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 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 (see Making the PYP happen: A curriculum framework for international primary education, 2007, figure 8); 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 (see Making the PYP happen: A curriculum framework for international primary education, 2007, figure 9) 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 behaviour 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.