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POI SWOT Analysis - Coggle Diagram
POI SWOT Analysis
STRENGTHS
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Concepts driven UOIs: There are a number of examples of units where related concepts were strong drivers of the learning. The following are noteworthy examples that can be used as models to strengthen more units across the the POI: G1 - Documenting our Locality, Production. G2 - Words & Images, Waste, Balance in Nature. G3 - Community Systems. G4 - Journeys. G5 - Collaboration, Arts & Media.
PYP Exhibition: Increased student choice in collaboration across the classes (no fixed groupings). Increased student choice in mentors (no fixed mentors), based on interests and expertise of mentors. (see PYP Exhibition folder and Managebac planner)
Literacy assessments (BAS Reading, MAP & Common Writing)
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ATLs: Firmly embedded across the units of inquiry and visible in the classrooms. Students frequently reflect and self asses on the ATLs and teachers report on them.
Unit Flow: There is generally a good flow between horizontal units of inquiry across grade levels. This enables students to make connections between units and, importantly creates opportunities for students to transfer learned conceptual vocabulary that promotes development of understanding for EAL students.
Writers workshop: The writers workshop model is in place with many good resources. The standards are mapped on Managebac and some units are particularly well documented in Sharepoint. Some revisiting around the essential agreements of practice would probably be beneficial.
WEAKNESS
Collaborative planning with single subject teachers: Time and space needs to be carved out for this to happen authentically.
Inquiry: Continuous PD and collaboration in this pedagogical area is advised. Inquiry is often interpreted as an activity instead of a stance on learning.
Formative Assessment: The use of standardised assessments along with the literacy benchmark reading system is good. Further use of IXL for maths across the primary has strengthened access to readily available data. However, the use of ongoing formative assessment needs strengthening, particularly within units of inquiry.
Managebac tech skills: Generally teachers do not readily engage with Managebac and therefore lack the automated skills to appreciate the benefits of the platform. Building in dedicated time for engagement is probably necessary to build the habits needed for sustaining the planners.
Learning Support: Generally this area is understaffed and over the past few years the school has taken on more students with learning needs. This has created stress for the teachers. More sharing of expertise and strategies could help support this area until there is adequate provision within the department itself.
Maths: The math written curriculum needs reviewing, there are generally too many standards to be of practical use for teachers, who will often circumvent the standards and go straight to the text books or online resources. There has been no documented math planners in the past 2 years, however teachers have created their own records and planners which are housed under grade level team documents in Sharepoint.
THREATS
Lack of understanding of conceptual learning and student driven inquiry: Continuous PD and collaboration in this pedagogical area is advised.
Culture of collaborative planning: Too often teachers do not see the value and have little time for collaborative planning. At best it is perceived as a task to get done. Dedicated time to this pedagogical area would be beneficial.
Interpreting units as being the same: There are a number of the units that, on a surface level can be perceived as being repetitive. Teachers need guidance on how to make the inquiries distinct by utilising the power of related concepts and creating opportunities and the organisations environment for authentic student voice and choice. The similarity between units is intentional to provide the framework for learning to spiral and greater depth for the growth of concpetual understanding.
Time & Space for inquiry: The current timetable and the 8 day cycle creates obstacles to the flow of learning. Too often there are interuptions to learning and teachers frequently comment about the lack of time for authentic learning.
OPPORTUNITIES
UOI collaboration: Within the POI there are ample opportunities to promote cross grade level learning, the following are some examples...
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G3 Exploration, G4 Journeys & G5 Historical Sources
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Mandarin Curriculum: The written curriculum has been overhauled and simplified to allow further integration between units. The next step is to begin to document its application by creating stand alone planners (where needed) and further evidence of integration on existing planners
Report cards - We nave been reporting through Managebac for 2 years now. Within the platform there is the facility to move toward a more standard based report card, based on what has been taught. This would be something that would strengthen the written, taught and assessed curriculum.