In this article you will read about fourth grade students choosing to contribute to the efforts of reducing the excessive use of single-use plastic, by giving advice to their families and reusing plastic caps to manufacture objects to cover some classroom needs.
This article explores examples of building well-being into a programme of inquiry, based on grades 2 and 4, under the transdisciplinary theme of “who we are”.
This article looks at the concept of religion through a lens of international-mindedness and links to the transdisciplinary theme of ‘Who we are.’
In this article you will find a framework for co-constructing success criteria with grade 4 students as part of assessment planning.
This article highlights how the primary students highlight and realize their school’s mission statement through play.
This article explains what the workshop approach and the PYP have in common and how both relate to each other.
In this article you will read about planning units of inquiry that integrate the four critical aspects of concept-based pedagogy illustrated by Erickson and Lanning (2014) to foster a classroom environment in which students can achieve synergistic thinking, which, in itself, is a way of promoting differentiation.
This article describes the use of accordion journals and the Understanding Map developed at Project Zero to help students reflect on their learning in a fourth grade classroom. It offers a way for students to take ownership of, and reflect on, their learning.
This video shows a physical education/art integration for grade 3/4 students. It is a movement unit that involved light painting and fire dancing.
This is the second of a two-part article about integrating technology in the PYP learning environment in upper elementary. The first part illustrated some samples of a piloted iPad programme in MEF International School in Turkey.
