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Find your readings here for Concepts, Inquiry and other areas

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Use this concept list to guide your central idea

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Access the ATL sub-skills in this section

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Understanding By Design - McTighe and Wiggins

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Understanding By Design - McTighe and Wiggins

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developing enduring understanding

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Learning, diversity and inclusion in IB programmes

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Learning, diversity and inclusion in IB programmes

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Visible Thinking Routine: Think, Puzzle, Explore

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Visible Thinking Routine: Think, Puzzle, Explore

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Unit of Inquiry Planning Process and Resources (open)

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The IB Community Blog: Developing Approaches to Teaching

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The IB Community Blog: Developing Approaches to Teaching

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ATL session

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This article summarizes how reflections help learners choose how they want to act. It shares a real-time example and utilizes an opportunity to appreciate the beauty of the PYP and how implementing it ties together all the elements!
As a committed PYP practitioner for five years, I keep appreciating the uniqueness of the programme. However, moving from theory to practice is not always an easy journey. The PYP stresses achieving a balance between acquisition of essential knowledge and skills, development of conceptual understandings, demonstrations of positive attitudes, and taking of responsible action. Making this a realty in a classroom and making it meaningful for learners will bring the outcomes of the programme to fruition.

The IB approaches to learning are unarguably the most important to acquire not only in the units of inquiry, but also for any learning and teaching that occurs within the classroom and in life outside the school. The five categories and their respective sub-skills encompass what is needed for a learner in the 21st century. In this dynamic, fast evolving world we need people who are not just knowledgeable but are critical thinkers and problem solvers.

Year after year I work with a new set of learners, each of them unique in their own way. This year I am working with learners who are highly energetic, curious and incredibly open-minded. We often engage in reflection sessions during which we discuss how we are learning in classroom, what is going well and what is not. Learners come up with sincere reflections including that we often fall short at displaying our skills.

Learners reflected that if they could work consciously towards displaying all the sub-skills, they would resolve most of the problems they face in and out of the classroom. In tandem with this thought process we as a class managed to develop a means to help assess our commitment to display these skills in classroom - The skills wheel.

This assessment model is based on Carol Dweck's theory of Growth Mindset and the idea of "NOT YET" (Dweck, 2014).

Learners set up a skills goal for a period of 2 weeks. We display all the sub-skills of that category in an accessible area so that students know what they will be assessed on. After the observation period, the class meets up to discuss how they displayed each sub-skill. Learners provide each other feedback and those learners who have consistently made efforts to display the particular skill will be placed in the pink circle and those learners who have "not reached there yet" will be placed in the yellow part. Gradually, learners who try to work on their goal areas will be moved to the pink area too.

I have experienced a positive change in learners' thinking and learning behaviour in the classroom while utilizing this tool. Learners evidently show more ownership to their actions as they are a part of this solution. It also encouraged learners to show commitment to their choice and be more open minded to feedback.

Although small, I feel this model acted as an effective means for me to make approaches to learning categories and sub-skills more meaningful for my learners. It gave our learners the opportunity to choose to act; to reflect and decide the course of their actions. That, I believe, is responsible action.

References:
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

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Rachana Kothapally is a PYP facilitator at Silver Oaks School Bangalore, India. She has been an IB practitioner for 5 years and is passionate about developing critical thinking and problem-solving abilities of learners.

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This article summarizes how reflections help learners choose how they want to act. It shares a real-time example and utilizes an opportunity to appreciate the beauty of the PYP and how implementing it ties together all the elements! As a committed PYP practitioner for five years, I keep appreciating the uniqueness of the programme.

