ENHANCED
• students question, guide
THESE SUPPORT HIGHER-ORDER THINKING
AND PROVIDE LENSES FOR CONSIDERING
KNOWLEDGE RELATED TO THE CENTRAL IDEA
IN A RANGE OF WAYS
Why is it as it is?
How is it transforming?
How is it linked to other things?
What are our obligations?
and direct learning
• students propose and initiate action
• students participate in decision making
PYP LEARNERS....
• ARE ACTIVELY ENGAGED IN VARIOUS STAGES OF LEARNING,
INCLUDING: THINKING ABOUT, PLANNING, MODIFYING AND CREATING
• Developing positive interpersonal • ARE ACTIVELY INVOLVED IN DISCUSSION, QUESTIONING AND BY BEING
relationships and collaboration skills
SELF-DIRECTED IN THEIR CREATING (AS OPPOSED TO PASSIVE RECEIVING)
• Developing social-emotional intelligence
• APPLY THEIR UNDERSTANDING OF CONCEPTS THROUGH • students co-construct learning goals
THE CONSTRUCTION OF THEIR PROJECTS/PLAY • students engage with multiple perspectives
• MAKE CONNECTIONS TO THE REAL WORLD BY TAKING
• Information-literacy skills
• Media-literacy skills PAST EXPERIENCES INTO THEIR PLAY WORLDS
• Ethical use of media/information • HAVE AN ACTIVE VOICE AND STAKE IN THE CLASSROOM/COMMUNITY
• FACE CHALLENGES AND ARE GIVEN THE FREEDOM TO INDEPENDENTLY
OVERCOME THESE OR FAIL THROUGH TRIAL AND ERROR OR EXPERIMENTATION
• Critical-thinking skills • students define own learning goals
• ARE RISK-TAKERS
http://www.ibo.org. and https://internationalbaccalaureate.force.com
• Creative-thinking skills
• students reflect on own learning goals
• Transfer skills • EXPRESS THEIR THEORIES OF THE WORLD AND THESE ARE
• Reflection/metacognitive skills HONOURED IN THE ENVIRONMENT • student ideas are supported throughout
planning and taking action.
• REFLECT ON THEIR ACTIONS AND SELF-REGULATE
• Exchanging-information skills
• Literacy skills
• ICT skills
Information comes from the Primary Years Programme
All fonts, graphics and illustrations by Chris Gadbury
• Organization skills
• States of mind
contributing as individual or group
THE PRIMARY CONCEPTUAL LENS THAT FRAMES THE TRANSDISCIPLINARY
UNIT OF INQUIRY AND SUPPORT STUDENTS’ CONCEPTUAL UNDERSTANDINGS
OF THE TRANSDISCIPLINARY THEME UNDER WHICH IT IS SITUATED
SWITCH OFF
THE LIGHTS action to support social /
WHEN LEAVING
THE ROOM environmental / political change
BASED ON INQUIRY
ALWAYS FINISH
STATEMENTS THAT DEFINE THE POTENTIAL SCOPE OF AN INQUIRY YOUR FOOD
FOCUSED ON CONCEPTUAL
BRING YOUR OWN
BOTTLE TO SCHOOL
UNDERSTANDING relation to rights, equality and
equity, social well-being and justice
DEVELOPED IN LOCAL
AND GLOBAL CONTEXTS TRANSDISCIPLINARY COMMUNITY
AGENCY LEARNING OF LEARNERS
innovative, resourceful
FOCUSED ON EFFECTIVE APPROACHES INTERNATIONAL and sustainable social change
EARLY LEARNER TO LEARNING
TEAMWORK AND COLLABORATION MINDEDNESS
INQUIRY
LEARNER PROFILE LEADERSHIP
DIFFERENTIATED TO MEET CONCEPTS
COLLABORATION
THE NEEDS OF ALL LEARNERS ACTION DEVELOPING A eg. consumption, impact of choices
PROGRAMME OF INQUIRY LEARNING
ENVIRONMENTS
@chrisgadbury
INFORMED BY FORMATIVE THE EXHIBITION ASSESSMENT More Free Resources at
AND SUMMATIVE ASSESSMENT LANGUAGE
TECHNOLOGY
MagicStorybooks.com