EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors

SKILLS Self Management

Strand Organization
• Follow directions • Follows directions in a timely manner • Plan a balanced schedule and manage task s • Plan a balanced schedule and manage tasks • Plan a balanced schedule and manage tasks to
meet deadlines
• Follow classroom routines • Follows the daily schedule • Prepare and organize materials needed for • Prepare and organize materials needed for • Prepare and organize materials needed for
learning learning learning, utilizing technology such as Teams and
Managing Self Managing Self • Choose and complete tasks • Follows the instructions and knows when to Calendar
work and when to play • Use a system for documenting learning • Use a system for documenting learning • Use a system for documenting learning

Standard
• Complete a task with a deadline • Complete a task within a deadline • Complete a task within a deadline • Complete a task within a deadline
• With guidance can break tasks into smaller • Set individual pacing of smaller tasks to • Set individual pacing of smaller tasks to complete • Set individual pacing of smaller tasks to complete
pieces complete larger task in deadline larger task in deadline larger task in deadline
Time Management
• Chooses tools to help manage time • Choose the most appropriate tool to help • Choose the most appropriate tool to help • Choose the most appropriate tool to help
manage time manage time manage time

• Set short term goals • Set short term goals that are challenging and • Set short and long term goals that are • S et short and long term goals that are
Goal Setting realistic challenging and realistic challenging, realistic, and measureable

EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors
Strand States of Mind
• Identify how they are feeling • Use mindfulness strategies to manage strong • Take responsibility for actions • Take responsibility for actions by making good • Take responsibility for actions and show respect
feelings choices and showing awareness for others towards others
• Manage feelings and emotions • Use strategies to reduce stress and anxiety
• Use strategies to focus on learning • Understand and determine strategies that are best
• Take care of self with support of an adult • Manage anger and resolve conflict for reducing my stress and anxiety • Understand and use strategies that I know are
Emotional Management Emotional Management • Know ways to avoid distractions best for reducing my stress and anxiety
• Use mindfulness strategies to manage strong • Manage anger and recognize when to resolve
feelings conflict independently versus seeking help
• Control anger and know when to resolve
independently versus seeking help
• Demonstrate resilence to failure • Do not give up - Persevere and commited • Use multiple strategies to overcome when met • Use multiple strategies to overcome when met
• Use multiple strategies to overcome when met with challenges and take steps to achieve a goal with challenges and take steps to achieve a goal
• Use strategies to solve problems with teacher • Find solutions to problems with challenges
support
Perseverance Perseverance
• Use strategies to resolve conflict with teacher
support

• Show Practice positive thinking • Demonstrate initiative when faced with a task • Demonstrate initiative when faced with a task and • Demonstrate initiative when faced with a task
show a willingness to put forth best effort and put forth best effort
• Reinforce self-motivation • Determine the motivation (intrinsic, extrinsic) to
complete a task • Develop more intrinsic motivation to complete a • Demonstrate intrinsic motivation to complete a
Self-Motivation • Practice growth mindset task task
* Analyze and attribute the causes for failure.

EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors
SKILLS Social
Strand Interpersonal
• Use caring words • Use caring words with purpose • Use words that show respect • Use words that show respect • Use words that show respect
Interpersonal • Recognize the feelings of others • Recognise the feelings of others • Consider and support the needs of others • Consider and support the needs of others • Consider and support the needs of others
Relationship (builds into
Respecting Others Respecting Others, • Disagree and agree with respect WITH • Disagree and agree with respect • Appreciate differences through praticing respect • Appreciate differences through praticing respect • Appreciate differences through praticing respect
Supporting Others, PROMPTS
Resolving Conflict)

• Listen to others • Advocate for the rights and needs of others • Advocate for the rights and needs of others • Advocate and affirm the rights and needs of
others
• Find ways to be helpful • Use strategies to prevent or eliminate bullying • Use strategies to prevent or eliminate bullying
• Use strategies to prevent or eliminate bullying
Supporting Others • Be an upstander on the playground and in class. • Encourage others to be productive learners • Encourage others to be productive learners
• Encourage others to be productive and
purposeful learners

Social Intelligence
• Use words to express feelings, needs and wants • Know that actions impact a group • Explain how individual actions impact others • Reflect on how individual actions impact others • Reflect on how individual actions impact others
to others
• Be cooperative while working in group • Practice and encourage cooperative behaviors • Engage in cooperative behaviors when working • Engage in cooperative behaviors when working
• Demonstrate an awareness of how one's choices when working in a group in a group in a group
Social Intelligence can affect others • Take on different roles while cooperating or
collaborating • Recognize the different roles people play when
collaborating