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Blog - Silicon Valley International School Inquiry Cycle 

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Blog - Silicon Valley International School Inquiry Cycle 

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Those who are new to an inquiry-based education like the International Baccalaureate (IB) Primary Years Programme (PYP)* often have questions such as "what is inquiry?" and "what does inquiry look like?"
Many schools and teaching communities around the world refer to Kath Murdoch's inquiry cycle as a means to provide a little more structure to the complex world of inquiry-based teaching and learning. Teachers at INTL* had the great fortune to welcome Kath Murdoch (a very well-respected Australian education consultant, author, and educator) in 2017 for a full day of professional development. Since then, teachers and students alike have embarked on a shared journey as they co-construct experiences, meaning and learning through inquiry.
Inquiry is not a one-off moment in learning. It is not a separate or specific part of learning, but is rather the approach and lens through which we view all forms and facets of learning. Inquiry is a process, a flexible framework that is cyclical yet not linear, where the phase of tuning in (see below, along with other inquiry phases) is continually revisited as new questions arise, misconceptions are explored and interests are expressed.

Tuning In

Teachers tune in to students' thinking and activate their prior knowledge; they design tasks that make the students' thinking visible.
Students group and regroup numbers exploring prior knowledge relating to odd and even numbers. Young learners evidence their prior knowledge through drawings - sharing their reflections on what makes them who they are.
Finding Out

Learning communities (we consider both teachers and students to be learners) think as researchers and gather information from a variety of sources. Students are extended to go beyond the known and are challenged to use their skills to acquire new knowledge.

Students use authentic materials to explore moon phases, playing and experimenting with shadow and light. Early learners ask questions about communities to gain information from their teachers and share their understandings and interests.
Sorting Out
Early learners review photographs and paintings of emotions, looking for patterns and reviewing their thinking on how emotions are expressed in art. Students analyze maps, making meaning and expressing new understandings. Small groups work collaboratively to create board games expressing their understanding of empires and their structures, taking their learning further and personalising how they evidence their learning. Early learners conference with their teachers, exploring pre-writing skills and sharing techniques and understandings.
Learners analyze, sort, and categorize information, identifying patterns and creating meaning.
Students making connections with wind turbines and movement in design, reviewing earlier thinking, modifying and ultimately reflecting on changes in their understanding. Early learners, experimenting with fine motor skills and understanding of colors, making conclusions on color choice and personal expression.
Going Further
Students sharing their new learning about the Roman Empire with their peers, reflecting on how their learning can empower them to understand new contexts relating to ideas of power and change.
Learners are encouraged to further their inquiry by investigating areas of personal or shared interest.

Making Conclusions

Learners are provided with time and space to draw conclusions and make connections between ideas and contexts.

Taking Action

Learners reflect on their new learning and the implications for personal or shared action. Teachers encourage and empower students to apply their learning to new contexts, share with others, and connect with real-life situations.

Young learners show their understanding of interests and abilities through creating Pixie projects in a visual format to share with their peers.

*In 2020, the International School of the Peninsula (ISTP) formally changed its name to Silicon Valley International School (INTL) to better reflect its bilingual programs, location, and international values.

*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit http://www.ibo.org

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What is inquiry? What does inquiry look like? See what an inquiry-based education like the International Baccalaureate (IB) Primary Years Programme (PYP)* at ISTP looks like, every day in the classroom.

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ATL Skills Example: Western Academy of Beijing

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ATL Skills Example: Western Academy of Beijing

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An MYP-DP example, although highly adaptable

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The Approaches to Learning (ATL's) skills framework supports and empowers learning across & beyond the academic curriculum.

ATL Skills are organised in clusters, within five main areas:

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The Approaches to Learning (ATL's) skills framework supports and empowers learning across & beyond the academic curriculum. ATL Skills are organised in clusters, within five main areas:

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A great resource following the inquiry cycle

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Unit of Inquiry Planning Process and Resources (open)

