exhibition to the Berkley community.
Gather feedback.
Complete final reflection.