Please enable JavaScript.
Coggle requires JavaScript to display documents.
Flexible times and time frames Early years ((Learning Goal: To understand…
Flexible times and time frames Early years
Learning Goal: To understand the range of flexible unit time frames and their associated benefits.
Example 1: units can be developed continually throughout the year
Teachers consider how and why students will benefit from a year-long time frame. Certain central ideas lend themselves well to year-long explorations.
Benefit; Young children have extended time to build understandings about central ideas which may be concerned with, for example:
•
purpose, imagination and understanding of scientific principles—that help to design sharing experiences within communities that enables people can learn about themselves and others
•
exploring and caring for the environment and how this leads to discovery and appreciation how materials behave and interact in certain ways and how this determines how people use them.
Example2: units may be revisited once, or numerous times during the year
Teachers consider how and when students will revisit a central idea and how their understandings of the central idea build over time.
Benefit; Young children have multiple opportunities to learn about central ideas, which can be mapped out at the start of the year. They may making ongoing observations for example about changes in nature or participate regularly in cultural events and exchanges. Central ideas could involve notions such as:
•
living things going through a process of change
•
learning about cultures helps people to understand themselves and others better
•
the earth’s natural cycles and how these influence the activity of living things
•
how people use community spaces in a variety of ways and for different purposes.
Example 3: units may have a discrete beginning and ending
Teachers consider a fitting time frame (in terms of weeks/time of the year) for a focused investigation.
Benefit; Young children build understandings of central ideas during a defined period of time, to fit with the flow of the school year or events in the learning community. Central ideas may be concerned with, for example:
•
how structures are created in relation to the natural world
Example 4: an additional unit may be introduced alongside as an ongoing unit
Teachers consider how the introduction of another unit alongside an ongoing investigation might support students with building understandings of the central ideas.
1 more item...
Learn about: A transdisciplinary programme of inquiry
Flexible times and time frames PYP
Learning Goal:To understand the range of flexible unit time frames and their associated benefits
Learn about:A transdisciplinary programme of inquiry
Examples; 1.units can be developed continually throughout the year
Teachers consider how and why students will benefit from a year-long time frame. Certain central ideas lend themselves well to year-long explorations.
Benefit; Students have extended time to build understandings about central ideas which may be concerned with, for example:
•
the use of media as a tool to influence people
•
personal choices affecting health and well-being
•
using expressive languages to express identities.
Example 2: units may be revisited once, or numerous times during the year
Teachers consider how and when students will revisit a central idea and how their understandings of the central idea build over time.
Benefit; Students have multiple opportunities to learn about central ideas, which can be mapped out at the start of the year. Central ideas may be concerned with, for example:
•
changes people experience throughout their lives
•
economic decisions and their effect on people
•
the impact of technology.
Example3; units may have a discrete beginning and ending
Teachers consider a fitting time frame (in terms of weeks/time of the year) for a focused investigation.
Benefit; Students build understandings of central ideas during a defined period of time, to fit with the flow of the school year or events in the learning community. Central ideas may be concerned with, for example:
•
how performers seek to evoke an emotional response from their audience
•
sustainability and choice
•
how services develop and adapt to meet needs within communities.
Example 4; an additional unit may be introduced alongside an ongoing unit
Teachers consider how the introduction of another unit alongside an ongoing investigation might support students with building understandings of the central ideas.
Benifit;Students benefit from exploring central ideas that sustain and enrich each other, and may be concerned with, for example:
•
how people migrate for different reasons with wide-ranging effects
•
how organizations allow people to come together to take action.