IB at Pulaski

Pulaski International School of Chicago is an authorized International Baccalaureate (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP) IB World School.

IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programs of international education that share a powerful vision.


Primary Years Programme (PYP)

PreK – 5th Grades

About PYP

Pulaski’s PYP Program of Inquiry

The POI is an overview of the scope, sequence, and depth of student learning from PreK through fifth grade. The POI documents the central idea, lines of inquiry, key concepts, and related concepts of each of the six PYP transdisciplinary themes. At the end of each school year, the PYP staff meets to reflect on the POI and their transdisciplinary units of study and agree upon any changes that need to be made to better align and support student learning at each programme year.

Who we are

Where we are in time and place

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

PYP Exhibition

In the final year of the PYP, students take part in the PYP exhibition. The exhibition is an authentic process for students to explore, document and share their understanding of an issue or opportunity of personal significance. The whole learning community shares and celebrates this culminating event in the journey students have experienced through their PYP years.


Middle Years Programme (MYP)

6th – 8th Grades

About MYP

MYP Community and Service Projects

8th Grade Community Project

The Grade 8 Community Project is a culminating activity for students to complete in Year Three (8th grade) of the MYP Program at Pulaski International School of Chicago. Since Pulaski has been authorized to offer the program in three years and not partner with a high school, the IBO requires a community project for 8th graders.

The community project focuses on community and service and gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community. The community project is completed individually or in groups with a maximum of three students. The choice of the topic for the project is made in consultation with an IB teacher who has the responsibility for supervising the development of the project according to the Assessment Criteria (included in attached guide) which is based on International Baccalaureate Organization guidelines.

The aims of MYP projects are to encourage and enable students to:

  • participate in a sustained, self-directed inquiry within a global context
  • generate creative new insights and develop deeper understandings through in-depth investigation
  • demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time
  • communicate effectively in a variety of situations
  • demonstrate responsible action through, or as a result of, learning
  • appreciate the process of learning and take pride in their accomplishments

While this project is a bit undertaking for our 8th graders, we are confident the rewards will be even greater. Both for our students and the Pulaski community, whose needs are being addressed.


Pulaski IB in Action

WEEKLY IB TASKS

IB Approaches to Learning Chart

IB Learner Profile Attributes and Home Activities

IB Learner Profile

Service and Action in the MYP

IB Weekly Task #1

Below you will find the first IB focused task you can do with your family. But first read about the IB ATL Skills (Approaches to Learning Skills). You will have to determine what ATL skills you used to complete the project.

“The focus of approaches to learning in the IB Programmes is on helping students to develop the self-knowledge and skills they need to enjoy a lifetime of learning. Through approaches to learning in IB programmes, students develop skills that have relevance across the curriculum that help them “learn how to learn”. Ultimately, ATL skills help to prepare students for responsible participation in local and global communities.” IB Documents

*** Please review the picture of the ATL Skills Chart that explains the categories and clusters.

IB Task: Have a family “film day” together with your favorite movie.
You can do the following projects…

– Find a recipe that works well with your movie selection and cook/bake with an adult. (my family’s examples are below)
– Write a film review
– Draw a movie poster
– Write a scene you would like to add to the movie
– Write the next chapter of the movie
– Write a different ending to the movie
– Act out your favorite scene from the movie and record it
– Pick a scene from the movie and recreate it with Legos or a diorama.

Please share below a picture/video of your project, as well as the ATL skills (category and cluster) you used to support your learning!

I’ll start first.
I’ve never seen the Harry Potter movies. I know CRAZY, so as a family we decided to watch ALL 8 movies. For every movie experience, we decided to bake inspired Harry Potter desserts to make the experience so much better. (pictures are below)

As a family, we used the following ATL stills to support how we learn:
– Research skills: Information Literacy
We had to access information from online, in order to determine if the movie had any meals we would like to recreate.
– Self- Management Skills: Organization
We had to look at the recipe and determine how each person was going to contribute to making the recipe.
– Social Skills: Collaborating
We had to delegate and share responsibilities to complete the recipe together.
– Communication Skills: Communication
We had to communicate with each other what we were doing on our part to complete the recipe.

I look forward to seeing your projects!

IB Weekly Task #2

In “The Science of Helping Out” Tara Parker-Pope points out “During a crisis, the people who cope best are those who help others.” In other words, when you help others, it actually helps you! Let’s spread some kindness and gratitude to the people around us!