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Authors: Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari
> About the Authors
Download the Presentation: Guided Inquiry Design Framework
Guided Inquiry professional development, training workshops, residential institutes and book clubs, contact Dr Leslie Maniotes - lesliekm67@gmail.com
Guided Inquiry is an innovative team approach to teaching and learning where teachers and school librarians, with other experts and specialists, join together to design and implement inquiry learning. It engages children in constructing personal knowledge while using a wide range of sources of information and creatively sharing their learning their fellow students in an inquiry community. Guided Inquiry Design is grounded in the research of the Information Search Process (ISP) that describes students' process of learning from a variety of information sources in extensive research projects. The ISP research goes inside the inquiry process to reveal ways to guide students in deep engaging learning.
Research Foundation of Guided Inquiry Design
For many years I have been conducting research on the process of learning from a variety of sources of information (Kuhlthau 1985, 2004, 2005). The second edition of Seeking Meaning (2004) is a good summary of this work. My studies opened insights into students' perspective of their experience in research projects. I investigated students' feelings as well as their thoughts and actions while they were in the stages of learning from various sources of information described in my model of the Information Search Process (ISP). What is too often thought to be a simple report or a routine term paper assignment was found to be a complex inquiry process that requires guidance, instruction, and assistance for optimal learning for every child.

In these studies I investigated students' thoughts, feelings and actions while they were involved in extensive research projects. I found that they progress through six identifiable stages, which I named for the main task to accomplish in each stage, plus a seventh assessment stage.

Initiation: initiating a research project

Selection: selecting a topic

Exploration: exploring for focus

Formulation: formulating a focus

Collection: collecting information on focus

Presentation: preparing to present

Assessment: assessing the process (Kuhlthau, 1985)

Six Stages in the Information Search Process (ISP)
These studies showed that students' thoughts are charged with emotions that influence the actions they take. Students experience a dip in confidence and an increase in uncertainty when they least expect it, during the Exploration stage. They often expect to be able to simply collect information and complete the assignment. This simple view of the research process sets up stumbling blocks, especially in the Exploration and Formulation stages. When their expectations do not match what they are experiencing, they become confused, anxious and frustrated. The early stages of the ISP reveal the struggle they experience in learning in an extensive inquiry project. Feelings are important and indicate when they are having difficulty and when they are doing well on their own (Kuhlthau, 2004).

Let's take a closer look at each stage in the ISP and what it tells us about guiding inquiry.
Initiation: Initiating a Research Assignment
Students often feel apprehensive and uncertain about what is expected of them and overwhelmed at the amount of work ahead. Talking with classmates is a natural action to take, but some feel they should be "going it alone" and that checking with others might not be "entirely fair." It is important to make sure that students understand that it is not only fair to talk about their ideas and questions, it is necessary to have these conversations at this stage to begin to get their thinking going.
Selection: Selecting a Topic
Many students want to select a specific topic or question quickly and dive right into collecting information and completing the assignment. This is where students can go astray right at the beginning. They need lots of groundwork before they can form meaningful questions that they want to pursue and that are worth investigating. Selection is a time for introducing and expanding on the general topic to be researched.
Exploration: Exploring for a Focus
In preparation for forming important questions, students need to build background knowledge on the general topic and to discover interesting ideas. A common problem is that many students skip over the Exploration and Formulation stages and attempt to move on to the Collection stage without having formed a focus for their research. For most students, the Exploration stage is the most difficult in the research process. As they browse information about their topics, they become confused by ideas that don't fit together. They encounter inconsistencies and incompatibilities of different perspectives and differing points of view. They have difficulty determining importance from everything in a text. They need to understand that there are different kinds of reading for different stages in their learning process. At this stage they are exploring for interesting ideas rather than collecting detailed information. They need to learn to browse through a variety of texts, skimming and scanning to get a general picture. They need to recognize when to slow down and read to gain sufficient background knowledge and to pick up interesting ideas. Exploration is best achieved by jotting down interesting ideas from a variety of sources rather than taking extensive, detailed notes from one text. Students need support, structure, and strategies for learning from different sources of information to assimilate new ideas and form a focused question from the ideas that arise in their explorations.
Formulation: Formulating a Focus
Formulating a focus marks the turning point of the ISP when students identify a focus, an area of concentration, "something to center on," and clarify their research question. Once they have formulated a focus for their research, their feelings of uncertainty and confusion begin to diminish and confidence increases. It is important to note that forming a focused question comes at the midpoint of the ISP not at the beginning as often expected.
Collection: Collecting Information on Focus
A good focus is one in which ideas continue to grow and evolve based on thorough reading of information and detailed note taking in the Collection stage. Students assume a "study" frame of mind of concentrated attention. A clear focus enables students to determine importance in what they are reading. It helps them to discriminate between less significant facts and more important ideas. A good focus can be adapted and altered as they continue to learn while they read, write and collect information. Interest in the project deepens as students get further along in constructing an understanding of their focused question.
Presentation: Preparing to Present
The Presentation stage marks the beginning of the writing process that introduces another set of challenges. Students who construct their ideas as they collect information are better prepared for writing and creatively presenting what they have learned. They experience fewer writing blocks because they have been constructing their learning all the way through the research process. These students often express a sense of accomplishment and satisfaction in what they have learned and created. Students that merely collect facts in a "cut and paste" fashion have difficulty preparing an original presentation and often express disappointment and boredom with their inquiry project.
Assessment: Assessing the Learning
The way students feel at the close of a research project is a good way to assess what went well and what problems they encountered in the research process. Feelings of satisfaction and accomplishment indicate that they constructed their own understanding of their topic. Feelings of disappointment and boredom indicate a "cut and paste" approach with little real learning. Self-assessment gives students a sense of how to approach future research assignments and inquiry projects. After several research projects, these students showed that they had internalized the stages in the ISP as their own "process" explaining that this is the "way I learn."
Impact of ISP Model
The ISP has become one of the standard models of information seeking behavior and one of the most highly cited in the field. Over the years the ISP research has changed the way many librarians and teachers help students with project-based learning. It has opened a window into what students are experiencing when they are constructing new understandings and learning from multiple sources in the dynamic information environment. It has revealed ways to guide students in their learning. Students need considerable guidance and intervention in learning throughout the inquiry process in order to construct personal understanding. Without guidance, they tend to expect a simple collecting and presenting assignment that leads to copying and pasting with little real learning. With guidance, they are able to construct new understanding in the stages of the ISP and gain personal knowledge and transferable skills in learning from a wide variety of information sources.

