The PYP Exhibition is the culminating and collaborative experience for students in their final year of the IB Primary Years Programme (PYP). It is an opportunity for students to engage in a self-directed, self-initiated inquiry that explores an area of personal interest, driven by their curiosity and passion. Through this process, students develop a deep understanding of a real-world issue or topic of significance, reflecting the core values and principles of the PYP
The Exhibition serves multiple purposes:
Demonstrating independence and responsibility:
It empowers students to take ownership of their learning, developing self-management and research skills.
Exploring multiple perspectives:
Students inquire into issues from various viewpoints, engaging in critical thinking and collaborative discussion.
Synthesising and applying prior learning:
The Exhibition allows students to draw upon and apply their knowledge from all years of the PYP.
Reflecting on their PYP journey:
Students reflect on their growth as learners, particularly how they have developed the IB Learner Profile attributes and Approaches to Learning (ATLs).
Taking meaningful action:
A core objective is for students to demonstrate how their learning leads to real-world action, in line with the PYP’s emphasis on students being agents of change.
Starting the Exhibition Journey
- Exhibition Launch:
A week of provocations was organised to engage Year 6 students in exploring the PYP Exhibition framework. This phase included learning engagements with strong links to the Learner Profile, Approaches to Learning, Key Concepts and Action.
- Guest Speakers and Excursions:
Students heard from guest speakers and participated in excursions, enriching their understanding of What it means to be human. These experiences provided diverse perspectives and real-world connections to their inquiry.
- Student Passions and Lines of Inquiry:
Through guided reflection and provocations, students identified topics they are passionate about. They then formulated Lines of Inquiry to provide them with direction, developing conceptual questions to guide their research.
Mentorship and Collaborative Support
Each student is paired with a staff mentor, a crucial aspect of fostering collaboration and support within our IB learning community. This mentorship is integral to the PYP Exhibition journey, as it nurtures the development of the IB Learner Profile attributes, particularly communication, responsibility, and self-management.
Students are expected to demonstrate independence by managing their scheduled mentor meetings, including sending meeting notes via email and adhering to the agreed upon meeting times. These mentor/student interactions offer personalised, one on one guidance, where mentors encourage students to take the next steps in their inquiry, provide constructive feedback, and assist in organising both primary and secondary resources for their research. This process of feedback and feedforward ensures that students remain reflective and forward-thinking in their approach to learning, empowering them to take ownership of their Exhibition experience.
Research and Inquiry Cycle
At this stage, students dive into research, using their Lines of Inquiry and key questions to guide them. Key elements include:
- Research skills
Developing strategies for note-taking and selecting appropriate resources to gather information.
- Academic Honesty
Emphasis on rewording research findings, creating citations, and adhering to principles of academic honesty.
The Inquiry Cycle serves as the backbone of their research process, guiding them through stages of Tuning in, Finding out, Sorting out, Going further, and Taking action.
Design Inspiration
- Melbourne Museum Visit
Students explored the Melbourne Museum to understand the design elements that enhance an exhibition. Through the First People’s exhibit, they observed the use of light, sound, signage, and technology, applying this understanding to their own exhibitions.
Taking Action
As part of the Exhibition, students are expected to take meaningful action related to their inquiry. Whether it is raising awareness, encouraging behaviour change, or advocating for a cause, they must choose an action that serves a specific purpose and aligns with the PYP philosophy of action as a result of learning.
Transdisciplinary
Students incorporate the disciplines from the Victorian Curriculum, including the visual arts, technology, and mathematical representations, into their final Exhibition presentations. They decide how best to integrate these elements to showcase their learning, ensuring a rich, multidisciplinary approach to their work.