• React reasonably to challenging situations
• Listen carefully to others.
• Communicate needs clearly and calmly to solve
Resolving Conflict disagreements.
• React reasonably to challenging situations
• Listen carefully to others
• Express needs clearly and calmly to solve
disagreements
• React reasonably to challenging situations
• Listen and respond carefully to others
• Express needs clearly and calmly to solve
disagreements
• Act as a mediator when others are in conflict
• React reasonably to challenging situations
• Listen and respond carefully to others
• Express needs clearly and calmly to solve
disagreements
• Act as a mediator when others are in conflict

EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors
SKILLS Thinking
Strand Critical
• Advocate and affirm the rights and needs of • Break ideas into smaller parts • Deconstruct big ideas • Deconstruct big ideas and identify relevant * Deconstruct big ideas and identify relevant
others information information
• Look for similarities and differences • Identify patterns, similarities and differences
• Use strategies to prevent or eliminate bullying • Describe and explain important patterns and * Identify patterns and connections or
• Use models and simulations to explore complex connections misalignment across sources and information
• Encourage others to be productive and systems and issues
Analysis Analysis purposeful learners *Use models and simulations to explore complex * Ask questions to challenge or vairfy information
systems and issues. and extend understadning

• Sort, group, classify, name • Make connections between ideas. • Make a claim based on evidence • Use research to make a claim supported by *Evaluate and assess inf ormation, using tools to
evidence recognise errors descrepencies and uncertainties
• Test ideas • Test generalizations and conclusions. • Understand alternative perspectives
• Understand alternative perspectives and *Recognise unstated preconceptions/biases
• Evaluate evidence, solutions, arguments and recognise biase and assumption (reflexivity)
associated decisions
Evaluation Evaluation • Use evidence to evaluate arguments,, solutions * Generate new findings and solutions from
and related decision evaluation

• Make decisions • Make a decision based on evidence • Draw conclusions and make generalizations • Draw conclusions and make generalizations • Draw conclusions and make generalizations
• Make predictions about what will happen when • Make predictions about what will happen when • Create, develop and defend solutions using • Create, develop and defend solutions/decisions • Create, develop and defend solutions/decisions
making a decision or action making a decision or action supporting information using supporting information using supporting information
*Generate more than one solution, answer or *Generate more than one solution, answer or
approach when making a decision. approach when making a decision.
Forming Decisions Forming Decisions
*Consider impacts of decisions and from different
perspectives.

EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors
Strand Creative
• Use discussion and play to generate new ideas • Generate new ideas and inquiries • Generate new ideas and inquiries • Examine new ideas and inquiries • Analyze and conceptualize new ideas and
and investigations inquiries
• Make unexpected or unsual connections • Make unexpected or unsual connections • Draw parallels between known and new ideas to
• Make thinking visible (use of some visible create new connections • Create and connect complex ideas from
Generating Novel Ideas Generating Novel Ideas thinking routines) • Iterate to improve upon products, practices and
processes
• Iterate to improve upon products, practices and
processes • Iterate to improve upon products, practices and
interdisciplinary knowledge
processes •? ?

Considering New Perspectives
• Demonstrate flexibility in thinking, play and • Express flexible thinking in a variety of ways • Express flexible thinking in a variety of ways • Express flexible thinking in a variety of ways • Express flexible thinking in a variety of ways -
completing tasks
• Consider multiple alternatives, including those • Consider multiple alternatives, including those • Develop opposing and complementary • Develop multiple opposing, contradictory and
• Ask questions that might be unlikely or impossible that might be unlikely or impossible arguments complementary arguments
Considering New
Perspectives
• Challenge existing ideas and generate multiple • Generate multiple alternatives and speculate on
alternatives feasible creative options to modify ideas when
circumstances change

EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors
Strand Transfer
• Apply learning in new ways • Make use of knowledge and skills learned to help • Make use of knowledge, conceptual • Make use of knowledge, conceptual • Make use of knowledge, conceptual
myself and others. understandings and skills to help others and self understandings and skills to help others and self understandings and skills to help others and self
• Make connections across, beyond and between
units • Use knowledge in new situations. • Combine knowledge, conceptual understandings • Combine knowledge, conceptual understandings • Combine knowledge, conceptual understandings
Application Application and skills to create products or solutions and skills to create products or solutions and skills to create products or solutions

