Amanda Leslie IB Coordinator amandaal@leeschools.net

The Learner Profile

Heights Elementary
Learner Profile Reflections for
*Students * Teachers * Parents*
  
International Baccalaureate Organization aims to develop inquiring, knowledgeable, and caring young people who help create a better and more peaceful world through inter-cultural understanding and respect. The learner profile consists of the learner outcomes for the program.  They are a set of ideals to define the type of learner we hope to develop.

Balanced

*They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others.

 

Caring

*They show empathy, compassion, and respect towards the needs and feelings of others.  They have personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Communicator

*They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.  They work effectively and in collaboration with others.

Inquirer

*They develop their natural curiosity.  They acquire the skills necessary to conduct inquiry and research and show independence in learning.  They actively enjoy learning and this love of learning can be sustained throughout their lives.

Knowledgeable

*They explore concepts, ideas, and issues that have local and global significance.  In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Open-minded 

*They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities.  They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Principled 

*They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities.  They take responsibility for their own actions and the consequences that accompany them.

Reflective

*They give thoughtful consideration to their own learning and experience.  

They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Risk-taker

*They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas, and strategies.  They are brave and articulate in defending their beliefs.

Thinker

*They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.  

 

 

IB Key Concepts

What are the Key Concepts?
The use of key concepts prevents an overreliance on memorization of facts as the end goal. In a concept-based model students must process the facts through their personal intellect—the conceptual mind. The key concept provides focus to the topic under study, acting as a conceptual draw for personal engagement and mental processing. The focus shifts from memorization—or a lower form of mental engagement—to deeper, personal inquiry as students consider connections between the facts and the key concept(s).

 

Transdiscliplinary Themes

Did you know that every class in Heights Elementary is an IB classroom? 

In each grade K-5, six IB planners are taught throughout the year.  Each planner is four to six weeks long, and they include inquiry based learning with research and problem solving. Lessons are concept based; each developing a deeper conceptual understanding.

 A Inquiry into:

 Who we are

An exploration of the nature of the self; of our beliefs and values; of personal health: physical, mental, social, spiritual; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

Where we are in place and time

 An exploration of our orientation in place and time; of our personal histories and geographies; of history and geography from local and global perspectives; of our homes and journeys- actual and spiritual; of the greater journeys of humankind- the discoveries, explorations and migrations; of human achievements and the contributions of individuals and civilizations; of the descent and ascent of humankind; of the state of the race. 

  

How we express ourselves

 An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

 

 How the world works 

 An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

 

How we organize ourselves

An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact, both personal and global.

 

Sharing the planet

 An exploration of our rights and responsibilities as we strive to share finite resources with other people, with other species; of individuals and communities, human and animal; of the relationships within and among them.

  

The PYP is transdisciplinary in nature. The identification of transdisciplinary themes (for example, who we are, how the world works) frame the concepts, skills, attitudes and actions linked to what is real and relevant in the world through the design of programmes of inquiry. The transdisciplinary themes ensure that curriculum and instruction move beyond factual coverage in discrete subject areas to an integrative synthesis of knowledge and conceptual understandings to better understand our world and our place within the world (IB 2010).