IB+PYP+Terminology

= IB PYP Terminology =

In an effort to ensure that we are on the same page with regards to the understanding of terminology used within the IB Standards and Practices document, I will be recording the findings of our discussions on the more ambiguous terms or descriptions on this page. Please note that the definitions and/or understandings listed here are by no means definitive, but are a result of our collaborative explorations, and the notes made during these sessions. Utimately we are all bound by the way that the IB interprets each of these, and should be referring to Making the PYP Happen when in times of doubt.


 * Please also note that these will be developed as we continue the process..

is to be learnt and how it will be learned; essential agreements; policy documents. || action/initiative; can independently access and use resources; can follow instructions and independently work towards learning objectives; are willing to take risks in their learning. || year; evidence of more risk-taking; are able to think critically to solve problems; students making connections; students able to apply developing skills. || oral feedback; informs the student about progress; informs future planning and instruction. units) to assess understanding of the central idea. ||
 * ~ ===**Standard**=== ||~ ===**Term/Description**=== ||~ ===**Understood Definition**=== ||
 * **A: Philosophy** ||  ||   ||
 * **B: Organization** ||  ||   ||
 * **B1: Leadership and Structure** ||  ||   ||
 * **B2: Resources and Support** ||  ||   ||
 * **C: Curriculum** ||  ||   ||
 * **C1: Collaborative Planning** ||  ||   ||
 * **C2: Written Curriculum** ||  ||   ||
 * || The **Written Curriculum** || What we want to learn (curriculum standards, unit objectives); all written documents that map out what
 * **C1: Collaborative Planning** ||  ||   ||
 * **C2: Written Curriculum** ||  ||   ||
 * || The **Written Curriculum** || What we want to learn (curriculum standards, unit objectives); all written documents that map out what
 * || The **Written Curriculum** || What we want to learn (curriculum standards, unit objectives); all written documents that map out what
 * || ENS **Scope and Sequence docs** vs. IB PYP Scope and Sequence docs (C2:4a,b) || ENS scope and sequence documents are our curriculum standards. We do not use the 'PYP scope and sequence' documents (as is our choice), but have a responsibility to ensure that our standards align with IB philosophy. ||
 * **C3: Teaching and Learning** ||  ||   ||
 * || Students are **actively responsible** for their own learning (C3:5) || Students: are able to 'do it for themselves'; understand objectives; are able to study independently; take
 * **C4: Assessment** ||  ||   ||
 * || **Evidence of student learning** over time (C4:1) || MAP test results, data indicating reading levels going up; student work (exemplars) over the course of the
 * || **Evidence of student learning** over time (C4:1) || MAP test results, data indicating reading levels going up; student work (exemplars) over the course of the
 * || **Formative** and **Summative assessment** (C4:4) || **Formative:** informs the teacher about teaching/instruction; is ongoing; can come in the form of written or
 * Summative:** End of a unit; shows understanding of study; is recorded; can be graded; is used (within