• Connect and Combine knowledge
• Apply skills and knowledge in local and global
contexts.
Application in Multiple Contexts
• Transf er conceptual understandings across • Transf er conceptual understandings across • Transfer conceptual understandings across
transdisciplinary themes and subjects transdisciplinary themes, subjects and into real life transdisciplinary themes, subjects and into real life
situations. situations.
• Combine knowledge, conceptual understandings
and skills in new or unfamiliar situations to create • Combine knowledge, conceptual understandings • Combine knowledge, conceptual understandings
products or solutions and skills in new or unfamiliar situations to create and skills in new or unfamiliar situations to create
products or solutions products or solutions

EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors
Strand Reflection
• Identify strengths and areas for improvement • Identify strengths and areas for improvement • Identify strengths and areas for improvement • Identif y strengths and areas for improvement
• Identify strengths and areas of improvement.
• Reflect on learning by asking questions such as: • Record thinking and reflection processes • Act on reflections to make improvements • Independently act on reflections in a iterative
Reflection Reflection Did I learn today? What can I already do? What • Respond to questions about known knowledge process to make improvements
will I work on next?

• Explain why something they did or worked on • Question understanding and learning • Identify the different processes for learning • Determine your best processes for learning. • Master your best processes for learning.
was successful, or not
• Acknowledge that there are different ways to • Recognize that there are different ways to learn • Practice different ways to learn and think. • Evaulate different ways to learn and think.
• Identify when help is needed learn and think and think
Metacognition Metacognition • Question understanding and processes for • Question your understanding and processes for
• Reflect on understanding and processes for learning your learning
learning

EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors
SKILL Communication
Strand Exchanging Information ML = Multiple Languages
• Listen to inf ormation • Listen to directions and instructions • Listen to directions and instructions, asking • Listen to directions and instructions, asking • Listen to directions and instructions, asking
clarifying questions when necessary clarifying questions when necessary clarifying questions when necessary
• Listen actively and respectfully • Listen to information
• Listen actively and respectfully to other • Listen actively and respectfully to other • Listen actively and respectfully to other
• Ask for clarification • (ML) Identify the context in which to ask for perspectives and ideas perspectives and ideas perspectives and ideas
clarification in another language if more
information is required. • (ML) Identify the context in which to ask for • (ML) Identify the context in which to ask for • (ML) Identify the context in which to ask for
clarification in another language if more clarification in another language if more clarification in another language if more
• (ML) Identify the demands of the information is required. information is required. information is required.
Listening Listening communicational context and switch languages if
necessary or useful • (ML) Identify the demands of the • (ML) Identify the demands of the • (ML) Identify the demands of the
communicational context and switch languages if communicational context and switch languages if communicational context and switch languages if
necessary or useful necessary or useful necessary or useful

• Make use of visual, audio, oral communication to • Recognize, create using symbols
make meaning
• Aware of body language and facial expression
• Use symbols, signs and sounds to express ideas
• Body language means different things in
different culture.
• (ML) Analyze and evaluate understanding of
sources and when is appropriate to switch to
sources in another language.
• (ML) Add cultural awareness across langguages,
Interpreting Interpreting identifying specific characteristics of one specific
language and the culture(s) it is linked to
• Recognize, create and make meaning using
symbols, signs and sounds
• Decipher visual, audio and oral communication
• Be aware of cultural differences when providing
and interpreting communication
• (ML) Analyze and evaluate understanding of
sources and when is appropriate to switch to
sources in another language.
• (ML) Add cultural awareness across langguages,
identifying specific characteristics of one specific
language and the culture(s) it is linked to
• Recognize, create and make meaning using
symbols, signs and sounds
• Analyze visual, audio and oral communication
• Be aware of cultural differences when providing
and interpreting communication
• (ML) Analyze and evaluate understanding of
sources and when is appropriate to switch to
sources in another language.
• (ML) Add cultural awareness across langguages,
identifying specific characteristics of one specific
language and the culture(s) it is linked to
• Recognize, create and make meaning using
symbols, signs and sounds
• Analyze and evaluate visual, audio and oral
communication
• Be aware of cultural differences when providing
and interpreting communication
• (ML) Analyze and evaluate understanding of
sources and when is appropriate to switch to
sources in another language.
• (ML) Add cultural awareness across langguages,
identifying specific characteristics of one specific
language and the culture(s) it is linked to

