Embedded Files
SCHEDULES
SCHEDULES
Item
Rule / requirement / specification
Expectation(s)
Collaborative planning description and schedule
Teacher support 3.1: The school allocates dedicated and scheduled and/or timetabled time for teachers’ collaborative planning and reflection. (0203-03-0100)
Coherent curriculum 1.4: The school provides collaborative planning time for teachers to incorporate IB philosophy into the curriculum. (0401-01-0400)
Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements and are in accordance with programme documentation. (0401-02-0100)
PYP 2: The school demonstrates a commitment to transdisciplinary learning by ensuring that the programme of inquiry is collaboratively designed, planned and facilitated between the classroom teacher and specialist teachers to deliver the subjects included in each unit of inquiry. (0401-02-0112)
Coherent curriculum 2.2: Teachers plan and reflect collaboratively to consider connections and relationships between different areas, and reinforce shared concepts, content and skills. (0401-02-0200)
Coherent curriculum 2.4: Teachers use collaborative planning and reflection to address the elements of an IB education. (0401-02-0400)
The collaborative planning description and schedule shows scheduled or timetabled time for teachers:
to collaboratively plan and reflect
to incorporate IB philosophy into the curriculum
to plan and design units that meet programme requirements and are in accordance with programme documentation
to consider connections between different areas and reinforce shared concepts, content and skills
to address the elements of an IB education.
The collaborative planning description or schedule shows scheduled or timetabled time for subject specialists and classroom teachers to collaboratively design and plan the programme of inquiry.
LEARNING
LEARNING
Item
Rule / requirement / specification
Expectation(s)
Programme of inquiry
Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation. (0401-01-0100)
Coherent curriculum 1.2: The school articulates its curriculum horizontally and vertically. (0401-01-0200)
Coherent curriculum 1.5: Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make connections across their learning (0401-01-0500)
PYP 1: The school designs a programme of inquiry that consists of six units of inquiry—one for each transdisciplinary theme—at each year or grade level, with the exception of students who are 3–6 years where the requirement is at least four units at each year or grade level, two of which must be under “Who we are” and “How we express ourselves”. (0401-01-0511)
The programme of inquiry for PYP consists of six units of inquiry—one for each transdisciplinary theme.
For the early years students, the programme of inquiry consists of at least four transdisciplinary themes, including “Who we are” and “How we express ourselves”.
In the programme of inquiry:
all key concepts are present at each grade/year level
there is a balance of key concepts
central ideas are included
lines of inquiry are included.
Unit planning process
Three completed unit planners or equivalent evidence of use of the PYP planning process for each grade level
Completed versions of the former PYP planner template meet expectations
Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements and are in accordance with programme documentation. (0401-02-0100)
PYP 1: Teachers use the PYP planner template(s) or otherwise document the way that they use the PYP planning process to collaboratively design, plan and deliver the programme. (0401-02-0111)
Unit planners include:
transdisciplinary theme
central idea
lines of inquiry
key concepts
related concepts
approaches to learning
IB learner profile attributes
subject areas
learning goals
teacher questions
student inquiries
differentiated learning experiences
resources
prior knowledge of students
teacher reflections on knowledge, conceptual understandings, skills, attributes of the IB learner profile, learning goals and assessment
monitoring, documenting and measuring learning (assessment)
student-initiated action
student reflections.
For early years the school provides opportunities for:
uninterrupted play
symbolic exploration and expression.
A completed exhibition planner or other exhibition documentation
Lifelong learners 6.1: Students take opportunities to develop personal learning goals. (0402-06-0100)
Lifelong learners 6.2: Students take opportunities to ask questions and pursue personal inquiries and actions. (0402-06-0200)
PYP 1: Students participate in the exhibition in the final year of the PYP, except in schools that exclusively offer the early years. (0402-06-0211)
The exhibition planner or other exhibition documentation includes:
personal learning goals
personal inquiries
student-initiated action
student reflections.
OR the school exclusively offers the early years.
Reporting
Examples of school-based reporting from different grade/year levels
Approaches to assessment 1.2: The school uses specific and constructive school-based reporting to provide students and teachers with information that can be used to improve learning, teaching and assessment. (0404-01-0200)
Approaches to assessment 3.4: The school implements, communicates and regularly reviews consistent and fair systems and processes for reporting student progress and handling appeals or challenges. (0404-03-0400)
The school-based reporting provides students and teachers with information that can be used to improve learning and teaching.
The school implements and communicates consistent and fair systems and processes for reporting student progress.
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