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PYP promoting international-mindedness

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Kavitha Reddy

on 20 February 2014

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Transcript of PYP promoting international-mindedness

PYP promoting international-mindedness
PYP Curriculum Model
Comprises three intertwined components - Written, taught and Assessed curriculum.
Three components of PYP curriculum are expressed in the form of three open-ended questions.
The five essential elements of written curriculum are Knowledge, Concepts, skills, Attitudes and Action.
The written curriculum guide the taught curriculum.
Taught curriculum is the written curriculum in action.
Assessment is continuous and to see what has been
learning and also to support future learning.
Inquiry principles and practices
Learners constructing meaning
It's the Beginning.......

How does the PYP promote the development of international-mindedness, as described in the Learner Profile?
Evidence of International-mindedness
Collaborative planning and reflection
Collaborative planning and reflection addresses the requirement of the programmes.
It ensures that all teachers have an overview of student's learning experiences.
It incorporates differentiation for student's learning needs and styles.
Collaborative planning and reflection addresses the IB learner profile attributes.
Aim of all IB programmes is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
School is considered as community of learners.
To seek evidence of international mindedness in PYP schools, teachers look into what students learning, how they are demonstrating learning, need to consider whether students are making connection between life in school, life at home and life in the world.
International mindedness is developed through developing learners attributes and a set of attitudes
Purposeful inquiry engages students actively in their own learning.
Students are encouraged to investigate, formulate their own questions, design own inquiries, proceed with research, experimentation and observation.
Students construct meaning from their prior knowledge, by providing provocation through new experiences and by providing time and opportunity for reflection and consolidation
Building on what students know
Using multiple resources representing multiple perspectives.
Pursuing open-ended inquiry and real life investigations.
Enabling students to see assessment as a means of describing learning and improving learning.
Evaluating collaboratively using an agreed, flexible system.
Kavitha Reddy
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