You can do the following tasks to help people in your family, neighborhood, Chicago and the world. 

– Family: Draw a picture and/or write a letter to a family member and mail it to them. I am sure grandparents will appreciate this act of kindness.Last week, I received a coloring sheet in the mail from my great-niece. It made my whole family smile.  – Neighborhood: Paint a picture on a rock and leave it somewhere in your neighborhood. It’ll brighten someone’s heart while they take a stroll.

– Chicago: Draw a picture and/or write a letter to first responders. If you email it to me by Friday, April 24th, I’ll make sure to take a picture of it and send it to the organization- People Loving People. I am helping to lead this initiative in my community. (rsanchez2@cps.edu)
– World: If you have a relative or friend living in another country, give them a call and interview them on their experience with the COVID-19.

What ATL Skills did you use to complete the IB Task?
(Please review the picture of the ATL Skills Chart that explains the categories and clusters.)

IB Weekly Task #3

It’s important to recognize and acknowledge the different cultures and backgrounds of others in our community. As an IB school, we want to foster internationally-mindedness. What does this look like?

“Internationally minded people appreciate and value the diversity of peoples, cultures, and societies in the world. They make efforts to learn more about others and to develop empathy and solidarity towards them to achieve mutual understanding and respect (Oxfam 2105; UNESCO 2015).”

Here is the task for this week.
Pick one culture you would like to learn more about. Here are some things you can do, but you’re not limited to this list.
– Learn the language. (Using the website- Duolingo you can learn 5 common words or phrases.)
– Start with the 5 F’s- Flags, Fashion, Food, Faces (influential people), and Festivals, but let’s NOT stop there.
– Go beyond the 5 F’s. Look at the Cultural Iceberg that is attached.

Below you will find how this task embraces the Learner Profile Attributes and ATL skills.
“The learner profile attributes and the approaches to learning (ATL) [please see chart attached] provide the foundational skills and dispositions for the development of international-mindedness.An internationally minded learner:
– is a competent communicator
– is open-minded and knowledgeable
– is a caring and principled thinker
– uses his or her curiosity and research skills to inquire about the world
– thinks and reflects critically about opportunities and challenges
– takes action for positive changes (for example, to promote intercultural understanding, foster caring relationships, to care for self and others)
– takes risks to further self-development and understanding of others”

(Boix Mansilla and Jackson 2011; Oxfam 2015; Singh and Qi 2013; UNESCO 2015).

IB Weekly Task #4

The first IB task for this week involves teacher appreciation week.

IB Task #1: Think of a way you can celebrate our amazing Pulaski teachers.

Below is a wonderful resource on how to appreciate your teacher(s) written by my daughter.

https://www.theactivetimes.com/home/virtual-teacher-appreciation-quarantine-ideas

IB Task #2: Let’s make this a GIVING week! Giving to others doesn’t only help the recipients, but it makes you feel good. It also encourages others to be givers too. This week I donated tons of children books to the Boys and Girls Scout Organization. It makes me happy to know that my books will touch the hands of many children that I personally may never meet.

Below are a few ideas on how you can give back…

– Donate clothes, toys, and/or books to charity
– Donate dog and cat food to the animal shelter
– Mow the lawn for your neighbors
– Offer to deliver groceries for someone that should be staying home.
– Donate coloring books and crayons or crafts to hospitals or nursing homes.
– Visit the Chicago Resource website- https://www.chicago.gov/city/en/sites/covid-19/home/resources.html and see how you can provide support.What ATL Skills and Learner Profile Attributes did you use to complete the IB Task?

(Please review the picture of the ATL Skills Chart that explains the categories and clusters, as well as the Learner Profile Attribute Chart.)

IB Weekly Task #5

IB Task: Go on a virtual field trip!  Here are some things you can do after your trip. Remember, you’re not limited to this list.– Answer: would you recommend this trip to a friend? Why or why not? – If you would tell a friend about it. Share your learning by answering the following questions.

  • What are 4 interesting things you learned from your field trip?
  • Which part of the trip was a new experience for you?
  • How did the trip connect to what you already know?

– Create an artifact that represents your experience. This could be a ticket, business card, photo, brochure, an agenda, or a piece of artwork. (Email it to me, so I can share it on the Pulaski Story)
*** Don’t forget to look at the map of the world to connect to the location you visited. 
 What ATL Skills and Learner Profile Attributes did you use to complete the IB Task?

