The article gives an example of how the principles of Universal Design for Learning can be embedded into a unit of inquiry to purposefully differentiate for all students. The example is from a PYP 1 (age 6) classroom and looks closer at how the principles were used to differentiate mathematical education connected to the unit.
This blog article captures the journey of transformation during online learning as experienced by single subject teachers. They travelled from the stage of disruption to adaptation, and to growth.
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 […]
This article outlines the opportunities and impact of taking a collaborative approach to planning and reviewing the programme of inquiry with a learning community in an Indonesian context, while mapping its national curriculum requirements to the Primary Years Programme scope and sequence documents.
In this article you will read how a PYP school approaches science or, better to say, why the school does not have science class in lower school.
This article is about how a PYP school in Peru took the PYP exhibition further than simply incorporating the elements of inquiry, action and reflection by embracing transdisciplinarity, technology and design, and sustainability. It also shows authentic real-world tasks that were a critical part of students’ experience.