• Express oneself using words and sentences
• Participate in conversations
• Brainstorm ideas with teachers and peers
Speaking Speaking
• Speak clearly
• Sharing others' ideas in small and large group
• (ML) Analyze the conversational context and
decide when it is appropriate to speak English,
when it is appropriate to speak my mother tongue
(if different) and when it is appropriate to speak
another language
• (ML) Assist other language users in expressing
themselves in any language
• Speak and express ideas clearly and logically in • Speak and express ideas clearly and logically in • S peak and express ideas clearly and logically in
small and large groups small and large groups small and large groups
• Give and receive meaningful feedback and • Give and receive meaningful feedback and • Give and receive meaningful feedback and
feedforward feedforward feedforward
• State opinions clearly, logically and respectfully • State opinions clearly, logically and respectfully • S tate opinions clearly, logically and respectfully
• Communicate with peers, experts and members • Communicate with peers, experts and members • Communicate with peers, experts and members
of the learning community using a variety of digital of the learning community using a variety of digital of the learning community using a variety of digital
environments and media environments and media environments and media
• (ML) Analyze the conversational context and • (ML) Analyze the conversational context and • (ML) Analyze the conversational context and
decide when it is appropriate to speak English, decide when it is appropriate to speak English, decide when it is appropriate to speak English,
when it is appropriate to speak my mother tongue when it is appropriate to speak my mother tongue when it is appropriate to speak my mother tongue
(if different) and when it is appropriate to speak (if different) and when it is appropriate to speak (if different) and when it is appropriate to speak
another language another language another language
• (ML) Assist other language users in expressing • (ML) Assist other language users in expressing • (ML) Assist other language users in expressing
themselves in any language themselves in any language themselves in any language

EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors
Strand Literacy
• Use mark making or concepts of print to convey • Read sources for information and pleasure • Read a variety of sources f or information and for • Read a variety of sources f or information and for • Read and analyze a variety of sources for
meaning pleasure pleasure information and for pleasure
• Read and comprehend texts
• Document observations and information in a • Read critically and for comprehension • Read critically and for comprehension • Read critically and for comprehension
variety of ways • Draw conclusions about a text
• Make inferences and draw conclusions • Make inferences and draw conclusions • Make inferences and draw conclusions
• Communicate using a range of technologoes and • Make connections and interpret symbols
Symbolic Exploration materials • Use and interpret a range of terms and • Use and interpret a range of terms and • Use and interpret a range of terms and
Reading and Expression symbols symbols symbols
(Reading, Writing, • Demonstrate early reading bahaviors - handling
bookscarefully and corectly, using pictures to
Mathematics) "read" books, make connections (text to self, text
to text and text to world)

• Use appropriate forms of writing for different • Use appropriate forms of writing for different • Use appropriate forms of writing for different • Use appropriate forms of writing for different
purposes purposes and audiences purposes and audiences purposes and audiences
• Use upper case letters and end marks • Use discipline-specific notation and other • Use discipline- specific notation and other • Use discipline-specific notation, vocabulary and
symbols symbols other symbols
Writing • Write for a variety of purposes in a variety of
ways. • Responsibly participate in, and contribute to, • Responsibly participate in, and contribute to, • Responsibly participate in, and contribute to,
digital social media networks digital social media networks digital social media networks

EY Standards EY Descriptors 1-2 Descriptors 3-5 Descriptors 6-8 Descriptors 9-12 Descriptors
Information Communi cation
Strand Te chnology
• Determine the accuracy of media • Determine the accuracy of media • Locate, organize, analyse, evaluate, synthesize • Locate, organize, analyse, evaluate, synthesize
representations representations and ethically use information from a variety of and ethically use information f rom a variety of
sources and media sources and media
• Evaluate the impact of media representations • Evaluate the impact of media representations
and modes of presentation and modes of presentation • Evaluate the accuracy of media representations • Compare, contrast and draw comparisons
among media resources and representations
• Evaluate the impact of media representations
and modes of presentation • Evaluate the impact of media representations
Media Representation and modes of presentation
• Make informed choices about personal viewing
experiences • Make informed choices about personal viewing
experiences