From the ISP to Guided Inquiry Design
GUIDED INQUIRY DESIGN FRAMEWORK
Kuhlthau, Maniotes, and Caspari 2012
From the ISP to Guided Inquiry Design
The ISP model describes what students' experience in the phases of the inquiry process. These studies provide solid evidence on how to guide learning in the inquiry process that prepares students for learning, living and working in the information age. The Guided Inquiry Design framework is built around the ISP with specific direction for guiding students in each phase of the inquiry process.

Guided Inquiry opens the inquiry process at Initiation, immerses students in background knowledge at Selection, guides in exploring interesting ideas at Exploration, enables identifying an inquiry question at Formulation, supports gathering to address the question at Collection, intervenes for creating and sharing at Preparation, and assesses throughout the inquiry process and evaluates at the close. Let's take a closer look the Guided Inquiry Design Framework.
Guided Inquiry Design Framework
The Guided Inquiry Design process begins with Open the inquiry to catch students' attention, get them thinking, and help them make connections with their world outside of school. Next is Immerse, which is designed to build enough background knowledge to generate some interesting ideas to investigate. Then Explore those ideas for an important, authentic engaging inquiry question. Next, pause to Identify and clearly articulate the inquiry question before moving on to Gather information. After gathering, Create and Share what students have learned and then Evaluate to reflect on content and process and assess achievement of learning. The shape of the Guided Inquiry Design Process follows the flow of confidence and interest of students in the inquiry process that will help you guide students in reading to learn. This is a general framework for designing an inquiry approach across all curriculum subjects for students of all ages. Think of inquiry as a way of learning in the information age school, not simply as an occasional research assignment.

Now let's look at each phase in the inquiry process and think about how to design student learning in each phase.

Open is the invitation to inquiry at the beginning of the inquiry process. It is a distinct and important phase of the process that sets the tone and direction of the inquiry. Once the learning team has decided on the learning goals, they need to create a powerful opener that invites the learners in and introduces the general topic to engage all of the students. The main goal is to open students' minds and stimulate curiosity and inspire them to want to pursue the inquiry. The opener is designed to spark conversations and stimulate students to think about the overall content of the inquiry and to connect with what they already know from their experience and personal knowledge. It sets the stage for learning.

