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it is organised which learning profile attitudes is related to the topic

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I wonder how is ATL measured?

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I wonder how we assess the learner profile attributes?

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I wonder how we assess the learner profile attributes?

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how we can explain the topics to kindergarten students

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How to present the concept of past and future to k1 children?

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If we could make some changes along the way on the POI

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Student "voice, choice and ownership" how do we add that into this?

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I wonder how we monitor or observe the ATLs and learner profile attributes and 'should' we monitor/assess Learner profile attributes?

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how to combine mandarin curriculum with POI?

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Well informed for parents, but may be a bit overwhelming to see all the information

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How learning is "responsibly" planned---rather than fully mapped ahead in detail?  (Student Agency---Voice, Choice, Ownership?)

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it is confusing with two titles for each Unit ("Who we are" and "I am"). Which one is used in the classroom?

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It's great that the POI is done in advance. Teachers can better prepare great materials and fun activities.

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How can we collect feedback from children effectively through the unit in the Early Year setting.

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Children can better understand themselves and things around them throughout the units.

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In the unit Where We are in Place and Time, 'future' is kind of a deep concept for K1, but anyway it depends on the way we get into inquiring it.

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Parents have a better concept from the overview about what their child is doing at school.

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I wonder whether career counselling concept like "getting to know myself" or "getting to know more occupations" can be introduced to G.5 to G.6 students.

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Do we already have a class in K2? I wonder where their TD units are?

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ATL as a tool to explain to parents what our students do in class - please correct me if I am wrong.

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Balanced articulation of the ATLs, KCs, LPAs and TD strands.

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I see there are lots of concept and topics , we can go further.

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I see the "self-management" topic is big in the G.1-G.3 curriculum.

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I see that the POI already done for the whole year. I think this is great awareness for the parents so that they can properly support their child.

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I think for the parents it should be sufficient enough and clear enough to understand.

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The stance and relate concept help us narrow down the areas of inquire.

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I see there are related concepts that inspire us to explore. There are 5 units in K1, and in primary  there are more units.

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I see the Lines of Inquiry & Key concepts help us to better understand the central idea

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I see that the whole year's curriculum is put in a very concise self explanatory and objective way to the parents in a single sheet, colour coded for easy understanding.

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I wonder what the units and planning would look like if the students used their voice and choice to create the lines of inquiry themselves.

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I wonder how much of the planning with AT help with or how much co-teaching will AT's be involved with

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I see topic labelled clearly and use of bold lettering to make titles more clear to understand. The colour co-ordinated columns also help make the topics and themes clear to read and differentiate.

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I wonder how to make some of the the language accessible to the students at the age and level they are at. Mother tongue? Discuss and creating own definitions and examples?

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How closely do specialist teachers align lessons with ATL's

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How can we make some of the CIs more conceptual? (e.g can, is, are, have, influence, impact, affect, are "definitive" terms---instant information is now a keystroke away so how else can we inquire deeply?) *Weak verbs according to the works of Dr. Lynn Erickson.

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I see everyone in the group very engaged. 

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I see everyone in the group very engaged. 

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What are those unit titles for?

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certain aspects are highlighted for understanding or for deeper inquiry

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how much of this is used in planning each unit

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it is understandable to communities outside of our school.

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colours help to differentiate between units