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Bloom's Taxonomy Ball
The basic idea is that learners have a creative way to demonstrate their learning of their exhibition topic as a summary. Bloom’s Taxonomy for activities varies from knowledge to synthesis.

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How can we best retell our journey through PYPX? By including the elements of the exhibition, a mindmap that describes connections to our transdisciplinary theme, the approaches to learning we used, and our own action component.

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Part Three: Artifact
Leaving a memory as they leave the Primary School was an essential aspect that the P5 wanted. What better way than to leave a symbolic image of their related concept for the Early Years to play with!

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Part Two: Concrete
After deepening their understanding of concepts and making critical thinking visible, the next step was to concretize the concept.
If you had to create a visual to show this related concept, what would it look like? Well, look no further, here are the
related concepts as the P5 learners see them!

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Brown Collage Autumn Mood Instagram Post (1)

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Part One: Abstract
To get a better understanding of their line of inquiry, the learners focused on the related concept related to that line. Their inquiry began as they looked at it through the lens of key concept questions.

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Thinking about our inquiries!
The learners used the visible thinking routine of 'Word, Phrase, Sentence' to capture the essence of their line of inquiry.

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The P5 learners worked on their digital journals by adding their reflections about the daily engagements offered.

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A connection was made today between the UN Sustainable Development Goals and the six transdisciplinary themes of the PYP. The reasons behind the P5 learners' choices were documented as evidence of their understanding.

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The P5 learners wrote on three post-its topics they were interested in. By connecting them to the six transdisciplinary themes, they were able to draw conclusions. What will the topics be this year?

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The learners wrote down three topics they are passionate about exploring. Their next step was to connect these topics to the six Transdisciplinary Themes.

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Branding is the process of creating a distinct identity. Here is an example of how P5 students used creativity to create their own logos that represent who they are.

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Who are we as learners? The P5 children used one or two sentences to introduce themselves, describe their traits, and define their learning styles!

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We began our PYP X journey by creatively making covers for our reflection binder. What would you have included?

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ECA February 27th- Parent PYPX Information Session

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ECA February 27th- Parent PYPX Information Session

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The connection between the two subskills is seen in the illustration!

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For each ATL, the P5 learners deepened their understanding of the ATLs by relating skills that are related to each of the 5 ATLs. By describing each subskill, representing each with an illustration and connecting how they use it in their daily lives.

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Learners in action!

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The focus is on the 6 transdisciplinary themes. For each of TDT, the learners were asked to write two questions based on the PYP Key Questions.