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Montessori students (5 to 6 years old)
HOW WE EXPRESS OURSELVES.

CENTRAL IDEA: We observe and discover ourselves to show who we are.

LINES OF INQUIRY: - We discover our similarities and differences.- We explore symbolic expressions around us.- We recognize that different groups of people have own ways of expression.

This is one of the most successful units in transdisciplinary teaching and learning and one of my favourites.

We integrated Dance, Visual arts, Music, Math, Science and social studies to work on the final show to be presented at the end of the school year, as a summative assessment and as part of our Arts week at school.

The students chose between different rhythms of the world a rhythm to dance. In music class they studied the nature of the rhythm and created their own musical sequence. In dance class, they rehearsed their choreography to present. In Visual arts the assumed the role of fashion and costume designers, studied the usual outfits for dances of those rhythms around the world and finally decided how their costumes should look like, including accessories and hairstyles. Science teacher was working on the concept of responsibility upcycling old clothes. In math class they worked with their own body measurements and cut the patterns and finally, in social studies we invited some grandparents, who knew how to weave, knit, embroider, or sew and they taught our students how to assemble the pattern.

Students gave us the best show ever, feeling empowered and proud of their creations,

As teachers, this integrated unit gave us a refreshing and collaborative experience where we were working together, all connected and communicating, mixing our learning experiences with a completely new result that all the community will never forget (as it should be, however, this experience is one those which let us meet in one place and have fun, and students feel that happiness and working flow.)

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Even though we have set learner expectations that students are expected to meet, the agency that teachers have allows us to make whatever changes we see fit to best suit students needs.
For example: If we planned to cover measurements during “How the world works” but the students show more interest in and are curious about the pattern on a butterflies' wings, we would then work with symmetry and patterns instead.
From the text - "When this happens, the teaching team might modify the programme of inquiry or develop additional learning engagements outside the programme of inquiry."

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My Grade One class is currently collaborating on a summative task for their WPT unit with the central idea: Uncovering the earth helps us learn about the past. The lines of inquiry are:
- The difference between fossils and artifacts (form)
- What fossils teach us about the past (reflection)
- What others will learn from our time (connection)
One exciting activity that we did during this unit was visit a local beach to gather fossils (we had permission!). Students have also gathered artifacts from their families. For the summative task, students are co-creating a Grade One Museum of History. We determined how it would look and what it would feature through a discussion based on our knowledge of museums and what types of information we would want to communicate. We have invited the rest of the school and the parents to walk through on Monday, and students will give their parents guided tours. It was a completely collaborative project which also integrated subjects and developed skills (especially writing).

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My Grade One class has a full-year HWEO unit with the central idea: Writing allows people to express ideas and tell stories. The lines of inquiry are:
- The features of writing (form)
- People write for different reasons (function, causation)
- Writing connects with different people in diverse ways (connection, perspective)
This unit enables students to develop communication skills and connects to all other units through inquiry-focused writing activities. We also inquire into a variety of authors and types of writing. Students build on this in Grade Two with a HWEO unit looking at genres.

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This is one among the fundamental experience in the whole process of teaching and learning in our school community. We normally collaborate by sharing our ideas and experiences to make it happen.

As a drama teacher, all the artistic skills and techniques are well demonstrated and documented where as we make collaboration with the home room teachers according to a specific unit that students are inquiring into. For example, grade 5 students are inquiring into their sixth unit of inquiry.

Title: Disasters

Transdisciplinary Theme: How we organize ourselves

Central Idea: Human beings devise ways to prepare for and cope with disasters.

Lines of Inquiry:

LOI 1: Disasters [(Causation) Geography]

LOI 2: Impact of disasters on humankind and environment [(Connection) Amenities]

LOI 3: Ways to manage disasters. [(Responsibility) Population]

After going through the unit of inquiry collaboratively, we share our ideas on what concepts students will be inquiring into as a team. So for drama students were inquiring into character building techniques and how we can use drama skills and techniques to solve an existing problem. This unit was integrated with the key concept of – connection.

Therefor I can simply say that both specialist teachers such as Drama, Music, Visual arts, French. Kiswahili and ICT work collaboratively with the home teacher so as to support purposeful inquiring within the units of inquiry and to avoid isolation of subjects.