In the Immerse phase, the students build background knowledge together through an immersion experience. The learning team designs engaging ways for students to immerse in the overall ideas of the curriculum area under study, for example reading a book, story, or article together; viewing a video; or visiting a museum, a field site, or an expert. The main task of Immerse is to guide students to connect with the overall content and to discover interesting ideas that they want to explore further. As they build background knowledge together, each student reflects on ideas that matter to him or her and are worth further reading and investigation.

In the Explore phase of Guided Inquiry, students browse through various sources of information exploring interesting ideas to prepare to develop their inquiry question. The learning team guides students to apply the reading strategies of browsing and scanning a variety of sources. Students dip into a few texts to read lightly in order to make sense of the information they find and to raise lots of questions. "Dipping in" is a reading strategy that enables students to go further into interesting ideas without becoming overwhelmed by a multitude of specific facts. Students can easily become overwhelmed by all the information and confused by facts that don't fit together. The learning team guides them to keep an open mind as they explore and reflect on new information they are encountering and to begin to find questions that seem particularly important to them. Guiding students through the Explore phase leads them to form a meaningful inquiry question.

In the Identify phase learners pause in the inquiry process to develop a meaningful inquiry question and form a focus. In Guided Inquiry they have had lots of preparation for this phase. Students are ready to identify an important question for their inquiry because of the time they have spent immersing and exploring to build enough background knowledge to ask meaningful questions. The main task of the Identify phase is to construct an inquiry question from the interesting ideas, pressing problems and emerging themes they have explored in various sources of information. The team introduces strategies that enable each student to think through information and ideas to clearly articulate a focused question that will frame the rest of their inquiry.

A clearly articulated question gives direction for the Gather phase. Gather sessions are designed to help students collect detailed information from a variety of sources. In this way they are learning to determine importance in what they are concentrating on in their reading, listening and observing. The learning team guides students in locating, evaluating and using information that leads to deep learning. The main task of the Gather phase is for students to choose what is personally meaningful and compelling about their inquiry question in the information sources they find and reflect upon. The learning team guides students in a structured approach for managing their search and documenting what they are learning. First students "go broad" to find a range of sources that are useful for understanding their inquiry question. Next students "go deep," by choosing a core of the most useful sources to read closely and reflect with sustained attention as they find connections and gain personal understanding.

After students have thoughtfully gathered enough information to construct their own understandings of their inquiry question, they are ready to organize their learning into a creative presentation during the Create phase. Creating a way to communicate what they have learned about their inquiry requires students to articulate what is most important about their subject and enables them to integrate their ideas more firmly into deep understanding. The learning team guides students to go beyond simple fact finding and reporting and to summarize, interpret and extend the meaning of what they have found and create a way to share what they have learned. Create sessions are designed to guide students to reflect on all they have learned about their inquiry question and decide what type of presentation will best represent their ideas for a particular audience. The learning team guides students in creating a meaningful, interesting, clearly articulated, well-documented presentation that tells the story of what they have learned.

Share is the culminating phase in the inquiry process when students share the product they have created to show what they have learned. Students have become experts on the question for their inquiry community. They now have the opportunity and responsibility to share their insights with their fellow students and communicate their learning to others. Their inquiry products may be shared with a wider audience, such as their parents or another group of students in their school or in another school, perhaps online. An important component of Guided Inquiry is the collaborative learning that takes place when students share what they have learned in the inquiry process.

