# data[].attributes.body
is a microcosm of the larger institution.
It should be
- a place to learn and develop international-mindedness
- a place of variety and balance
- a place full of collaborative & purposeful activities
- a lively place
- a reflective place
- an intelligent place
- a place knows no limits

# data[].attributes.body
Use of technologies should be integrated into student inquiries.

ICT can effectively document learning for feedback and reflection.  It serves as tools to store, organize and present student's learning.  Moreover, it provides access to a broad range of sources of information.

# data[].attributes.headline
These essential learning elements below (in the "written curriculum" ) is directly reflected in taught curriculum

# data[].attributes.subject
These essential learning elements below (in the "written curriculum" ) is directly reflected in taught curriculum

# data[].attributes.body
Knowledge
Concepts
Skills
Attitudes
Action

# data[].attributes.body
In play, children incorporate all their knowledge and skills as they interact with others and with their environment.
During play and other moments, teachers mediate between the every day and the scientific, leading children from their everyday or working theories towards academic concepts.
The role of the educator is to support children as they generate ideas and theories through play, and to challenge their thinking to lead them to deeper learning.

# data[].attributes.body
Interaction with the learning environment causes young learners to think, make choices and establish connections between what they already know about the world and what they learn when manipulating materials.
Engagement with the learning environment includes upholding shared values and developing a sense of ownership. Having created a learning environment that reflects both children’s and educators’ values, it is important to create routines, expectations and ways of being together that effectively support and promote those values
The learning environment should be a place where students feel comfortable to form strong, respectful relationships.

# data[].attributes.body
Adults (teachers):
Teachers need to be familiar with child development and learning.
The teacher needs to provide a secure environment in which individuals are respected.
In the classroom the teacher facilitates the process of students becoming initiators rather then followers, to facilitate connections between prior knowledge and newly gained knowledge.
In EY:
Teachers of early years learners should be open to children’s wonderings and create relationships where children feel free to question and lead discussions, trusting that their perspectives are acknowledged and valued.
Relationships in the classroom are at the core of the taught curriculum in the PYP.
The taught curriculum in the early years is a dynamic process that can involve the significant adults* in children’s lives.

# data[].attributes.body
The classroom is a place of variety and balance.
Balance = the attention given both to the pursuit of understanding and the acquisition of knowledge and skills
Variety = the range of teaching and assessment strategies and resources used by teachers to meet the need of each student.
A PYP classroom is a lively place, characterised by collaborative and purposeful activity. An environment in which learning knows no limits.

# data[].attributes.headline
After the planning process, teachers should reflect on how effective their planning is. Question to include:

# data[].attributes.subject
After the planning process, teachers should reflect on how effective their planning is. Question to include:

# data[].attributes.body
Has the teaching got a purpose?
How effective is the learning experiences?
How clear and effective is the assessment?
Is assessment criteria clearly stated?

# data[].attributes.body
For the learning:
Using the Bubble planner
It must be used collaboratively, structured around a central idea and lines of inquiry.

For the assessment:
Keep in mind that assessment is an ongoing process of gathering, analysing, reflecting and acting on evidence of student learning to inform teaching

Both summative and formative assessments should be included.

Characteristics of effective assessment:
Authentic, clear and specific, varied, developmental, collaborative, interactive, feedback and feedforward

# data[].attributes.body
The taught curriculum = the written curriculum in action = the direct reflection of the written curriculum.

It is synthesised in 3 ways:
The learner Profile
The exploration of the Central Idea linked to the TD themes
Collaborative planning resources.

# data[].attributes.body
Includes inquiry. Inquiry is the leading pedagogical approach. Students are actively involved in learning and takes responsibility for their learning. Inquiry is unique to every student.
Inquiry, explores. experiments, makes connections, makes predications, collects data and reports, clarifies existing ideas, deepens understanding, makes and tests theories, researches and seeks theories, takes and defends positions and solves problem.