PYP PLANNER
1. What is our purpose?
To inquire into the following:
An inquiry into ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values, the ways in which we reflect on, extend and enjoy our creativity, our appreciation of the aesthetic.
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?
Students to work in groups to do:
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
All the key concepts
What lines of inquiry will define the scope of the inquiry into the central idea?
What questions/provocations will drive these inquiries?
3. How might we know what we have learned?
4. How best might we learn?
5. What resources need to be gathered?
6. To what extent did we achieve our purpose?
Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.
How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea.
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
8. What student-initiated inquiries arose from the learning?
Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.
Our questions were:
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.
9. Student notes
To inquire into the following:
- transdisciplinary theme:
An inquiry into ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values, the ways in which we reflect on, extend and enjoy our creativity, our appreciation of the aesthetic.
- central idea
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?
Students to work in groups to do:
- PYP - Exhibition
- We showed key concepts in exploring various issues affecting society
- We showed Thinking, Research, Communication, Social and Self-Management skills
- The attributes of the Learner Profile were evident
- We showed appropriate attitudes in our group tasks.
- We initiated action as a result of our inquiries.
- We applied understanding outside the classroom
- We shared our understanding to the school community and visitors from other PYP schools
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
All the key concepts
- Form
- Change
- Connection
- Perspective
What lines of inquiry will define the scope of the inquiry into the central idea?
- Different types of dances
- Changes in dance over time.
- Connections between dances and traditions.
- Emotions triggered by dance.
What questions/provocations will drive these inquiries?
- What are the types of dances?
- Change of dance overtime?
- Who pioneered each dance?
- How do dance represents traditions?
- How does dance solve local/global issues?
- What are the emotions triggered by dance?
3. How might we know what we have learned?
- This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
-Graphic organizer
-Concept web - What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
ICT: Blog
-Dance performance
4. How best might we learn?
- What are the learning experiences suggested to encourage the students to engage with the inquiries and address the driving questions?
Tuning In: concept web, writing down all the questions, discussions and session with grade 6 students
Finding Out: Bali/ in school program, interviews, field trips, research, books and surveys.
Sorting Out: graphs and summary drafts
Going Further: Dance performance
Making Connections: group collaborations or discussions
Taking Action: thinking differently, dance performance and having more knowledge about dance.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? - THINKING SKILLS
Acquisition of knowledge, comprehension, application, analysis, synthesis,evaluation,dialectical thought and meta cognition.
-We discussed with each other and came up with wonderful ideas for our PYP Exhibition.
-We discussed how to set up the blog.
SOCIAL SKILLS
Accepting responsibility, respecting others, cooperating, resolving conflict, group decision-making and adopting to a variety of roles.
-We cooperated with our mentors about our research and plan for our blog.
-We interacted with many people (e.g. conducting surveys, doing interviews, etc.)
RESEARCH
Formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data and presenting research findings.
-We answered the questions for the lines of inquiry by reading books and researching on the internet, books other resources.
-We did research by conducting surveys and interviews.
SELF-MANAGEMENT
Gross motor skills, fine motor skills, spatial awareness, organization, time management, safety, healthy life style,codes of behavior and informed choices.
-We each managed our time for our interviews, our dance practice, and going to Aisha's house.
-We managed our time for working and playing.j
COMMUNICATOR
Listening, speaking, reading, writing, viewing, presenting, non-verbal communication.
-We communicated and planned well for our PYP Exhibition.
-We communicated ideas on how to set up the blog.
5. What resources need to be gathered?
- What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
People, computer and books. Ibu Etna and Ibu Lintang and Ms Murti.
- How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
B1, Aisha’s apartment, classroom and danceroom.
6. To what extent did we achieve our purpose?
Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.
- Our performance and reflection of the unit showed that we understood and fulfilled the requirements of the exhibition.
How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea.
- We used different templates assessing our understanding. Peer assessment, teacher assessment and self assessment were all included in our learning.
- Parents and teachers to volunteer as mentors.
- Dancing can express peoples feelings and emotions through different types and ways of dancing.
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
- develop an understanding of the concepts identified in “What do we want to learn?
- graphic organizer/mind map for pre and post assessment
- Resource speakers and film viewing to learn
- Field trips to relevant places to learn responsibility and perspective on
- demonstrate the learning and application of particular transdisciplinary skills?
- We disscus to develop research, thinking and communication skills
- Brainstorming activities to develop communication and social skills
- Student timeline to develop self-management skills
- Group performances (i.e. musical number, role plays, poetry) to develop social and communication skills
- develop particular attributes of the learner profile and/or attitudes?
- Caring: We showed caring by caring for each other.
- Inquirer: We showed inquirer by asking all the questions we could.
- Communicator: We showed Communicator by discussing with each other.
- Principled: We showed being Principled by doing our work when we were not even told to.
- Thinker: We showed thinker by making our Lines of Inquiry and central idea
- Open-Minded: We showed open-minded by using each other’s ideas.
- Knowledgeable: We showed knowledgeable by researching and using our resources.
- Balanced: We showed balanced by distributing the fair amount of work.
8. What student-initiated inquiries arose from the learning?
Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.
Our questions were:
- Is dance dangerous?
- Why is dance important?
- Does dance offend people?
- How do you express yourself through dance?
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.
- We shared understandings with peers, teacher and parents.
- We recoqnized that we are able to make actions.
9. Student notes
- Overall we displayed good understanding of the five essential elements of PYP, Knowledge, concepts, attitudes, skills and action. The PYP exhibition was a complete success.