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I think integrating subjects means that students are inquiring into the same unit of inquiry through the lens of a different subject when they visit the specialist teachers such as music, drama, art or French to broaden their understanding and make connections across disciplines.

When planning for learning, all teachers collaboratively look for connections between the elements of each unit and the specialist subjects are included in the planning. This is made so as to allow students experience real and authentic connections that bridge their understanding on how learning crosses boundaries and disciplines. In each unit specialist teachers works collaboratively looking for connections so as to make integration within the specific unit of inquiry, students and parents will notice and understand when specialist subjects state that they are “integrating” with the specific unit.

I was able to integrate a unit with the grade 3 students when they were exploring a unit on ‘’How we express ourselves’’, they inquired into how people have interacted and communicated with each other using drama throughout the ages. This linked to their previous unit on communication with strong connections being made to use non-verbal communication as a means of self-expression. The lessons focused on the concepts of connection and perspective. Students were exposed to several performances over the ages, with an emphasis on content, style and how acting skills have changed over time. They worked in groups researched and came up with well-defined performances based on the evolution of drama around the world.

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 Daniel Ishaq:                                                                 As through my PYP learning and teaching I have seen hundreds of student’s actions one of mine favorites is as under:  Class: G5 Theme:  sharing the planet Central idea: Children worldwide encounter a range of challenges and risks.Students Action: one of precious action under this theme was reaching child labors. Our students inquired their catchment area in search of children whom are the victims of child labor. They have reported this to the relevant authorities, advertised and companied this for awareness, shared food and reading stories with them. Many of them were rescued by the authorized departments. All this happened through the rigorous and effective collaborations for Tran disciplinary learning. 

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 Daniel Ishaq:                                                                 As through my PYP learning and teaching I have seen hundreds of student’s actions one of mine favorites is as under:  Class: G5 Theme:  sharing the planet Central idea: Children worldwide encounter a range of challenges and risks.Students Action: one of precious action under this theme was reaching child labors. Our students inquired their catchment area in search of children whom are the victims of child labor. They have reported this to the relevant authorities, advertised and companied this for awareness, shared food and reading stories with them. Many of them were rescued by the authorized departments. All this happened through the rigorous and effective collaborations for Tran disciplinary learning. 

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PREMONTESSORI (3-5 YEARS OLD)

CENTRAL IDEA: We discover how our actions have environmental consequences

LINES OF INQUIRY:

- We interact physically and sensorially with the environment.

- We explore Earth's environmental conditions.

- We change our behaviour to help the environment.

- We identify environmental conditions that affect people's wellness.

For this unit of inquiry home-room teachers where working on animals that are in danger of extinction and connected it with the 9 most recognisable species in the forest of our school (our school is located in the east mountains of Bogota and has a complete programme of environmental responsibility, the forest is one of our learning spaces and at the beginning of  their early years, students are connected to the forest and its meaning, to the programme and makes part of our identity)

This unit was very important because in Visual arts we worked in the forest for 8 weeks, identifying colours materials, textures, and possibilities of creation. We planned to see where the inquiry was going to take us and focused on the students’ interests. Somehow, colour and natural materials for creating where the beginning of a creating process full of ideas and exploration. We studied land-art and practiced materialising our ideas and responsibility for the forest and the endangered animals. At some point, I covered a visual arts class for 9th graders and realised that they were studying land art and installation eleven years ahead and focusing in more specific aspects of the subject.

We decided to collaborate. We found the points in which both grades met, set some ground rules, and let 3-year-old students create agreements, make decisions, and create a land artwork with 9th graders. In the and the land art experience took place in the forest, with natural materials and inspired by our environmental purpose.

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In the “How the World Works” unit, Grade 4 students have learned about the use of money and online shopping in English and math classes. In Our Chinese class, we learned the names of local foods in Singapore and money expressions. Then we got in touch with our neighbours, a local secondary school, and their canteen allowed our students to buy lunch there. Students are required to use Chinese during the purchase process.The students expressed great interest in the activity and enjoyed the learning process, and they still talked about it after they entered the Grade5.

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Daniel Ishaq: Exhibition is a wonderful activity that comprises all the essential elements of PYP. It is an opportunity to showcase the trans disciplinary of the programme.  Of course there are multiple student led inquiries going around but one of the activities that have to share is as under:Class: G5 Theme: How we express ourselves Central idea:  Creating and responding to art develops understanding of ourselves and the word around us. Visiting Alhamara art gallery by students to have a look in the painting to get the answers how those artists expresses themselves. Later they had ask an expert sessions with few artists where the asked intriguing questions which they had during the inquiry.  It allowed them to look into ATL, subject contents, attitudes and concepts.  

