1. PYP PLANNER
Year level/ Subject:
Dates unit taught:
Collaborative team:
Timeline:
HOW WE EXPRESS OURSEVLES: An inquiry into the 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.
LINES OF INQUIRY:
Front page overview… extra transdisciplinary themes cut and paste from page 11 of this resource. In the Learner profile section include the relevant learner profiles for this unit only: Caring, Risk-Taker, Thinker, Communicator, Balanced, Inquirer, Principled, Reflective and discuss how it connects to the unit.
LEARNER PROFILE:
APPROACHES TO LEARNING:

2. LEARNING GOALS: KNOWLEDGE: SKILLS: CONCEPTUAL UNDERSTANDINGS:
Learning goals – this process is valuable in determining:
Knowledge – what do we want students to know?, Skills – what do we want students to be able to do? Understandings – what do we want students to understand?

3. PLANNING – FOR THE LEARNER:
PRIOR LEARNING: How are we using data and evidence of prior learning to inform planning?
TEACHER RESEARCH: Initial reflections that could inform learning and teaching in this unit of inquiry.
LOCAL/GLOBAL CONNECTIONS: How can we ensure that learning is purposeful and connects to local and global challenges and opportunities?
ACTION: What opportunities are there for building on prior learning to support potential student-initiated action?
Reflecting and planning – the provocation will determine the focus of the unit. It is important to consider what makes a successful provocation in relation to the essential elements within the unit. Different format can be found on p.12 of this resource.
PROVOCATION:

4. IMPLEMENTATION & DESIGN:
LEARNING EXPERIENCES – INITIAL IDEAS: What experiences will facilitate learning?
STUDENT QUESTIONS: Reflective questions that will inform the unit.
TEACHER RESPONSE: How might we respond to student questions throughout the unit?
Implementation and design- the learning experiences section is there for initial ideas. Further planning and discussing will need to occur after the provocation. See additional idea - page 13 In extra resources section.
Learning experiences - initial reflections or ideas that could assist the teaching and learning process.

5. TRANSDISCIPLINARY CONNECTIONS: SPECIALIST TEACHERS
KNOWLEDGE/CURRICULUM OUTCOMES:
SKILLS – APPROACHES TO LEARNING:
CONCEPTUAL UNDERSTANDINGS:
ESSENTIAL QUESTIONS:
Transdisciplinary connections – authentic connections. Brainstorming and visual planning guide for specialist teachers to use in their own subject-specific area. It should be initially duplicated for each area.
What opportunities are there for students to develop knowledge, conceptual understandings and skills to support the transfer of learning across, between and beyond subjects?
An overview of each specialist area can be completed after – see idea on p.13.
This slide could be duplicated for single subject areas likes Maths and Literacy.

6. MONITORING STUDENT LEARNING:
SELF-ASSESMENT AND PEER FEEDBACK:
ONGOING ASSESSMENT:
ONGOING REFLECTION - STUDENT QUESTIONS:
ONGOING REFLECTION - TEACHER QUESTIONS:
Assessment: Duplicate and resize boxes to accommodate the information collected.
What evidence will we gather about students’ emerging knowledge, conceptual understandings and skills?
How are we monitoring and documenting learning against learning goals and success criteria?
How are we using ongoing assessment to inform planning, and the grouping and regrouping of students?

7. RESOURCES:
WEBSITES:
INCURSIONS:
AUDIO / VISUAL:
Resources used and considered for the unit.
TECHNOLOGY:
EXCURSIONS:

8. TEACHER REFLECTIONS: LEARNING EXPERIENCES: ASSESSMENT REFLECTIONS:
Learning experiences – what worked well?
Assessment – how effective was our monitoring, documenting of student learning?
Looking forward – what could be improved? Where can we innovate for future learning and teaching?
LOOKING FORWARD:

9. TEACHER REFLECTIONS – TRANSFER OF LEARNING ACROSS SUBJECTS:
STRENGTHENING CONNECTIONS:
KNOWLEDGE
SKILLS
CONCEPTUAL UNDERSTANDINGS
COLLABORATION:
Strengthening connections-  how well did we develop students’ knowledge, skills, conceptual understandings across, between and beyond subjects?
How well did we collaborate with members of the team to strengthen transdisciplinary connections?

10. STUDENT REFLECTIONS: UNIT REFLECTIONS:
What did I enjoy? What did I find challenging?
What worked well?
Reflections on feedback from: teacher, mentor, peers, learning community
Approaches to learning (Skills that I have further developed  and demonstrated).
Learner profile (Learner profile attributes that I have further developed and demonstrated).
Action (My reflections on action)
Student reflections - evidence collection. This has been modelled on IBO PYP Exhibition planner.
Learning goals and success criteria:
Did I achieve what I wanted to learn? How do I know? What would I still like to learn?
Next steps:
What have I learned about myself?—give an/some example (s)

11. EXTRA RESOURCES:
WHO WE ARE: An inquiry into the nature of the self; our beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
WHERE WE ARE IN PLACE AND TIME: An inquiry into our orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and interconnectedness of individuals and civilizations, from local and global perspectives.
HOW WE EXPRESS OURSEVLES: An inquiry into the 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.
HOW THE WORLD WORKS: An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
HOW WE ORGANISE OURSELVES: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Extra resource: Simply cut and paste the theme you are working on to the front page. You can bold the section or part of the theme you are focusing on.
SHARING THE PLANET: An inquiry into our rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolutions.

12. WHERE TO NEXT? WHAT DO STUDENTS KNOW? WHAT DO STUDENTS WANT TO LEARN?:
HOW WILL STUDENT QUESTIONS AND IDEAS INFORM THE INQUIRY?
Extra resource: What did the provocation reveal about where the inquiry is headed?
How will teachers respond?

13. TRANSDISCIPLINARY CONNECTIONS: OVERVIEW
ART:
DRAMA:
MUSIC:
LANGUAGE:
Extra page resource: After initial brainstorm from each specialist teacher an overview page can be provided with the relevant connections. A brief overview only – further connections can be hyperlinked to the slide.
ANOTHER AREA:
ANOTHER AREA:

14. Ideas were used from multiple documents provided on the IBO website:
This is a draft unit design with the sole purpose to share and collaborate with members of the IB community.
Ideas were used from multiple documents provided on the IBO website:
PYP planner additional design
UOI_Planner_subject-specific_en
Exhibition_planner_en
Please feel free to edit, duplicate, change and make your own.
Shared from:
Please delete pictures if not allowed to use. These are copyrighted to IB and found within PYP planner additional design.