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..
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
is to be learnt and how it will be learned; essential agreements; policy documents.
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
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.
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
year; evidence of more risk-taking; are able to think critically to solve problems; students making
connections; students able to apply developing skills.
Formative and Summative assessment (C4:4)
Formative: informs the teacher about teaching/instruction; is ongoing; can come in the form of written or
oral feedback; informs the student about progress; informs future planning and instruction. Summative: End of a unit; shows understanding of study; is recorded; can be graded; is used (within
units) to assess understanding of the central idea.
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..
Standard
Term/Description
Understood Definition
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.
Summative: End of a unit; shows understanding of study; is recorded; can be graded; is used (within
units) to assess understanding of the central idea.