PYP PLANNER Year level Subject Dates unit taught

PYP PLANNER Year level/ Subject: Dates unit taught: Collaborative team: Timeline: HOW WE EXPRESS OURSEVLES: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. LINES OF INQUIRY: LEARNER PROFILE: APPROACHES TO LEARNING: 1

LEARNING GOALS: KNOWLEDGE: SKILLS: CONCEPTUAL UNDERSTANDINGS: 2

PLANNING – FOR THE LEARNER: PRIOR LEARNING: How are we using data and evidence of prior learning to inform planning? LOCAL/GLOBAL CONNECTIONS: How can we ensure that learning is purposeful and connects to local and global challenges and opportunities? TEACHER RESEARCH: Initial reflections that could inform learning and teaching in this unit of inquiry. ACTION: What opportunities are there for building on prior learning to support potential studentinitiated action? PROVOCATION: 3

IMPLEMENTATION & DESIGN: LEARNING EXPERIENCES – INITIAL IDEAS: What experiences will facilitate learning? STUDENT QUESTIONS: Reflective questions that will inform the unit. TEACHER RESPONSE: How might we respond to student questions throughout the unit? 4

TRANSDISCIPLINARY CONNECTIONS: SPECIALIST TEACHERS KNOWLEDGE/CURRICULUM OUTCOMES: SKILLS – APPROACHES TO LEARNING: CONCEPTUAL UNDERSTANDINGS: ESSENTIAL QUESTIONS: 5

MONITORING STUDENT LEARNING: SELF-ASSESMENT AND PEER FEEDBACK: ONGOING REFLECTION - STUDENT QUESTIONS: ONGOING ASSESSMENT: ONGOING REFLECTION - TEACHER QUESTIONS: 6

RESOURCES: WEBSITES: INCURSIONS: AUDIO / VISUAL: TECHNOLOGY: EXCURSIONS: 7

TEACHER REFLECTIONS: LEARNING EXPERIENCES: ASSESSMENT REFLECTIONS: LOOKING FORWARD: 8

TEACHER REFLECTIONS – TRANSFER OF LEARNING ACROSS SUBJECTS: STRENGTHENING CONNECTIONS: • KNOWLEDGE • SKILLS • CONCEPTUAL UNDERSTANDINGS COLLABORATION: 9

STUDENT REFLECTIONS: UNIT REFLECTIONS: • What did I enjoy? What did I find challenging? • What worked well? • Reflections on feedback from: teacher, mentor, peers, learning community Approaches to learning (Skills that I have further developed and demonstrated). Learner profile (Learner profile attributes that I have further developed and demonstrated). Action (My reflections on action) Learning goals and success criteria: Did I achieve what I wanted to learn? How do I know? What would I still like to learn? Next steps: • What have I learned about myself? —give an/some example (s) 10

EXTRA RESOURCES: WHO WE ARE: An inquiry into the nature of the self; our beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. WHERE WE ARE IN PLACE AND TIME: An inquiry into our orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and interconnectedness of individuals and civilizations, from local and global perspectives. HOW WE EXPRESS OURSEVLES: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. HOW THE WORLD WORKS: An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. HOW WE ORGANISE OURSELVES: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. SHARING THE PLANET: An inquiry into our rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolutions. 11

WHAT DO STUDENTS KNOW? WHAT DO STUDENTS WANT TO LEARN? : WHERE TO NEXT? HOW WILL STUDENT QUESTIONS AND IDEAS INFORM THE INQUIRY? 12

TRANSDISCIPLINARY CONNECTIONS: OVERVIEW ART: DRAMA: MUSIC: LANGUAGE: ANOTHER AREA: 13

This is a draft unit design with the sole purpose to share and collaborate with members of the IB community. Ideas were used from multiple documents provided on the IBO website: • 20181026 PYP planner additional design • UOI_Planner_subject-specific_en • Exhibition_planner_en 14