In this third blog, Jayne Pletser, curriculum manager for inclusive education at the IB, shares ways to create a school environment that is committed to the ongoing process of removing barriers to learning for all students to promote equity, access and participation.
This blog is part of a series about using interdisciplinary units (IDUs) in MYP schools with a small student population. This blog delves into the planning of IDUs and the importance of student reflections.
Gjøvikregionen International School is typical of smaller, state-subsidized English schools in Norway. With just one class in each year from PYP1 to MYP5 and up to 200 students, these tiny schools have the capacity to successfully develop unique, engaging, and complex programmes. Annie Termaat, Secondary Principal at Gjøvikregionen International School tells us more.
The Middle Years Programme (MYP) embraces all students in its approach to performance-based tasks like the MYP projects. Process journals enable students to visually and explicitly articulate their thinking process, providing a roadmap of their creative way of addressing the challenge set in their chosen project.
Four schools at different stages of their IB journey will share their approach to understanding and implementing the Primary Years Programme enhancements in their own context. Here is the third story in the series that features an IB World School in India and illustrates how they began exploring the enhanced content.
Four schools at different stages of their IB journey share their approach to understanding and implementing the Primary Years Programme enhancements in their own context. Here is the fourth story in the series that features an IB World School in Namibia and illustrates how the school began exploring the enhanced content.
Four schools at different stages of their IB journey will share their approach to understanding and implementing the Primary Years Programme enhancements in their own context. Here is the second story in the series that features a candidate school in the USA and illustrates how they began exploring the enhanced content.
Four schools at different stages of their IB journey will share their approach to understanding and implementing the IB Primary Years Programme enhancements in their own context. Here is the first story in the series that features a candidate school in Russia and illustrates how they began exploring the enhanced content.
This is an end-of-year reflection from an IB Primary Years Programme educator who returns to the classroom as a teacher after working for several years as an IB principal. Read about what she learned about student agency, leadership, early career educators, collaboration and vulnerability.
This article explores one school’s journey to invite parents into the planning process in order to build parent agency and strengthen the learning community.
In this article you will read about the IB Primary Years Programme and Reggio Emilia approaches in action at an Italian language immersion school in the USA. The article illustrates how a constructivist student-led inquiry can provide students with the opportunity to ask meaningful questions about real-world issues and find answers to those questions through […]
In this article you will read about ways to support student agency when developing foundational language skills in the Primary Years Programme learners. Students learning through technology can find ways to work independently and gain confidence in their learning community.
By Sarah Phillips At its heart, science is about understanding how matter and energy interact with each other. As simple as it may sound, the number and variety of interactions, and the many scales of time, place and size over which those interactions operate make science a highly complex endeavour. Because of this complexity, models […]
In this article you will read about how grade 3 students planned and designed their classroom space under the transdisciplinary theme of “sharing the planet”.
This article shares a grade 5 inquiry into how to act safely near aquatic environment under the transdisciplinary theme of “who we are”.
