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Outcomes:
1. Plan one action related to community in all levels,
at least in one of the UOIs in a year
Outcomes:
2. Maintain the LP implementation in the classroom.
3. Add one criteria of LP attributes in the learning objectives that are shared to students (WILF)
4. SVP song played during the break time (IDL)
SVP dance during the onsite assembly
SVP song for Assembly
Outcomes:
The focused themes have been included in the PD Plan
Seesaw PD is conducted during Grade Level planning session
5. Focus of the PD:
6. Create a Google Form to check for the teacher's understanding after PD.
7. Regular meeting with the Students Council to give opportunities for them to give input and feedback
8. International-mindedness
Outcomes:
PD for international-mindedness and the connection with LP
9. The PYP leaders share the latest updates , notices from IB to parents through Morning Tea.
1. Plan one action related to community in all levels, at least
in one of the UOIs in a year
2. Maintain the LP implementation in the classroom.
3. Develop language profile
for each student –
first week activity
4. International-mindedness
5. Parents support in learning
Outcomes:
1. Introduce the philosophy of students’ well-being by incorporating PSPE/SEL with LP and ATL and how to embed this in the learning experiences
1. Develop monitoring system to record the result of ATL in each students
2.Embed the physical well-being in OLC activities.
3. Identify how SEL delivered in
each UOI/subject
1. ATL:
2. OLC
5. SEL:
Redesign the learning environment to cater the different needs of students
1. Adjust the learning environment to the requirements of the onsite classrooms that caters the students' needs
Outcomes:
PD about Robust Question
PD about effective feedback
1. The strategies in supporting students’ personal inquiries
Outcomes:
2. PYP Learning Support Team
3. Reporting
Outcomes:
4. Introduce and use the new updated PYP Planner.
5. Develop the reflection part of the planner together with the SSTs
6. PD for teachers and the collaborative planning about asking robust questions
7. Move the PYP Exhibition to the end of the year.
8. Introduce the new assessment strategies based on Enhanced PYP eg : learning stories, learning journal
9. Include local and global context in planning the UOIs
10. Strengthen the UOI so it will give the opportunities for students to take actions
11. Teachers have a record students’ strengths and weaknesses for designing personal goals
12. Mandarin in ECE and grade 1-3 focus on List and Speaking.
1. Use the prior knowledge when planning a unit.
2. Develop the reflection part of the planner together with the SSTs
3.Establish a guidance document about feedback for teachers to students, students to students (peer feedback)
4. Ensure assessment moderation happens in all levels
5. Consider more personal interest when designing learning experiences
1. Add in the Planning MOM: suggested topic to be discussed during the planning
2. Talk about the format of good feedback (rubrics/ criteria from the WILF and personalized)
3. Create samples of good feedback from the teachers (see on Seesaw)
develop the rubric (more to qualitative rather than quantitative)
4. Assessment moderation will be for the text type assessment
6. To follow up students’ prior knowledge in designing learning experiences
7. Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning starting from grade 4 starting next year, and the following year up to ECE
8. Use flexible grouping of students to maximize learning
9. Enable students to choose their own transdisciplinary theme.
10. Use the pre-assessment result and consider it in our planning
5. All units in Gr 6 will be planned like the PYPX. Involving students to create the rubric will be started in Gr 4. Gr 1,2,3 can give input for the rubric - even in ECE. Self assessment and peer assessment have been started, more regularly next year.
6. Check the GMeet breakout room update to allow more flexible groupings in online learning
7. Students to choose their own transdisciplinary theme in PYP X
8. Continue to plan our units based on their prior knowledge that is supported by the pre-lessons research and students' questions. So, when we are in the unit, we are not starting from basic knowledge
Wall magazines (work together with Activities Co) and about Learner Profiles Attributes - will be applied when the onsite learning has started
Organize a PD for the Marcomm team about PYP