• Make informed choices about modes of
communication based on audience
• Make conscious choices about how to engage
with others online
Informed Choices • Communicate information and ideas effectively
to multiple audiences using a variety of media and
modalities
• Make informed choices about modes of • Make informed choices about modes of • Make informed choices about modes of
communication based on audience communication based on audience communication based on audience
• Make conscious choices about how to engage • Make conscious choices about how to engage • Make conscious choices about how to engage
with others online with others online with others online
• Communicate information and ideas effectively • Communicate information and ideas effectively • Communicate inf ormation and ideas effectively
to multiple audiences using a variety of media and to multiple audiences using a variety of media and to multiple audiences using a v ariety of media and
modalities modalities modalities
 Suggested PYP Descriptors (G3-5)
SKILLS Self Management
Strand Organization Organization skills (managing time and tasks effectively)
Standard Managing Self I can plan a balanced schedule for myself.Ican prepare
and organize equipment as needed for different tasks. I
can create and use a system for documenting my learning.
I can use technology effectively and productively.
Time Management I use tools to help me keep track of time. I can make
realistic estimates about how long I will need to
accomplish something and adjust if necessary.
Goal Setting I can set short and long term goals that are challenging
and realistic.I can take on and complete tasks in a given
timeframe.
Strand States of Mind States of mind (mindfulness, perseverance, emotional management, self-motivation, resilience)
Emotional Management I take responsibility for my actions.I can use strategies
such as mindfulness practices to help manage stress and
extreme emotions.
• Take responsibility for one’s own actions.
• Use strategies to prevent and eliminate
bullying.
• Use strategies to reduce stress and anxiety.
• Manage anger and resolve conflict.
Perseverance I demonstrate persistence when I am met with a barrier
or a challenge. I show commitment by persevering
through challenge and confusion to develop
understanding.I have strategies to remove or overcome
barriers in my learning.
• Demonstrate persistence.
• Use strategies to remove barriers.
Self-Motivation I understand what I am driven to do. I can identify
whether the incentive to achieve comes from within
(intrinsic) or outside (extrinsic) influences.I use my
initiative
• Practice positive thinking and language that reinforces
self-motivation.
SKILLS Social
Strand Interpersonal Developing positive interpersonal relationships and collaboration skills (using self-control, managing setbacks, supporting peers)
Respecting Others I care for the needs of others. I have an open-mind and
understand the power of appreciating difference through
practicing respect.
Supporting Others I do my best to help them to succeed. I speak up for the
rights and needs of others. I use strategies to prevent and
eliminate bullying.
Social Intelligence I am aware of how my actions impact a group.I practice
and encourage cooperative behaviours when working in a
group. I vary the roles that I take on when cooperating or
collaborating.
Resolving Conflict I am able to react reasonably to challenging situations.I
listen carefully to others. I can express my needs clearly
and calmly to help rectify a disagreement.I can act as a
mediator when others are in conflict.
SKILLS Thinking
Strand Critical Critical-thinking skills (analysing and evaluating issues and ideas)
Analysis I can break ideas into smaller parts, including root or
cause. I am able to look for patterns, similarities and
differences. I can identify unique features.
• Observe carefully in order to recognize problems.
• Consider meaning of materials.
• Take knowledge or ideas apart by separating
them into component parts.
• Use models and simulations to explore
complex systems and issues.
Evaluation I am able to formulate an argument based on evidence
and question those that are not.I can make connections
between ideas, perspectives and challenges. I can test
generalizations and conclusions.
• Organize relevant information to formulate an
argument.
• Evaluate evidence and arguments, and associated
decisions.
• Recognize unstated assumptions and biases.
• Test generalizations and conclusions.
• Identify obstacles and challenges.
Forming Decisions I can draw conclusions and make generalizations.I can
create, develop and defend solutions using supporting
information.
• Develop contrary or opposing arguments.
• Propose and evaluate a variety of solutions.
• Revise understandings based on new
information and evidence.
• Draw conclusions and generalizations.
Strand Creative Creative-thinking skills (generating novel ideas and considering new perspectives)
Early Years Descriptors 1-2 Descriptors
I can be prepared and organized
show how I learn
use technology responsibly
use tools to help manage my time
stay focused on my tasks
set specific and meaningful goals
complete tasks in a timely manner
take responsibilty for actions
learn from mistakes and problems
I am in charge of my learning
Use caring words with purpose
Recognise the feelings of others
Disagree and agree with respect
I can listen to others and find ways to be helpful
I am an upstander
I can stand up for others on the playground and in class.
I can think about the feelings of others
I can be a leader
I can make space for others to take the lead.
I can be an active participant
