planning collaboratively using
an agreed system and the
PYP planner where
appropriate

\u4ee5\u5354\u4f5c\u7684\u5f62\u5f0f\u9032\u884c\u5099\u8ab2, \u914d\u5408
\u55ae\u5143\u6559\u6848\u7684\u4f7f\u7528\uff0c\u9032\u884c\u6709\u7cfb\u7d71
\u7684\u6559\u5b78\u898f\u5283\uff1b

planning based on agreed
student-learning outcomes
and in the context of a
coherent school-wide
programme

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using a range and balance of
assessment strategies and
tools

involving students in planning
for their own learning and
assessing

viewing students as
thinkers with emerging
theories of the world

planning that builds upon
students\u2019 prior knowledge and
experience

using a range and balance of
recording and reporting
strategies

planning a large number of
activities that will be
covered superficially

\u5b89\u6392\u904e\u91cf\u7684\u6559\u5b78\u6d3b\u52d5\uff0c\u70ba\u4e86 \u505a\u800c\u505a\uff0c\u4f7f\u6709\u95dc\u5b78\u7fd2\u6d41\u65bc\u8868 \u9762\uff1b

using multiple resources
representing multiple
perspectives

seeking student responses in
order to understand their
current understanding

seeking student responses
solely to identify the right
answer

addressing assessment
issues throughout the
planning process

addressing assessment
issues at the conclusion of
the planning process

empowering students to
feel responsible and to take
action

teaching about responsibility
and the need for action by
others

using formative assessment
to give students regular and
ongoing feedback throughout
the unit

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planning that emphasizes the
connections between and
beyond the subject areas

planning that presents the
curriculum as separate,
isolated subject areas

enabling students to see
assessment as a means of
describing learning and

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planning that recognizes a
variety of levels of language
competency

pursuing open-ended
inquiry and real-life
investigations

students\u2019 current knowledge
and experience before
embarking on new learning

embarking on new learning
before assessing the levels of
students\u2019 current knowledge and
experience

awareness of the needs of
additional-language
learners

strategies suitable only for
students whose mother
tongue is the language of
instruction

evaluating collaboratively
using an agreed, flexible
system.

planning inquiries that explore
similarities and differences
between cultures/places

addressing the needs of
students with different
levels and types of ability.

employing teaching
strategies suitable for one
level and type of ability.