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Graphics implies that throughout the journey more ownership is taken and that the role of the teachers / mentors lessens...

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Most of these PYP Enhancement goals are met through the TSM graphic

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This graphic clearly shows that the students are at the centre and will drive the inquiry

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C5. Foster supportive environments that remove barriers to learning

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C5. Foster supportive environments that remove barriers to learning

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Graphic emphasises it is a process and there is support along the journey.

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C3. Design inquiries using local and global context

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C3. Design inquiries using local and global context

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No real connection with this graphic.

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C4. Build and maintain collaborative relationships

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C4. Build and maintain collaborative relationships

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Graphic suggests the need for relationships and 'meeting' with others.

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(Linked to prompt)

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Students have a role in choosing the issue or opportunity to be explored: the transdisciplinary theme(s); the development of the central idea; the lines of inquiry; and identification of the key and related concepts that will drive their inquiries.

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C1. Undertake personal inquiry, reflection and action to inform their practice

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C1. Undertake personal inquiry, reflection and action to inform their practice

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This graphic can shows the importance of reflection and action.

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C6. Utilize assessment to inform learning and teaching

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C6. Utilize assessment to inform learning and teaching

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The graphic does not support / give opportunities to explore this capability.

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C2. Build/develop conceptual understanding within and across subjects

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C2. Build/develop conceptual understanding within and across subjects

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This graphic clearly shows how the process can build and develops.

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TSM goals