I can cooperate with others
I can match my reaction to the size of the problem
I ask questions to clarify what others need
I am clear about what I need in a conflict
break ideas down into smaller parts
look for patterns
identify unique features
use information to form opinions
use infomration to make decisions
3-5 Descriptors
I can plan a balanced schedule for myself within each period
I can prep and organize materials as needed for different tasks
I can create and use a system for documenting my learning
(timers checklists, explicitly taught)
complete a task knowing a deadline
using strategies to PREVEnt bullying
growth mindset
teachers reinforce the idea of keep going even when its hard
persistence reinforced in guidance
be specific about barriers
omit first sentence (dirven to do)
Use words that show respect
Consider and support the needs of others
Appreciate the difference through praticing respect
I encourage others
I speak up for the rights and needs of others
I am aware of how my actions impact a group.I practice and
encourage cooperative behaviours when working in a group. I
vary the roles that I take on when cooperating or collaborating.
I am aware of the part I play in social interactions
I can solve problems with others
I am able to react reasonable to challenging situations
I can express my needs clearly and calmly to help solve
problems with others.
instea of "recognise unstated bias and assuptions" --- I can
introduce ideas
I can understand someone else's point of view
6-8 Descriptors 9-12 Descriptors Other notes
can use a system to schedule and manage tasks (hard and soft) file organization, electronic and hard copy
knowing where resources, assigned materials/resources are
have a routine for self-guided task completion (HW)
meeting deadlines having materials ready for class and when they're needed Time managemen
breakdown tasks into smaller tasks that can be completed time management for homework applying yourself during practice
having a calendar to keep track os assignments and tests practice journal
prioritizing goal setting - climbing, fitness programs
set realistic goals use smart goals to get through tasks
backwards planning for large projects
reflections on task/unit completion
active/independent/self initiated
I can and will advocate for myself respectfully when dealing I can and I will advocate for myself in a respectful but assertive
with conflicts with peers or teachers way when solving interpersonal problems with teachers and
I can speak my truth using I statements peers
strategies and responsibility healthy forms of stress management (needs to be more
using strategies to reduce stress and anxiety specific about strategies)
I am able to reflect on my growth both daily and long term I can attempt to solve problems multiple times and in different
growth mindset ways even when I struffle to find the answers
I correct my mistakes and then try again
I can take responsibillity for the consequences
I am able to think from different perspectives with self- Understand the importance of learning how to produce high-
confidence quality work and how that level can be beneficial for me and
I am able to make good judgement on my behavior others
practice positive decision-making I strive to reach my academic potential and I see how this
affects otehrs
same as pyp same as pyp + community service
Be an upstander Be an upstander pre-game conversations to reduce conflict
Global citizenship Global citizenship support teammates/opponents
Activism Activism celebrate success of others
Same as PYP leading + teamwork (climbing/safety)
Speaking (tone/emotion)
Equipment (setup and take down)
Roles in teams
Same as PYP same as pyp
Respecting others (large group discussions, collabrative
activities, roles and responsibilities)
Supporting others
Same as PYP same as pyp
I can deconstruct big ideas and identify relevant information to I can observe oatterns though exposing myself to different
describe and explain important patterns and connections examples, and extend my understanding to more challenging
questions
able to answer a knowledge question
I can recognise my own biases and assumptions and use evaluate and assess answers, using tools such as estimating to
research and evidence in order to debunk or support my prior recognise errors and uncertainties
opinions recognise unstated preconceptions/biases (reflexivity)
generate new findings and solutions from evaluation
make sound deciion based on common sense and information consider multiple perspectives before coming up with
gathered before then solutions to problems
try various methods to solve any problems till I get the best understand that one counter-example can debunk a theory
one cost/benefit analysis in decision-making
consider impacts of decisions on self/others
long term consequences versus short term moods
 Generating Novel Ideas I can generate new ideas and inquiries inspired by generate new ideas and inquiries create inquiries (research questions) apply interdisciplinary knowledge to learning and create new
exposure to different experiences and resources.I can create content (solution based, project work) ideas
make unexpected or unusual connections. I can remix or PBL
improve upon existing products and processes. project action plans
make unexpected or unusual connections between multiple
• Use discussions and diagrams to generate new ideas facets of my life (academic or otherwise)
and inquiries.
• Practise “visible thinking” strategies and techniques.
• Make unexpected or unusual connections between
objects and/or ideas.
• Design improvements to existing products, processes,
media and technologies.