The Evaluate phase, which occurs at the close of the inquiry process, is an integral part of Guided Inquiry. Although Guided Inquiry incorporates assessment for determining student progress throughout all of the phases of the inquiry process, evaluation occurs at the end when the learning team evaluates students' achievement of the learning goals. In addition, the learning team guides students in reflection for self-assessment of their content learning and their progress through the inquiry process. Students' self-reflection takes place while the entire process is fresh in their minds to reinforce content learning and establish good habits and competencies for learning and literacy.
Guided Inquiry Design for teaching and learning in the information age schools
Competency in using all kinds of information for clear, deep understanding is essential for every child in today's world. Guided Inquiry provides opportunities for children to learn strategies in locating, evaluating and using a wide range of media and a variety of texts and puts all of their strategies and skills into action throughout the inquiry process. Starting at youngest age, children are introduced to inquiry as a way to learn that prepares them for living and working in the information age. As students continue through the elementary and middle school and on to high school Guided Inquiry creates an environment that motivates them to want to learn. It engages them in determining importance and meaning by connecting the curriculum with their world for deep lasting learning. The Guided Inquiry Design framework is an innovative, dynamic approach to teaching and learning for providing information age education for children across the United States and in countries around the world.
References
Kuhlthau, Carol, Leslie Maniotes and Ann Caspari. Guided Inquiry: Learning in the 21st Century, Libraries Unlimited, 2007.

Kuhlthau, Carol, Leslie Maniotes and Ann Caspari. Guided Inquiry Design: A Framework for Inquiry in your School, Libraries Unlimited, 2012.

Kuhlthau, Carol. Seeking Meaning: A Process Approach to Library and Information Services, 2nd ed. Libraries Unlimited, 2004.

Kuhlthau, Carol. Teaching the Library Research Process, Scarecrow Press, 1985.
Todd, R., Kuhlthau, C. C., and Heinstrom, J. 2005. Impact of School Libraries on Student Learning. Institute of Museum and Library Services (IMLS) Leadership Grant Project Report http://cissl.rutgers.edu.
Contact Dr. Leslie Maniotes for professional development, training workshops, residential institutes and book clubs at lesliekm67@gmail.com

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Authors: Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari > About the Authors Download the Presentation: Guided Inquiry Design Framework Guided Inquiry professional development, training workshops, residential institutes and book clubs, contact Dr Leslie Maniotes - lesliekm67@gmail.com Guided Inquiry is an innovative team approach to teaching and learning where teachers and school librarians, with other experts and specialists, join together to design and implement inquiry learning.

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Future-focused learning

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The Stripling Inquiry Model represents the inquiry process graphically to help students make sense of the inquiry process. The Library of Congress Teaching with Primary Sources program has helped to popularize the model. Find an in-depth discussion of inquiry and links to additional models and resources at Emerging America's Inquiry Strategies page.

In any given lesson, students will typically focus on one or two parts of the model at a time, such as developing focus questions, or investigating author's point of view. Through repeated work with the model, students gain skill at moving through all steps of an investigation. Steps may occur in just about any order.

Six Steps of the Inquiry Model

Connect: Provide detailed context to the sources and connect to the major themes of historical study. What connects with each group of students is particular to them and to the time.

Wonder: Develop focus questions at different levels of thought and connect to larger themes for the unit of study.

Investigate: Determine the main ideas and details. Investigate the purpose of the source and the author's point of view.

Construct: Draw conclusions about the evidence that has been compiled.

Express: Apply new ideas to share with others.

Reflect: After every investigation, short or long, pause to ask what we learned about the inquiry process. What new skills? What approaches? What pitfalls? Also take a moment to identify new or still unanswered questions to take learning to a higher level.

Example of Inquiry Starting with a Primary Source

Source

Title: Puerto Ricans demonstrate for civil rights at City Hall, New York City. Date: 1967. Creator: Al Ravenna, New York World-Telegram and the Sun Newspaper Photograph Collection. http://www.loc.gov/pictures/item/97502365/

In this example, an investigation begins with a photograph from the collections of the Library of Congress. The purpose of the slide is to show how one possible path through which the steps of inquiry might flow. In this case, key guiding questions emerge from this brief investigation: "What are some effects of protest?" and "Is protest effective?"

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The Stripling Inquiry Model represents the inquiry process graphically to help students make sense of the inquiry process. The Library of Congress Teaching with Primary Sources program has helped to popularize the model. Find an in-depth discussion of inquiry and links to additional models and resources at Emerging America's Inquiry Strategies page.

