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FLEXIBLE TIMEFRAME in the PYP (Flexible time frame means... (Units can be…
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PYP ENHANCEMENTS
PYP Learning and Teaching (pp 61-62)
Length of an inquiry
Teaching teams have the discretion to decide an appropriate starting point and time frame for the length of
each unit of inquiry in order to ensure they are age-appropriate and fit for purpose. An inquiry into a central
idea considers the breadth and depth of the learning; therefore, a minimum duration of 3–4 weeks is
recommended for each unit of inquiry.
PYP The Learner (p 11)
What does learning look like in the PYP early years?
Move away from: Predetermined time structures and routines
Move towards: Flexible timeframes and routines that are responsive
to the needs of the students
The Learning Community (p 28)
PYP schools commit to and support collaboration to improve the transdisciplinary learning experiences and student outcomes.
Teachers collaborate within and beyond year-level teams, the school and the learning community about learning that takes place both inside and outside of the programme of inquiry.
Students demonstrate agency, and their capacity to take action for their own learning, by collaborating with teachers and peers.
Collaborative teaching practices between year-level and subject-specialist teachers come in different forms, and include co-constructed, supported and stand-alone learning experiences.
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Coherent Curriculum
The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme(s). (0401-01)
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Approaches to Teaching
Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04)
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My headline summary for this section:
PYP discovery: learning-time continuum exists in various types; student and teacher agency supported
