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Transition from PYP to MYP - the programs are designed to complement each other and build on each other. By implementing the PYP authentically you will automatically be preparing students for MYP. The transdisciplinary nature of the PYP through conceptual understandings and explicitly teaching the approaches to learning give an easy transition to students moving from PYP into MYP. MYP is interdisciplinary, meaning it connects subject-knowledge between subjects, which then deepens the students subject-based knowledge preparing him for DP. Just as the PYP is set up with transdisciplinary themes, MYP follows a similar framework with eight subject groups that explored through the global contexts of:

identities and relationships

orientation in space and time

personal and cultural expression

scientific and technical innovation
globalization and sustainability

fairness and development.

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The integrity of learning is found in the transdisciplinary approach to teaching and learning and conceptual teaching. Written, taught, and assessed curriculum is found in our subjects scope and sequence. What we have been doing for years at EARJ will still be used (i.e. Common Core, Engage NY) as our learning outcomes, but our 'standards and practices' have shifted to be built upon the PYP scope and sequences.
It will take time and being uber flexible as our approaches to teaching and learning have changed.
The curriculum guides unit creation. Different aspects of the curriculum can be incorporated into the initial stages of a unit with the inquiry allowing students to demonstrate their understanding. How they get there or in what format they communicate this understanding can be student driven. Tasks can have built in criteria but also allow/encourage further or wider exploration. This is where students will truly shine!

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Great question-

Based on our last semesters review, the Portuguese Team is SUPER HUMAN, so we figured you'd clone yourselves and divide and conquer (Haha, just kidding...been at this computer too long).

On a more practical note, your planning with teams will happen upon the year level beginning a new unit. Within the time table, teams will be given a half day to plan for their next unit 2 weeks prior to the new unit starting. During this meeting, you will come with the other Specialists to explain what/how you will be teaching the content within that unit. Also, teams will collaborate with you on how their formative assessments can also have an element of integration of Portuguese. For example, during a given unit there may be a writing outcome for English to write an informative essay- students may also be doing the same within Portuguese as well. Both essays that are written by students will be done as part of utilizing their research skills on a scientific topic (So one assessment includes 4 subjects...Portuguese being one of them).

Also, during your weekly planning meetings with the Portuguese Teams, you will collaborate on what other year levels are doing and how you are supporting the deeper connections to the central ideas  or concepts.

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The time table will be flexible, demonstrating time for teams to collaborate and plan together, as well as provide an opportunity for students to move throughout the inquiry process to deepen their understandings. There is no "stop/start" portion. It does, however, look more like students inquiring into a math concept, that connects to their science inquiry and the shift becomes authentic. It takes practice and mindful planning to allow a classroom model to evolve in this way. We will spend quite a lot of time working on this together.

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We understand that we can expand topics when the children are engaged into a discussion, but how far or how long can we go when other skills need practice (math, writing)?

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I wonder how we will transition into teaching without blocks next year and if it will be easier or harder to organize and plan the day.
- Kristina

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I really appreciate the description about the role Portuguese plays in the PYP classroom. But I`m wondering how I can successfully plan with five different teachers (the number of levels I have) within our schedule.
Fernanda Schimidt

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We fear that the curriculum will not be completely followed when we adhere to the PYP model.

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How does the PYP progress into the MYP and how do we make sure we are preparing the students to transition from one to the other. - Helena

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Great question!

Students are assessed in a variety of ways based on differentiation. If you have a look on our weekly planners you will find evidence of three main ways we are looking for student achievement- formal, informal, and anecdotal records. Students should be given the choice the mode of assessment and given a variety of assessments. ALL ASSESSMENT IN THE PYP IS FORMATIVE. There is no longer a summative or culmination of work that gives an 'end' for a student. Students develop and grow at a different paces and the PYP allows for that to occur throughout their years in it. Based on the most scientific research from 2019, student achievement is higher in the PYP than other curriculum based schools because of the transdisciplinary approach to learning and the concept based assessment. Additionally, it is the best program for students with special needs because there is no culmination test or yearly standardized test requirement. In other words, it is the opposite of a one-size-fits all approach to learning. Our assessment should be OF and FOR learning. All assessment (daily done) leads to one of the two ends. Check out our weekly planners for more evidence of this.

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How are students assessed in the PYP programme? - Sara

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The units of inquiry are designed for you to use subjects as a tool to learn. There are times when teachers will teach subject-specific knowledge (such as language conventions and order of operations in mathematics), conceptual understandings and skills outside the program of inquiry using purposeful inquiry. The teaching team will use the planning process or planners to structure and plan for this type of inquiry to ensure that authentic connections are made with program elements while maintaining the integrity of the subject. Remember, all subjects are integrated using concepts, therefore, inquiry within languages for example, all interconnect and weave throughout the day.

t

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The PYP standards and practices guide us to use a framework known as scope and sequences. Standards help to guide the creation and direction a unit may take. Connections may be identified between standards and the lines of inquiry and concepts.Each subject has a scope and sequence (even specials) and within those are strands that must be taught throuhgout each unit of inquiry and be balanced across all year levels. Our standards or now known as OVERALL EXPECTATIONS are written broadly to reach the phases of development outlined in the scope and sequence of the subject area. The CC are not our "standards" will serve as our learning outcomes, and will be rewritten by us to be more conceptual in some cases and also shifted around in a variety of units to meet our needs. For example, CC 1.1 may not be assessed in the first unit of Year 5. It may, however, be assessed in the third unit of the year based on the content of that unit. The CC place in the PYP is to serve as our learning outcomes, but we do not TEACH TO THIS OUTCOME. We teach to the Overall Expectation and Conceptual Understanding. Teaching within the PYP, and the outcome (CC standards so to speak) come easily.

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Language is an incredible part of the PYP. In fact, it is a requirement that we incorporate two languages into our program (including mother tongue) and throughout our units. The way it will look at Barra EARJ is during our units of inquiry, Portuguese will serve as it's own subject (just like English), where students can inquire, and utilize it throughout the unit. No longer will there be a requirement that students ONLY read, write, speak, and listen in English only, but in Portuguese as well. For example, during a given learning engagement, students can write a persuasive essay in English and MAY (though they do not have to) do the same in Portuguese. Students will be assessed each unit in both languages through the following strands- Reading, Writing, Speaking, Listening, and Viewing and Presenting. This is an expectation for all students PK-Year 5. Transdisciplinary learning in the framework of the PYP makes this possible. It's so exciting to see the growth of our students in this way!

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What does the PYP learner profile have to do with assessment? - Anna C.

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Even though standards won´t be our "north" to plan the units, should I understand that Common Core Standards will be a tool for PYP? - Bill

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How will we be further incorporating and valuing mother tongue language through the PYP into our teaching and learning at EARJ? - K