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Focus on agency across the whole school community.

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Focus on inquiry through play in the early years and the early years extending up to 6 year olds.

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Fostering well-being and building trusting relationships across the whole community.

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Flexible, open-ended timeframes for units of inquiry allow for more sustained, in-depth inquiry.

Staff at our school are already talking about year long units without much thought about which units or the why. Timing is important and requires thought...

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students are immersed in the interplay between learning technology, learning about technology and learning through technology.

How will this be recorded/developed and what processes/curriculum will be needed to develop this successfully, effectively and efficiently

As a school looking at our use of technology and teaching skills and attitudes/safety.

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Assessment embodies a holistic design, incorporating both a backward and forward-looking approach in which feedback is integral to learning and teaching.

Further staff PD regarding assessment, both backwards and forwards! Find reading/articles to share with staff

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The exhibition may become one of the six units of inquiry during the final year or it may stand outside the programme of inquiry, with a more flexible timeframe to support student inquiries and school contexts. It is not a seventh unit of inquiry.

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Language will be embedded throughout “the learner”, “learning and teaching” and “the learning community” to support a school culture of language learning and international-mindedness.

This needs to be maintained effectively and be relevant and meaningful. Important not to be lost and embedded successfully throughout the whole school community.

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In addition to Admission, Assessment, Inclusion and Language, required policies will now also include: Child protection, Admission/access, Academic integrity.

These will need to be developed or revised and maintained.

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Where an authentic and meaningful link cannot be made from a single subject to a transdisciplinary unit of inquiry, occasional single subject teaching-including science and social studies-is possible.

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Schools may use the newly designed PYP planning template customized for early learners, year level and subject specialist teachers.

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Schools will have the option to design their own planner, providing they follow the new collaborative planning process, which outlines clear steps and expectations to plan a transdisciplinary unit of inquiry.

Schools will need to work collaboratively to develop these planners. Important as an IBEN to consider what these could look like...

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Schools may choose how to organize, design, and present their programme of inquiry; as a matrix is no longer required.

What will this look like for different schools? Ease of maintenance and review? Will they be easy to read and understand - clarity maintained...

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Schools offering the early years only are not required to undertake an exhibition!

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The original set of transdisciplinary skills are renamed ‘approaches to learning’ aligning with other IB programmes. These are important in developing Internationally Minded students.

Staff will need to know more about using LP and ATL to develop International Mindedness. Undertake personal reading and talk to other IBENs, also PD surrounding this area.

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An explicit focus on agency - voice, choice and ownership - will encourage active, inquiring students to take responsibility for their own learning. The planner has been redesigned to include student agency through inquiry, action and reflection.

Need further PD/reading for myself and staff to effectively plan for student choice, voice and agency.

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For me as a Consultant and School Visitor I will delve deeper into the new S and Ps, to enable me to assist schools and write accurate and evidence based reflective reports.