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During our unit students participated in a mock election, created their own government parties and went to watch a vote. They also analysed data from the BC election and the US election

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During island games, students need to embody the global context of fairness and development through healthy decision making, positive interactions, and negotiation and problem solving.

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Students explore both current and previous government systems around the world

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(0203-03) JS PYP: Specialist Collaboration

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(0203-03) JS PYP: Specialist Collaboration

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In the JS, subject specialist teachers meet as a team to discuss the implementation of our program from the perspective of these subjects and discuss ways to make the learning as transdisciplinary as possible. These sessions are facilitated by the PYP coordinator. Along with these, specialist teachers are asked to join in grade-level meetings with the homeroom teachers.

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We explore different famous figures around the world in relation to the biography unit, and conducted literature research- global context.

At the same time, in our UOI we discussed how we can be good citizens locally, in our classrooms, in our school community, and in their neighbourhood. - local context

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Using these collaborative sessions to develop and reflect on an explicit scope and sequence that tracks when and where our department/program engages with different perspectives to promote inclusivity and appreciation of diversity.

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Grade 4: Visit to a local bird sanctuary to learn more about how specific bird structures help a bird survive and the responsibility that humans have in our local environment. This relates directly to our current UOI.

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Local - Canadian musicians such as Raffi and First Nation music (music/instruments)

Global -

1. Folksongs and music - culture/language/tradition/instruments

2. Ethnic instruments - instruments from around the world.

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L&L 7 - We study a variety of short stories from multiple cultural backgrounds along with Canadian Indigenous stories. These stories share the common theme of studying "The Good Life", looking beyond material wealth to identify the foundational elements of human happiness that we all share. We use "GapMinder's Dollar Street" to learn how people live around the world. We then create storybooks illustrating "The Good Life" for a grade 1 to 4 audience.

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Dollar Street - photos as data to kill country stereotypes

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Imagine the world as a street. Everyone lives on Dollar Street. The poorest to the left and the richest on the right. Every else live somewhere in between. Where would you live? Visit Dollar Street and see homes from hundreds of homes from all over the World.

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Students use their understanding of solutions (properties, separation, evaporation...) and apply them to pollution around the world

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Literature Circle Units in Grades 6-10 are designed around youth protagonists taking action in either their local or global (or both) contexts.

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Timetable does not carve out non instructional time for all teachers to meet for grade level meetings, department meetings, standardized assessment meetings. We do have access to our MYP Coordinator and have meetings with her regularly.

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Our first UOI is to dive into the local community which then transitions to the UOI of values and beliefs where we look at the various cultures around the world.

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Students chose topics from both a local and global perspective to study deeply and take action

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In Spanish 9, students learn about food vocabulary and flavours by trying Latin American delicacies the teacher brought to the class. They learn through their senses about local Latin foods and connect these dishes with foods from their own culture.

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During the physics unit, students learn about the different ways of generating electrical energy. In their project, they research a local or global example in the world of where this form of energy generation is being used eg. Hoover Dam, Chernobyl etc.