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we are already very focused on collaborative planning

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we are already very focused on collaborative planning

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Student agency has been very clearly expressed and identified in the HACS exhibition with student involvement in the planning, organisation and execution of the event.

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Student agency has been very clearly expressed and identified in the HACS exhibition with student involvement in the planning, organisation and execution of the event.

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I am wondering if there is anything really new about the enhanced PYP for us at the ECC as we seem to be engaged in many of the processes and pedagogical approaches already

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I am wondering if there is anything really new about the enhanced PYP for us at the ECC as we seem to be engaged in many of the processes and pedagogical approaches already

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We like the idea of how the IB is adressing all the learnign community (Patents, students, teachers and admin) thinking holistically.

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Reflection is not going to be a concept and will be embedded, therefore, we will need to be more conscious that we reflect constantly during the units.
Multilingualism is our classrooms will definitely be a topic that we will need to inform ourselves more to make sure we provide a suitable change for our students. We will become more responsible about language in general rather than developing English speaking.
Assessment: we wonder if there are already some sample documents of what these assessments look like.
We are very intrigued about the upcoming article about international mindedness.

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It connect perfectly of what we already do regarding to the units (4 whole year) including WWA and HWEO. The idea for older grade level to be able to go back to the UOI to be revisit reflects a more organic and easier connection

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* p4 We knew already benefits of year long units to give flexibility + depth of learning. PreK are in 2 year of year long / this gives reassurance of dipping in and out and re introducing
* p5 = Immediate, effective feedback will enable students to develop their assessment capabilities, self-monitor and adjust their learning, building self-efficacy, resilience and well-being. This was good to see as support of where we are going with our own views of end of year report.

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*New that reflection is being taken away from the general concepts, but gives credit to always having reflection as part of all units at all phases
* p7 Language learning is an interplay between learning language, learning through language and learning about language. WE like this

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Translanguaging, the process in which students flexibly draw on known languages, combining their elements to meet communicative and social needs, is introduced as a dynamic view of language integration.

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We always reflected throughout our learning and teaching experiences so this connects with what we're already practicing.
New materials specifically for Early Years assessment connects to what we knew already needs to happen.

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We can design our own planner using the planning process but can be a different form. Freedom and flexibility on the planner. Collaborative team can adapt or adopt one of the sample templates.
Four pivotal dimensions of assessment - We've begun to have this conversation already.

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Multi-lingualism - Conflicting research about ways that people learn language - immersion vs two languages running alongside each other.
What's a language portrait for us?
What are Translanguaging strategies?
Why are there donuts on the background?
Assessment capability across the learning community.

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Specialists' time on units feels limited. This could be the fact that we see students less and are involved in more classes.

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-Units will be more meaningful to children if they are involved in the planning
-More tailored to their needs as they will literally drive the unit through their inquiry
-Perhaps children could be allowed to add to their unit there by embedding student's reflections in the process of learning.

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How would we support Translanguaging in specialist classrooms?

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-In PK, we have been using more flexible timeframes and can see how it benefits the students.
-use assessment to drive learning forward: four pivotal dimensions of assessment&a more collaboration approach to planning, reflection and moderation
- language promotes identity and their self-belief to succeed, everyone is a language teacher

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-reflection to be integrated into all learning and teaching
-developing assessment capability across the learning community
-promoting multilingual learning environments and communities
- language learning is an interplay between learning language, learning through language and learning about language

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-we would like to learn more about concept-based teaching and learning
- translanguaging strategies