Considering New Perspectives
I can formulate “what if” questions and use them to drive formulate what if questions socratic seminars when dealing with open-ended problems, explore multiple decision making (strategy, cause and effect,
my inquiries.I value and am inspired by the unlikely or discussion sources that naturally appear in any inquiry situation, support self and peers)
impossible. I am flexible in my thinking and express this in communication skills (active listening) willing to learn from others learning experiences and from my reflection (performance, result, support)
a variety of ways generate metaphors and analogies to make the learning own ideas planning (applying practice strategies based on
process for others more palatable connect k nowledge with other subject areas ability)
• Ask “what if” questions and generate testable Compare and contrast different thoughts/opinions/methods willing to view with different perspectives application (everyday, lifelong)
hypotheses. with my own and understand the pros/cons of them
• Apply existing knowledge to design new products
processes, media and technologies.
• Consider multiple alternatives, including those that
might be unlikely or impossible.
• Practise flexible thinking—develop multiple opposing,
contradictory and complementary arguments.
• Practise “visible thinking” strategies and techniques.
• Generate metaphors and analogies.

Strand Transfer Transfer skills (using skills and knowledge in multiple contexts)
Application I can make use of knowledge and skills I have learned to informational literacy applying theory and principles of subject area to real life
help myself and/or others. I can use my knowledge and fact-supported communciation scenarios
skills in new situations or when solving a problem. CER
• Inquire in different contexts to gain different
perspectives.
• Make connections between units of inquiry and
between subjects.
• Transfer conceptual understandings across
transdisciplinary themes and subjects.
• Combine knowledge, conceptual understandings and
skills to create products or solutions.
• Apply skills and knowledge in unfamiliar situations or
outside of school.
• Help others develop conceptual understandings and
skills.

Application in Multiple Contexts
I can connect and combine knowledge and skills for use in applying to asas applying to community service transfer skills from a practice to game situation
different situations, in and outside school.I can apply my I can transfer knowledge and skills from one area to another in interpersonal skills transfer to other environments
knowledge and skills to local and global contexts. order to find new ways to solve problems (conflict resolution)
• Inquire in different contexts to gain different
perspectives.
• Make connections between units of inquiry and
between subjects.
• Transfer conceptual understandings across
transdisciplinary themes and subjects.
• Combine knowledge, conceptual understandings and
skills to create products or solutions.
• Apply skills and knowledge in unfamiliar situations or
outside of school.
• Help others develop conceptual understandings and
skills.

Strand Reflection Reflection/metacognitive skills ((re)considering the process of learning)

Reflection I can respond to questions about something that I have respond to questions and ask questions on my own and with reflect on strengths and areas for grwoth with minimal teacher
been exposed to or experienced.I can identify my others (sometimes with guidance) prompting after each assessments
strengths and areas for improvement. show evidence of application of previous reflections in revist before next assessment
subsequent assignments
• Identify strengths and areas for improvement. identify why reflection is an important part of learning
• Consider new skills, techniques and strategies for
effective learning.
• Record thinking and reflection processes.
• Reflect on their learning by asking questions
such as:
• What did I learn today?
• What don’t I yet understand?
• What will I work on next?
• Have I been a principled and balanced thinker?

Metacognition I can question my own understanding and processes for I can think about my thinking and learning understand the potential benefits and limitations of self- understand how you learn and advocate for that mode
learning.I realize that people learn in different ways and I I choose ways I learn best and challenge myself to learning in selected resources including tech tools choose behaviors, partnerships, strategies, seating choices that
know the way I learn best. new ways know how you learn best you know will be successful
• Identify strengths and areas for improvement. I can question my own understanding… identify strengths and weaknesses avoiding distraction
• Consider new skills, techniques and strategies for
effective learning.
• Record thinking and reflection processes.
• Reflect on their learning by asking questions
such as:
• What did I learn today?
• What don’t I yet understand?
• What will I work on next?
• Have I been a principled and balanced thinker?

SKILL Communication
Strand Exchanging Information Exchanging-information skills (listening, interpreting, speaking)
Listening I am able to listen to directions and instructions and ask PYP + the previous +
clarifying questions when necessary. I listen to Apply specific strategies for active listening Listen for nuanced different perspectives (body language and
information and the perspectives of others respectfully. Responding to what others say by bvuilding on ideas more)
Orally discriminate between different points of view
• Listen to, and follow the information and directions of
others.
• Listen actively to other perspectives and ideas.
• Ask for clarifications.
• Listen actively and respectfully while others
speak.
 Interpreting I can recognize, create and make meaning using symbols, body language same as pyp I can adjust nonverbal communication (body langyage, facial
signs and sounds. I am aware that my body language and expressions) to a variety of contexts, using it appropriately to
facial expressions can give others lots of information. My show respect and to facilitate communication
body language may mean different things in different
countries.

