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" The international Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect"

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"To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment"

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"These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right"

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"To develop international minded people who, recognizing their common humanity and shared guardianship of the planet, help create a better and more peaceful world" (PYPBP, Before p. 1).

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This will help develop their curiosity, and they will end up acquiring the skills that they need to use for doing research and become independent while learning. Also, this makes them enjoy learning, and will be enjoyed throughout their life. (PYPBP, Before p. 1)

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This helps students become more broad with their learning, and become to acquire knowledge and an understanding across a broad ranged of disciplines. (PYPBP, Before p. 1)

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This has the students applying their thinking skills to approach a complex problem by being creative. Also, this makes them make a reasoned and ethical decision. (PYPBP, Before p. 1)

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They are able to express and communicate their ideas confidently out loud, and they can work effectively with others. (PYPBP, Before p. 1)

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They are able to act with integrity and honesty. They will also take responsibility for themselves and their own actions. (PYPBP Before p. 1)

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These students will be able to appreciate their own cultures and principles, but are open to other perspectives and people differences. They also grow from experience. (PYPBP Before p. 1)

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They will be able to show empathy, compassion, ad respect towards others. They try to act to make a positive difference in the world. (PYPBP Before p. 1)

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They are capable of approaching a new situation with courage and forethought. They also have a sprit to explore new roles and strategies. (PYPBP Before p. 1)

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"They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others" (PYPBP Before p. 1).

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These students will give thoughtful consideration to their own learning. Also, are able to assess their strengths. (PYPBP Before p. 1).

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Inquiry is allowing the students to to be involved in their own learning. This helps the students take more responsibility in their own learning. This will also allow the child's knowledge to grow at their rate. Also, this is a technique to get the child from their current thinking to a more in depth thinking. This is to help the children to grow into their own level of understanding. This will also take active engagement with the environment to make sense of the world. This way of learning is usually based on the own child's unique curiosities, and this will let them explore what they want and define the world how they see it. (PYPBP, 4).

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Acton is connected to agency, the learner profiles and international-mindfulness. Students will be associating with their internationally-minded. This will help them appreciate the benefit of the shared end goal. This is  a means for students to link their learnings to real life situations, and to show if their actions are appropriate for the community. These actions are authentic to the child , and meaningful, mindful, responsible, and responsive. Taking these actions can bring out a positive influence out in the community. These actions can be short or long term. These are also able to take place at home, school, or out in their community. In the earlier years these understandings come form understanding themselves. They can do personal action (small scale makes a difference in the students life), collective action ( this makes a difference in the students, community members, and potentially beyond).  The examples of taking action are participation, advocacy, Social Justice, Social entrepreneurship, and Lifestyle choices. (Learner, 29-36).

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"An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human" (PYP, 12).

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"An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives" (PYP 12).

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"An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic" (PYP 12).

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"An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment" (PYP 12).

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"An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment" (PYP 12)

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"An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution" (PYP 12)

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How does it work?

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Why is it like it is?

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How is it connected to other things?

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What are points of view?

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What is our responsibility?

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How do we know?

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(n.d.). Retrieved October 08, 2020, from https://resources.ibo.org/home

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(n.d.). Retrieved October 08, 2020, from https://resources.ibo.org/home