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Hi my name is David DeBoer and I have been a PYP Coordinator and teacher and MYP Coordinator and teacher in Japan and Australia. I am originally a teacher from Ottawa, Canada after having started my career in Museum education and outdoor education.

I am currently the Deputy Principal at Highgate School in Adelaide, which is an R-6 PYP Candidate school.

I have an interest and background in community-based learning and inquiry in creative spaces and am excited to be able to work closely with the teachers and staff of St. Peters.

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I have been a PYP educator for 8 years and am very excited to see what we can achieve together here at Springfield.

I see my role as a cheerleader for all staff who will be in the learning pit, being risk takers and inquirers.

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I am excited about PYP as a teacher I feel it will be a great asset to our school and the children will embrace this new way of learning.

I am currently in Year 2.

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Teaching Year 6 collaboratively for the first time this year. Very excited to try new things and experience the PYP!

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I'm part of the new Year 6 teaching team. I'm looking forward to learning more about PYP and using this to create engaging, innovative and relevant units of work.

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I am currently a primary HPE specialist teacher. I have a background in Exercise Science, and have taught in the secondary space as a HPE, Science and Maths teacher and in the primary space as a Year 5 and Year 3 teacher.

I am excited to learn about the PYP program and specifically how to coordinate the PYP in a specialist capacity.

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It is exciting to see PYP finally arrive at St Peters Springfield. I am looking forward to the journey ahead.

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I have been working on and off with PYP for 4 years and love this pedagogical framework for my class of students.

I want to provoke and encourage curiosity, lifelong learners and caring communicators who can take on the world.

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I am new to PYP and I am very excited about the year ahead.

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I have worked in a PYP school (for two years), although it has been a while.

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I am a teacher assistant in year 2 and I'm looking forward to gaining knowledge of PYP to best support my teachers.

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Hi. I'm part of the Year 4 teaching team. I have worked for only one term with PYP. Looking forward to learning more about how to create engaging lessons.

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Hi. I'm part of the Year 4 teaching team. I have worked for only one term with PYP. Looking forward to learning more about how to create engaging lessons.

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I teach Primary Music. I have several years experience as a PYP teacher and I am excited to refresh my knowledge and be a risk taker with a new bunch of colleagues.

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I have been teaching for 20 years and was involved in the PYP introduction at a previous school. Excited about digging deeper into PYP!

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Hello!

I am one of the St Peters Springfield chaplains and an early career teacher. I will be working part time in the year 5 team and teaching sporadically across the primary years as need arises. I am new to PYP.

I would love to learn how we can embed our Christian studies outcomes across our Units of Inquiry.

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I am teaching Year 1. I am excited about implementing PYP. I have had a little experience in PYP when I spent a year on prac at St Peters Indro.

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Bonjour!

I will be teaching French to Primary this year. My background is teaching French in secondary school. Looking forward to learning and exploring different ways to teach French to primary. I am new to PYP. Have a great day!

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I have been a PYP educator for 13.5 years at 3 different schools in 3 different countries. My last school was 9 years using Australian Curriculum.

I am excited for the transition to PYP for St Peters Springfield.

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M: Early Years Specialist teacher and teaching Prep for the first time in 2024. Looking forward to expanding my scope of practice in PYP.

N: this is my 3rd year of uni and my first time in a prep classroom. i am excited to learn more about PYP.

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Hello, I'm a Year 3 teacher on a journey! I'm looking forward to learning about PYP and embedding it into my classroom.

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I'm part of the Year 4 team and looking forward learning more about PYP.

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Hi! I am a year 2 teacher. I'm looking forward to the PYP journey and the new opportunities for my students.

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Hello, I am Jenny Morton teacher assistant in Prep S working with Maddie Maticic, looking forward to learning more about PYP this year.

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I am a Teacher Assistant in Prep. I am new to PYP and am looking forward to learning how to implement it in the classroom.

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I will be working with our EAL/D learners from Prep to year 4 this year.

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I am very excited to be part of the learning journey of PYP. As an exceptional learners teacher, I am looking forward to seeing the potential for all our learners here at St Peters.

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The colour is green for action - for positive change