• Interpret visual, audio and oral communication:

recognizing and creating signs, interpreting and using
symbols and sounds.
• Understand the ways in which images and language
interact to convey ideas.
• Recognize the meaning of kinaesthetic communication
(body language).
• Be aware of cultural differences when providing and
interpreting communication.

Speaking I am able to speak clearly to express ideas so they make I am able to speak clearly to express ideas so they make sense structuring messages to invite cooperation for a variety of
sense to others. I am able to share your ideas and to others. I am able to share your ideas and opinions in small audiences and tasks
opinions in small and large groups.I can discuss and and large groups.I can discuss and negotiate ideas and facts extemporaneous discourse/response
negotiate ideas and facts with others face to face or using with others face to face or using digital media. + with growing register… with more finesse
digital media. confidence in front of a large audience
speak and express ideas clearly and logically in small and large
• Speak and express ideas clearly and logically in small groups
and large groups. can enter into an academic conversation
• Give and receive meaningful feedback and feedforward. can shift speech/change register based on audience
• State opinions clearly, logically and respectfully.
• Discuss and negotiate ideas and knowledge with peers
and teachers.
• Communicate with peers, experts and members of the
learning community using a variety of digital
environments and media.

Strand Literacy Literacy skills (reading, writing and using language to gather and communicate information)
Reading I read a variety of texts for entertainment and read a variety of texts building stamina as a reader metacognitive/awareness of strategies
information. I reflect and question what I read to make reflect and question to make connections same as PYP same as PYP
connections with and beyond the text. I can use what I understand what I read genre awareness/purpose for arguments and for evidence
read to support and strengthen my creative pieces. explain a range of text features for arguments/evidence examine/identify bias
metacognitive/awareness of strategies
• Read a variety of sources for information and for
pleasure.
• Read critically and for comprehension.
• Make inferences and draw conclusions.
• Use and interpret a range of terms and
symbols.

Writing I can write for different purposes and audiences. I can write for different purposes and audiences same as PYP metacognitive/awareness of strategies
take notes and rewrite information I read, in my own take notes and rewrite information I read in my own words genre elements same as PYP
words. I use tools such as graphic organizers to assist with use tools to help with planning and drafting CER appropriate styles based on subject
planning and drafting of a written piece. I understand that understand that writing can look different in different subjects metacognitive awareness of strategies change "social networks" to "school network"
written language takes on a different form depending on think about word choices and how they impact the audience annotation
the discipline e.g. maths and music notation. I am review own writing
conscious that my word choice impacts how others may feedback integration
perceive me, particularly in online environments.
• Use appropriate forms of writing for different purposes
and audiences.
• Paraphrase accurately and concisely.
• Record information and observations by
hand and through digital technologies.
• Use a variety of scaffolding for writing tasks.
• Organize information logically.
• Understand and use mathematical notation
and other symbols.
• Responsibly participate in, and contribute to, digital
social media networks.

Strand Information Communication ICT skills (using technology to gather, investigate and communicate information)
Technology
Media Representation I am aware of how people can represent themselves and be responsible when using different platforms impact and modes mis/disinformation
be represented online. I think critically about the accuracy make safe and appropriate choices about the images chosen I make conscious choices… messages communicated by my and TOK - knowledge and tech
of this representation is likely to be.I make conscious online to represent self online others' media choices
choices about how I portray myself online. understanding of consent w forwarding information

• Understand the impact of media representations and

modes of presentation.
• Make informed choices about modes of communication
based on audience.
• Communicate information and ideas effectively to
multiple audiences using a variety of media and
modalities.

Informed Choices I can select the most effective way to communicate Choose the most effective way to communicate based on who awareness of rhetoric, understanding the intent of the CRAAP - evaluation of media
depending on the audience.I can adjust or vary my the student is buisiness model of the internet Resading horizontally not vertically to get range of sources,
communication method to suit different audiences. knowing when to report information that is false or harmful increasing the reliability of sources
Attributing sources according to manual of style
• Understand the impact of media representations and
modes of presentation.
• Make informed choices about modes of communication
based on audience.
• Communicate information and ideas effectively to
multiple audiences using a variety of media and
modalities.