(Please review the picture of the ATL Skills Chart that explains the categories and clusters, as well as the Learner Profile Attribute Chart.)

IB Weekly Task #6

The IB task below has been taken from “Facing History and Ourselves.” 

In this activity, you will create a real, actual toolbox with items inside that represent the different ways in which you can take care of yourself and others during and after this pandemic.

Your toolbox should: 
• Be a real, constructed, creative, three-dimensional box that is filled with at least five items that are your “tools” 

• Also include a well-composed, thoughtful piece of writing that clearly explains the “tools” found in your toolbox, their meaning to you, and how they will help you 


Your toolbox can be a variety of things: a real box with a new design or decoration, a hollowed-out old book, or a soft-sided bag, for example. 

Each “tool” will represent an action you can take, a habit you can develop, or an example you can remember to help you take care of yourself and others.

You can use objects you collect from around your home to represent your different “tools,” such as symbolic objects, family pictures, images, poems, or favorite quotations. For example, you could include eyeglasses “to help me focus more clearly.”

Construct your toolbox! Select at least five objects from your home that represent the different “tools” that can help you to take care of yourself, the people near you, and your wider community. 

Use the questions below to help you reflect and select your five “tools.”
1. What will I have in my toolbox that will help me do “small acts” of kindness on a daily basis? 

2. What will I have in my toolbox that will help me turn those small acts into something bigger? 

3. What will I have in my toolbox that will help me choose caring over not caring, especially during difficult times? 

4. What will I have in my toolbox that will help me take care of myself?

5. What will I have in my toolbox that will help me build connections with other people?  


Write a reflection that describes each of your “tools” and how you plan to use them.

If you would like to send me a picture of your toolbox (please see directions on creating the toolbox below) by May 22nd, I’ll be more than happy to share it on the Pulaski Story. My email address is rsanchez2@cps.edu. I also provided an example of my toolbox.

What ATL Skills and Learner Profile Attributes did you use to complete the IB Task?
(Please review the picture of the ATL Skills Chart that explains the categories and clusters, as well as the Learner Profile Attribute Chart.)

IB Weekly Task #7

“The deepest craving of human nature is the need to be appreciated.” -William James

Write a short “thank you” note for the following people. Let them know why you appreciate them. 
– A family member
– A friend
– A teacher
– Nature

What ATL Skills and Learner Profile Attributes did you use to complete the IB Task?
(Please review the picture of the ATL Skills Chart that explains the categories and clusters, as well as the Learner Profile Attribute Chart.)

IB Weekly Task #8

Visit this website: WBEZ: Track Illinois Reopening Plan by Phase, Region and Address

Enter your home address to see which region you are located in, what reopening phase you are currently in, and what is permitted during at this time.

Create a “To-do list.” Write about what you’d like to do when things open.

Outdoor activities:

People will want to go to national parks

Family Trip:

Big travels to kid-friendly places for families

Special Place:

What place would you like to go visit that is currently closed?

Road Trip:

Which place would you like to drive to and spend more time with?

Business Visit:

Which businesses are you waiting to be open?

Long Weekend:

How would you spend a long weekend with your family?

What ATL Skills and Learner Profile Attributes did you use to complete the IB Task?

(Please review the picture of the ATL Skills Chart that explains the categories and clusters, as well as the Learner Profile Attribute Chart.)

What is the International Baccalaureate Organization (IBO)?

It is a non‐profit educational foundation established in 1968 in Geneva, Switzerland. The IBO offers three programmes of international education for students aged 3‐19 years old:

Currently there are 651,000 IB students and 2,390 authorized schools in 129 countries.

The IBO provides curriculum and assessment development, teacher education, information sessions, electronic networking and other educational services to IB schools.

The IB PYP Curriculum Framework

The IB PYP Curriculum Framework is organized by the six transdisciplinary themes, which drive conceptual and contextual learning for PYP students as they engage in units of inquiry that help them develop a global perspective and international-mindedness. The PYP offers a transdisciplinary, inquiry-based and student-centered education with responsible action at its core, enabling students to learn between, across and beyond traditional subject boundaries. Click here to learn more about the PYP Programme curriculum.

PYP General Regulations

IB Regulations apply to those schools that have been authorized as IB World Schools that offer the PYP and is intended for schools, students, and their legal guardians. 

The IB MYP Curriculum Framework

The IB MYP Curriculum Framework comprises eight subject groups. Click here to learn more about the MYP Subject Groups and their descriptions.