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Build/Develop conceptual understanding within and across subjects

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Build/Develop conceptual understanding within and across subjects

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This was the capability that I didn't observe so strongly in the TSM but perhaps its absence is representative of the conceptual understanding that the PYPx is transdisciplinary in nature as timetables are often flattened and all specialists support the process in their own way.

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Utilise assessment to inform learning & teaching

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Utilise assessment to inform learning & teaching

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By using the broad terms of "monitoring learning",  "documenting learning" and "learning goals" as the only mention of assessment AND that they appear midway in the journey rather than at the end helps to send what I consider to be the most significant message of the enhancements with regard to the PYPx of "process not product". Although this understanding has been widely held by PYPx practitioners for a while now, to have it written so clearly and frequently in the documentation is a necessary and significant one for those that have been continually reflecting and adapting practices in order to facilitate the most authentic experience for the learners.

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Foster supportive environments that remove barriers to learning

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Foster supportive environments that remove barriers to learning

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The inclusion of the wider learning community from the beginning of the journey represented in the graphic indicates that the environment surrounding the PYPx is a collaborative and supportive one that draws on expertise to support learners wherever their journey takes them.

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Undertake personal inquiry, reflection & action to inform their practice

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Undertake personal inquiry, reflection & action to inform their practice

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"What other ways could you visually represent the exhibition journey?""What other ways can the exhibition be organised, monitored and shared?"

Both of these questions not only confirm to participants that there is no formula for the PYPx but also asks participants to reflect on what the journey looks like within their own context and consider different possibilities for how it could look for future PYPx. I think this opens doors for people to thinking creatively about their practice.

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Design Inquiries using local & global contexts

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Design Inquiries using local & global contexts

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The portion shown in the screenshot below is the most significant connection that I could find with this capability and the TSM, although in my opinion it should be more prominent within the graphic.
The inclusion of this demonstrates to participants that this is a part of the PYPx process and that it should not be purely research/hypothetically based. The TSM also asks

"How could you co-construct the exhibition process with students?"

asking participants to consider who does the heavy lifting in their context and how the learners, as the most significant stakeholders, could have ownership over the direction and feel of their PYPx journey.

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Build & Maintain Collaborative Relationships

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Build & Maintain Collaborative Relationships

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This TSM clearly represents the relationships that are present within the PYPx journey. It asks

"How does this graphic represent the roles of the student, teacher and mentor?"

requiring participants to consider who is present, what their interactions look like, when they come in the process and the frequency of the interactions.