This article is based on an example of how students re-imagined a mundane classroom as a hotbed of space exploration, and how giving students agency to creatively re-imagine learning spaces can inspire taking action.
Continuing our series of blog posts following four schools at different stages of their IB journey, as they share their experiences and approach to understanding and implementing PYP: From principles into practice, in their own context. This article from a newly authorized school talks about their transformative journey with the enhanced PYP as they explore […]
A reflection on the power of imaginative play in diverse natural learning environments. Imagination, curiosity, wonder, joy… all of this is present in the everyday moments of free play within the nature wonderland that is the small bush garden and play area at my IB PYP school in Canberra, Australia. After two years living and […]
This article shares a process of how PYP school administrators and their change team used design thinking to adapt the primary school’s curriculum to stakeholder needs – including students, parents and teachers. The outcome of using this methodology included significant changes to both school culture and curriculum. Driving school change during PYP candidacy is a […]
Day-to-day life can leave little cognitive space for parents to consider the future-focused and transformational nature of the PYP. As the PYP moves forward in developing agency in the Learners, the potential benefits of bringing our parent communities along with us as informed and active partners cannot be overstated. For those familiar with psychology, the […]
This article looks at how a Mathematics PD project at the Istanbul International Community School purposefully engaged parents, and discusses how we can leverage the diversity of our international school communities to help build positive dispositions toward Mathematics in our students. We’ve all had them before, those conversations with parents that are difficult because “My […]