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PYPX Weeks 5 and 6: Taking Action and Embracing Growth

By April 17, 2025February 8th, 2026Agency, PYP, PYPX, Space PYP Teacher

In this post, I’ll talk about Weeks 5 and 6 of the PYPX preparation. These two weeks are dedicated to taking action—the final stage before Week 7, when the exhibition takes place.

This is one of the most intense and meaningful stages for both teachers and students. It’s also the most fulfilling, as students apply their learning to real-life contexts.

Instead of a fixed weekly plan (since each group works on unique actions at this point), I’ll share a few useful tips and activities that support the students while also relieving stress during this high-pressure phase.

Brain Break Activities

To help students stay motivated and relaxed, we do creative, lighthearted activities such as:

  • Evil Mentors: Using Canva, students turn photos of their mentors into “evil versions.” It’s a fun surprise revealed only at the end of the exhibition.
SORRY! Ms. Zans. PYPX Mentor 2023. ILG School
SORRY! Ms. MacKinnon PYPX Mentor 2023. ILG School

  • Group Video: Students collaborate to create a humorous behind-the-scenes video to share with families before the final presentations.


Organizing the Action

We begin with two essential steps:

  • Final Action Proposal: Students present their finalized action plan for teacher and mentor approval, similar to what they did in Unit 2—but this time as a final version.

Final Timeline: Students plan out the remaining days, breaking their action into actionable steps.

This ensures students, mentors, and teachers are aligned with clear expectations and documentation.


Letting Students Fail—And Grow

After years guiding PYPX projects, I’ve learned that we must allow students to fail. Failure teaches more than success does. Success often encourages comfort; failure forces reflection and change.

Too often, mentors or schools step in and do the action for the student, fearing failure reflects poorly on them. But a failed action followed by a powerful reflection can be more meaningful than a polished project orchestrated by adults.

I remember a student whose mentor (Korab Maloku), family, and I supported him in every possible way. But he refused to plan or complete his action. We chose to let him “fail.” On exhibition day, he admitted he was ashamed of presenting unfinished work—but his reflection was outstanding. He explained what held him back and how he would approach a similar project differently next time. That student went on to become a responsible, motivated middle schooler and was even elected captain of the school football team.

That experience turned into his greatest success. And that’s what the PYPX is truly about—personal growth.

Let the Exhibition Be Theirs

The PYPX belongs to the students. Let them be independent. Let them make mistakes. Because if anyone has the right to fail and grow, it’s them.

I also recall when a student once asked me, “What if I don’t finish my action?” I told her, “That’s okay. What I care about is that you reflect on why and how you’ll improve next time.”

Examples of Student-Led Actions

  • Creating a beauty salon club, an art club, and a football card club to raise money and adopt two elephants in Kenya.
  • Making recess more inclusive by introducing alternative activities.
  • Working with Prishtina’s city council to install recycling bins in a local park.
  • Sending a sustainable shelter proposal to an NGO in India.

Conclusion

Action is just like any other learning experience—it’s a chance for students to show where they are and where they’re still growing. Our job is to support—not to shield them from failure. Mistakes, when reflected upon, lead to the most powerful learning.

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