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Daniel Ishaq: Exhibition is a wonderful activity that comprises all the essential elements of PYP. It is an opportunity to showcase the trans disciplinary of the programme.  Of course there are multiple student led inquiries going around but one of the activities that have to share is as under:Class: G5 Theme: How we express ourselves Central idea:  Creating and responding to art develops understanding of ourselves and the word around us. Visiting Alhamara art gallery by students to have a look in the painting to get the answers how those artists expresses themselves. Later they had ask an expert sessions with few artists where the asked intriguing questions which they had during the inquiry.  It allowed them to look into ATL, subject contents, attitudes and concepts.  

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integrating subjects is the most favorite part in teaching and learning in the early years in my class. Our current unit is about ecosystems and we are integrating it with our writing in English and patterns in math. Animal pattern patterns on sand and water. we are also doing animal movement in our Pe class and sounds of different elements in our ecosystems in our music class. In art children are creating Biomes and this has been the case with our last unit materials as well. 

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integrating subjects is the most favorite part in teaching and learning in the early years in my class. Our current unit is about ecosystems and we are integrating it with our writing in English and patterns in math. Animal pattern patterns on sand and water. we are also doing animal movement in our Pe class and sounds of different elements in our ecosystems in our music class. In art children are creating Biomes and this has been the case with our last unit materials as well. 

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Sophia Francis

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Collaboration is a huge part of our planning and we collaborate as often as ppossible during our weekly staff meeting.
So beforwe we start on a unit we all bring in ides of how we can guide and help inquiry talke place. we come up with activites for different subject areas and we list things down and fill out out POI.

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Action plays huge part in learning adn in our early years class we do a lot of see think wonder. We use pictures and videos to do this thinking routine in relation to the topic and we get kids to tell us about what they see think nad wonder from the visuals and we use that in taking action.

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Here 5th graders and 10th graders were working together in a workshop about digester bales.

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In my school as part of the process of supporting students in their PYPX, teachers work with PYPX groups, advise their investigation process and accompany them during their inquiries to get them to structure their research. This year the groups worked on the "How the world works" unit and developed the problems related to the SDGs.
The students I supported in the process understood that their PYPX on sustainable cities went beyond recycling and caring for natural resources. It was evident how the students reflected thanks to the different areas of knowledge how sustainability is related to education, food, use of resources and care of them, as quality in goods and services is part of sustainability and effectively understood how all their knowledge has been relevant in their understandings of the world. The concepts supported their lines of research and this led them to find sources of information that strengthened their actions, achieving a transdisciplinary forum in the school where participants explained how science, emotional intelligence, literature and exercise are part of sustainability.
During this process the students were able to create CO-AGENCY with different classmates from high school, teachers and students from a public school far away from us with a great politics of 0 waste, Students were able to share knowledge and open learning spaces, and they share questions, doubts, wonderings and were able to create a network of knowledge lead by themselves! as action we learn and teach to each other how to make digester bales.

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Here we did an observation, some bugs were killing the lettuce and children were proposing options to protect the plants without killing bugs.

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A unit of inquiry that became a project for all, "haring the planet" in third grade by learning about goods, services, production sectors and resources. The students inquired about food citizenship and this led them to create the school garden and thus analyze the interactions of biotic and abiotic factors.
Then, by having the orchard and observing biotic and abiotic factors arose inquiries related to the irrigation system, the need for a greenhouse and how the connections with nature gave way to new spaces where students had fun and learned, students with complex emotional characteristics found in the garden a place to be calm.
Today the orchard has become a living laboratory, the ninth students with personal design and project, tenth with physics, chemistry and language but the primary students have carried out research around the orchard from the SDGs.
Currently, with design and technology teachers, physica and I as a science leader we have created a process where transdisciplinary learning is nourished by experiences that arise from solutions to everyday problems, the garden is a fundamental part of the restaurant because it leaves the salads of lunch. It has been a project that has grown day after day, every day there is a new challenge and question, solutions to problems are necessary every day and has made the curriculum transform and live from the desire to learn of the students.