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ARTS (how to use (differentiated instructions (remain or move rapidly…
ARTS
how to use
articulated arts programme
differentiated instructions
remain or move rapidly through other phases
exhibit a range of learning outcomes
age group
unique individual with different experiences and perceptions
phases
encouragement to teachers to plan
use the PYP arts scope and sequence just as it is presented here
adapt the PYP arts scope and sequence according to their needs
PYP Believes
opportunities and engage with historical, social and cultural perspectives
think and articulate in new ways and through a variety of media and technologies
powerful mode of communication
a medium of inquiry
transdisciplinary programme
preparing for or following on from a unit within the programme of inquiry
(following on from a unit)
independents arts inquiry
(teaching aspect of arts independent of the programme of inquiry)
developing or supporting a unit within the programme of inquiry
(be involved in collaborative planning)
sample process
within the programme of inquiry
summative assessment
learning outcomes
engaging learning experiences
(differentiation)
outside the programme of inquiry
learning continuums
responding
phase 1
conceptual understandings
music
where we are in place and time
how we express ourselves
who we are
how the world works
how we organize ourselves
sharing the planet
drama
how we express ourselves
how the world works
how we organize ourselves
sharing the planet
where we are in place and time
who we are
dance
how we express ourselves
how the world works
where we are in place and time
how we organize ourselves
who we are
sharing the planet
visual arts
where we are in place and time
how we express ourselves
how the world works
how we organize ourselves
sharing the planet
who we are
phase 2
conceptual understandings
drama
where we are in place and time
how we express ourselves
who we are
how the world works
how we organize ourselves
sharing the planet
music
how we express ourselves
how the world works
where we are in place and time
how we organize ourselves
who we are
sharing the planet
dance
how we express ourselves
how the world works
where we are in place and time
how we organize ourselves
who we are
sharing the planet
visual arts
how we express ourselves
how the world works
where we are in place and time
how we organize ourselves
who we are
sharing the planet
creating
phase 1
conceptual understandings
dance
how we express ourselves
how the world works
where we are in place and time
how we organize ourselves
who we are
sharing the planet
drama
where we are in place and time
how we express ourselves
who we are
how the world works
how we organize ourselves
sharing the planet
music
where we are in place and time
how we express ourselves
who we are
how the world works
how we organize ourselves
sharing the planet
visual arts
where we are in place and time
how we express ourselves
who we are
how the world works
how we organize ourselves
sharing the planet
phase 2
conceptual understandings
drama
where we are in place and time
how we express ourselves
who we are
how the world works
how we organize ourselves
sharing the planet
music
how we express ourselves
how the world works
where we are in place and time
how we organize ourselves
who we are
sharing the planet
dance
how we express ourselves
how the world works
where we are in place and time
how we organize ourselves
who we are
sharing the planet
visual arts
how we express ourselves
how the world works
where we are in place and time
how we organize ourselves
who we are
sharing the planet
the structure
strands
overall expectations
phases
conceptual understandings
learning outcomes