IB PYP Newsletter

Running Springs Academy- November 2024

Hello, Families!

Even though your students have been back at school since August, I have been out on maternity leave so I'd like to say a belated "welcome back" to all of our returning families!!

For our families who are new to Running Springs this year, my name is Brandi Gower and I am the IB PYP coordinator. Here are a few tidbits about me to help you get to know me:

My husband, Chris, and I welcomed a baby girl back in July. Her name is Addison, and she is now 3 months old! We also have a 3-year-old named Nathan who has been a great big brother so far! And I can't leave out our golden retriever named Kaia!
I used to be a classroom teacher at an IB World School and taught kindergarten, 2nd grade and 4th grade. Now that I'm an IB coordinator, I have the privilege of supporting the teachers at Running Springs with the IB programme.
I love to travel and have been to 14 countries and 13 states. One of my favorite places to visit is Italy!

Me and my family

Teaching kindergarten

Visiting the Colosseum in Rome

"You down with PYP? Yeah, you know me!"

Each month, this section will include a quick refresher on some of the main components of the IB PYP programme to help you learn more about the programme.

This month, our focus is on introducing what the PYP is and how it's unique.

What is the PYP, anyway??

PYP stands for Primary Years Programme.
It's designed for students aged 3 through 12.
It's NOT a curriculum... It's a way of learning and teaching that is applied to our existing curriculum.
Because the PYP is embedded in all that we do, every student on campus is a PYP student.

You might also be wondering...

What makes the PYP different??

Take a look at the photos and captions below to find out!

Transdisciplinary Learning

We organize our state standards and our district-adopted curriculum in a way that allows students to learn about important concepts across the curriculum.

Student Agency

Our students are given the opportunity to have agency in their learning so that they are active participants and not just passive listeners.

Collaboration

Hands-on, collaborative experiences and activities deepen students' understandings.

Taking Action

We encourage our students to take action to make a difference in their own lives, the lives of others and/or the world around them.

Weekly Spanish Instruction

Each week, our students receive 30-40 minutes of Spanish instruction.

Local and Global Issues

We want our students to have the skills and attributes they need to transform their own lives and the world.

Running Springs Students Take Action!

One of the pillars of the IB programme is empowering students to take action to make a positive difference in their own lives, in the lives of others, or in the world around them.

Actions can be as small as checking out a book at the library to learn more about a topic they're learning about at school or as grand as organizing a fundraiser to collect donations/money for a cause.

Read below to find out how some of our Running Springs students are taking action!

Fourth-grader Skylar is writing a letter to the Director of Facilities at the district office regarding playground improvement after reading "See How They Run" in their IB unit for How We Organize Ourselves. She also made a slideshow about goals after being inspired by one of the class' "quotes of the day."

Milan (5th grade) took the initiative to research how much of our energy comes from renewable vs. nonrenewable resources after reading a story that included an out-of-date chart. She also created a slideshow about the top renewable resources such as solar, water and wind.

After learning about the physics of flight in their 3rd grade unit for Who We Are, Audrey spoke with a pilot on a recent flight she took about the four forces of flight-- lift, thrust, weight and drag. She shared with the pilot about her science lesson and experienced lift and thrust on takeoff and the balancing of the four forces when the plane was cruising.

First grader Victoria volunteered in Ms. Tran's SDC class and helped a student participate in their Adaptive PE class. She even learned some signs to be able to communicate with the student in their preferred method of communication.

After learning about root and ice wedging in Science, Madison (4th grade) went home and did an experiment to show how water expands when frozen. She even brought in the can that she used in the experiment to show how it had exploded.

After learning about our local, state and federal governments in the 4th grade unit for How We Organize Ourselves, Liam is in the process of investigating how the state assembly and state senate are divided in terms of districts in California and how that compares to the federal government's Senate and House of Representatives.

Kiana (4th grade) made a slideshow with a link to a video about Sacagawea after reading about her in "A Surprise Reunion" in class.

After learning about explorers who came to California in their IB unit for Who We Are, 4th grader Eugenie took the initiative to research the explorer, James Cook, and create a two-sided poster about him.

Fourth-grader Aahir learned about the Associated Press when it came up in a novel they were reading for their IB unit for How We Organize Ourselves. Aahir then found a newspaper article written by the Associated Press to bring in to class.

Sterling (1st grade) brought in a compass after learning about them in their IB unit for Where We Are in Place and Time. She and her brother, Jackson (3rd grade), also created a video all about voting to share with their classes.

After learning about maps in their IB unit for Where We Are in Place and Time, 1st grader Bella drew a map of her classroom.

Zeina drew a compass rose after learning about them in their 1st grade unit for Where We Are in Place and Time.

Taking the Learning Beyond the Classroom:

Field Trips at Running Springs!

Outdoor Science Education Camp: 6th Grade

Last month, our sixth-grade students visited the Emerald Cove Outdoor Science Institute in Running Springs, CA for 4 days of outdoor science learning. Students explored wildlife biology, forest ecology, astronomy and survival skills. They also had the opportunity to go on hikes and participate in various bonding experiences. Take a look at some photos from camp!

Tanaka Farms: TK and SDC

Our transitional kindergarten (TK) and special day class (SDC) students took a trip to Tanaka Farms to visit the pumpkin patch. They got to ride on a wagon, visit farm animals, pick vegetables, and of course, pick a pumpkin to take home!