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Analysing the school's Programme of Inquiry - Coggle Diagram
Analysing the school's Programme of Inquiry
Areas of strength
Matrix tables (POI documents) are used to organise the programme across subjects and levels.
The programme provides transdisciplinary learning experiences ensured by collaborative planning using planning bubbles.
Scope and sequence guidance is used as guidance when planning units. Weekly collaborative meetings for grade levels are held.
Practices develop approaches to learning, learner profile and international-mindedness.
Plans and practices encourage inclusion of all learners, their interests, cultural diversity and variability in learning (differentiation in class as well as class clusters, support department).
Programme is vertically aligned but needs tweaking in terms of repeated content and skill work.
Horizontal alignment is ensured in collaborative meetings.
Whole school approach was employed to refine and “refurbish” the programme but it was generally messy. Moving bottom-up might have been more practical.
An attempt to map PYP and/or national/state/local subject-specific scope and sequence documents. The map is still messy and needs to be integrated better.
All PYP subjects are represented at each grade/year level
Planning documents for department, grade level and standalone are employed.
Areas of weakness
learning within and beyond the learning community is still lacking. More work on integrating the outside and global community is needed.
PYP department needs to encourage personal and collective purposeful action using backwards design.
Horizontal and vertical mapping of ATLs and concepts.
Meetings to consider areas of redundancy or
Omissions in the programme across levels.
An approach to more concept and skill focus instead of content focus. Some of the homerooms get overwhelmed with covering the b and government scope and sequence that they end up being more content driven in their plans specially in science and math.
Some central ideas are vague and do not reflect key concepts.
Strategies to develop the program
Visual representation of the programme focusing on one area (central idea and lines of inquiry/ ATLs/ Key concepts/ IBLP) to ensure mapping and alignment.
Re-valuating wording of central ideas and lines of inquiry using checklists at the end of each school year.
Using learner’ reflections and evidence to evaluate taught units.
Backword design of all actions. Generating ideas for action that serves the community for the next school year.
Referring back to scope and sequence to evaluate how the units meet the standards.
Evaluate if the key concepts function as conceptual lenses for the lines of inquiry by generating expected outcomes and generalisations for each line.
Decided on strategies/ visible thinking routines to hep explicit ATLs focus to ease teaching (suggestion;
https://alisonyang.com/atl-skills/
)