The Exhibition is a significant event in the life of a PYP school and a PYP student, synthesizing the essential elements of the programme and sharing them with the whole school community. It is a great opportunity for students to exhibit the attributes of the learner profile developed through their engagement with the programme.
In the students’ final year of the PYP, there are five units of inquiry and the exhibition. The exhibition takes place under one of the six transdisciplinary themes. Students engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems.
- for students to engage in an in-depth, collaborative inquiry
- to provide students with an opportunity to demonstrate independence and responsibility for their own learning
- to provide students with an opportunity to explore multiple perspectives
- for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP
- to provide an authentic process for assessing student understanding
- to demonstrate how students can take action as a result of their learning
- to unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP
- to celebrate the transition of learners from primary to middle/secondary education.
Essential features of the exhibition
As the culminating PYP experience, it is required that the exhibition reflects all the major features of the programme. Therefore it must:
- provide an opportunity for students to exhibit the attributes of the IB learner profile developing throughout their engagement with the PYP
- incorporate all the key concepts; an understanding of the key concepts should be demonstrated by the application of key questions throughout the inquiry process
- synthesize aspects of all six transdisciplinary themes
- require students to use skills from all five sets of transdisciplinary skills. Students should be given the opportunity to develop and apply skills from all the transdisciplinary skill areas in their exhibition inquiry
- offer the students the opportunity to explore knowledge that is significant and relevant
- offer opportunities for students to display attitudes that relate to people, the environment and their learning; these attitudes should be evident throughout the process
- provide opportunities for students to engage in action; students should demonstrate an ability to reflect on and apply their learning to choose appropriate courses of action and carry them out; this action may take the form of personal involvement with the planning and implementation of the exhibition and/or service-orientated action.
- represent a process where students are engaged in a collaborative and student-led, in-depth inquiry facilitated by teachers; records should be kept that reflect the process of planning and student engagement with the exhibition
- include ongoing and rigorous assessment of the exhibition process; this assessment should take two forms: firstly, ongoing assessment of each individual student’s contribution to and understanding of the exhibition; secondly, a summative assessment and reflection on the event itself.
Adapted from Exhibition Guidelines (2008)