Exhibition Guidelines

In the students’ final year of the PYP, which occurs in some schools at age 10–11 and in others at age 11–12, there are five units of inquiry and the exhibition*. The exhibition unit takes place under any transdisciplinary theme at the discretion of the school. Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The central idea selected must be of sufficient scope and significance to warrant a detailed investigation by all students. *Only IB World Schools offering the PYP are required to participate in the exhibition although candidate schools may choose to do so.

The PYP exhibition has a number of key purposes:

  • 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

Roles in the exhibition
All members of the school community have important roles to play in the exhibition.

Role of student. Students will:

  • 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,

Exhibition guidelines :

surveys, field visits, artifacts, science investigations, working models, not just book and/or Internet research

  • Be academically honest when referring to 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

Teachers will:

  • 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.

Role of parent/guardian

Parents/guardians will:

  • Have an understanding of the purpose and requirements of the exhibition
  • Support and encourage students and teachers throughout the process of inquiry
  • Be informed by reading newsletters, attending meetings, checking school websites, talking withstudents
  • Help students to access resources—people, places, media and information
  • Provide expert subject knowledge where applicable
  • Act as mentors as required or appropriate
  • 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.

Ref. IBO exhibition guidelines -Occ