As the culminating PYP experience, it is required that the exhibition reflects all the major features of the programme.

• Provide an opportunity for students to exhibit the attributes of the IB learner profile that have been 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; action may not always be clearly or immediately visible or measurable but evidence should be recorded whenever a particular behavior results from the learning involved.

• 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.

Role of Parent/Guardian

• have an understanding of the purpose and requirements of the exhibition

• maintain a solid routine during the process

• support and encourage your child throughout the process of inquiry

• be informed by reading newsletters, attending meetings, checking school websites, talking with your child 

• help your child to access resources—people, places, media and information

• provide expert subject knowledge where applicable

• act as mentors as required or appropriate

• provide inspiration and support to take meaningful action

• encourage independent inquiry and respect student ownership of the process

• have an opportunity to reflect on and give feedback on the exhibition

• celebrate with the students by attending the staging of the exhibition.

Role of Student

• have an understanding of the purpose and requirements of the exhibition from the outset of the process (guidelines and planning instructions should be provided by the teacher or mentor)

• participate in selecting a real-life issue or problem for the exhibition

• develop the inquiry by helping to decide on a central idea, lines of inquiry and student questions

• collaboratively plan learning and assessment experiences; these should involve independent and collaborative work and students should be involved in all stages of the planning and staging of the exhibition

• carry out an open-ended inquiry into a real-life issue or problem

• demonstrate an understanding of the components of the PYP, in particular the IB learner profile; the students involved in the exhibition should be given an opportunity to demonstrate their learning and the development of the attributes of the IB learner profile

• demonstrate an understanding of the five essential elements—knowledge, concepts, skills, attitudes and action

• select and utilize a variety of strategies and resources to meet the outcomes of the inquiry; wherever possible, students should use a variety of source materials, such as first-hand experiences, interviews, surveys, field visits, artifacts, science investigations, working models, not just book and/or Internet research be academically honest when referring t • o their sources of information

• communicate effectively with teachers, peers and parents

• reflect on the components of and processes involved in the exhibition; they should keep a journal or portfolio of their planning, draft pieces of work, sketches and photographs of work in progress as well as the final product

• carry out self-assessment and peer assessment

• celebrate their learning by presenting the exhibition to the school community.

Role of teacher

• have an understanding of the purpose and requirements of the exhibition from the outset of the process

• initiate, facilitate and guide the exhibition process; teachers should facilitate the process of the exhibition rather than teaching directly, with the exception of particular skills and/or knowledge that is required in order for the students to proceed with their chosen inquiry

• provide support for student inquiries, enabling students to overcome any problems encountered in the process

• plan collaboratively with other teachers

• communicate regularly with students, parents and other participants

• act as mentors as required or appropriate

• develop essential agreements with students regarding academic honesty to ensure that they are taking responsibility for their learning and being principled in the resources they are using; mentors and parents should be informed of these agreements

• encourage students to use a balance of primary and secondary sources; help students to access information; and ensure they know how to cite sources used in research

• ensure the participation of all students by considering their interests, accommodating learning styles and needs, and by determining prior knowledge

• empower the students to feel able to take action as a result of the exhibition

• assess the exhibition process ensuring all the essential elements are included

• keep detailed records of the processes involved including ongoing reflection

• encourage and join in with students to celebrate their learning.

How long is the Exhibition process?

The Exhibition lasts around 8 weeks.

What would the PYP Exhibition look like during DL?

Students carry out their inquiries using a  mix of  online and paper based resources provided by the school. 

The Exhibition event takes place virtually to comply with Covid protocols. The presentation sessions are published in advance and shared with parents and other members of the community via Google Meets links.  

What resources can I use to help my child find appropriate information?

See Useful Resources for a list of free online resources, including search engines and kid friendly sites. Encourage your child to find information in different ways such as interviews, field trip,s and discussions with experts.

What do I need to do after the research process is completed?

Attend the Exhibition event and reflect on your child's learning journey! Celebrate his/her accomplishments.

What happens if I have problems with my child?

Please talk to the homeroom teacher right away.

How is the Exhibition assessed?

The International Baccalaureate has set out four distinct components for a successful Exhibition: written, oral, visual (some form of artistic expression) and Information Communication Technology. 

Students will have a variety of options for presenting their understanding of the Elements of the PYP: Knowledge, Key Concepts, Approaches to Learning (Skills), and Action in relation to their inquiry.  

Although collaboration and group work are important aspects of the Exhibition process, the focus is on how individual performance.

As a parent what can I do to help and how much should I help?

We all want our child to succeed and feel proud of their work. Please read this list  of "Do's and Don'ts" that will help your family navigate the Exhibition.

What does success look like?

• Students will demonstrate a deep understanding of their chosen issue. 

• The project has a personal connection for the student, but it also addresses both local and global perspectives. 

• Action is meaningful, purposeful and sustainable.

• Students show the development in their thinking and communication skills.  This will look slightly different for each child as every student is unique and is at a different point in their learning journey.

What about balance?

G5 teachers will ensures that there is structure within the curriculum to assist students in maintaining a balanced sense of perspective, as well as allowing for development across the learning areas.

Mathematics is still being taught during the Exhibition.

Physical Education has a focus on supporting students through exercise to help manage stress levels and to be balanced learners.

Regular extra-curricular activities are also encouraged, dependent upon your child’s individual needs. In many cases, students need help in finding ways to use their time more effectively, rather than spending lots of time on a single task.

Parents are encouraged to avoid holiday or other trips that may have an impact on the Exhibition process and student performance.

What are the differences between the Exhibition in KK and TPRA ?

There is no difference. The content, process and expectations are exactly the same. Both campus usually work together.