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This is a photo of the river just beyond the rope swing – looking downstream. The area is called the Promised Lands and for me what you can see in the second image represents the next steps and our role withinin it - some clear, still waters, some faster moving water that feels a little more turbulent, but always with a forward momentum. It is an ecosystem in itself, but it also nurtures and connects to a wider set of natural systems.

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This is a rope swing into a beautiful river, near where I live. I feel like the girl jumping in to the water. The adrenaline is pumping, some butterflies in the tummy, but the overwhelming feeling is excitement at what lies ahead. The waters are deep, but when pause to look carefully, it is clear and there is much fun to be had in the adventure of exploring it.

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I have selected a quote from one of my favourite poets that represents my thinking with regard to my answers to the reflective question prompts:

“I’ve learned that you can tell a lot about a person by the way (s)he handles these three things: a rainy day, lost luggage, and tangled Christmas tree lights”. – Maya Angelou

I see my attitude and awareness as being critical in how I go about bringing these enhancements to life for PYP educators and schools, cultivate agency and be responsive. It is essential that I pause, reflect, lean in, listen and notice.

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●      Go through the process like we did for ‘improving existing planners’ whenever I facilitate one of these workshops to ensure I am improving my practices when facilitating these and not relying on old habits.

●      Spend time reviewing the new planners and actually go through the process of developing one with the support of a team willing to ‘have-a-go’. Trial and error so that when the transition period is up, I feel confident in supporting others in the use of the template or planning process

●      Continue to explore and familiarise myself with the IB webinars, links, resources and documents available

●      Keep active with my PYP networks (both online and face to face). The more we collaborate, question, share, the better equipped we will be to support the PYP Enhancement during this time of transition

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What worries me...What do I want to find out....

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What worries me...What do I want to find out....

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●      How do we ensure the changes such as flexibility in relation to teaching science outside the PoI, or subjects like Math being able to be taught by people other than the homeroom teacher, are for the better, and are not misinterpreted?

●      I am also interested to see how schools are going to interpret the design of their own planner document – the examples that I have seen so far have been absolutely amazing, but these have been carefully constructed by highly knowledgeable and innovative groups. Also with the greater flexibility to organize, design and present the program of inquiry, I worry that some schools may take this on a tangent that might result in documents and POI’s that may not promote the philosophy of the PYP.

●      The period of transition: this is going to be a challenging landscape to map out and traverse. We are definitely going to need each other – we are fortunate that the IBEN community is amazing at sharing, clarifying and supporting each other.

●      I need to take time to review the modules again once this training is up (I believe that Katherine said this would be available for 6 months after) and revisit observations and learning from you all. What a wealth of ideas to think about and keep.

●      I want to now review the S&Ps in greater detail, through the lens of different workshops I might facilitate in Category 3.

●      Ensure I keep abreast of updates on My IB.

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●      The unlimited potential for schools to create a powerful and motivating learning experience that suits their context and learners, while maintaining a high level of standards and practices that are global!

●      The provision of some key documents that clarify and support the IB community to ensure quality workshops, clearer guidelines for schools implementing the PYP, more quality resources that support teacher pedagogy

●      The focus on learning and learner agency.

●      The new planners or expectations regarding the planning process...love the Early Years changes

●      Flexibility regarding the timing of the UoIs which will support school’s to be able to develop learner agency.

●      The PRC replacing the OCC. The fact that the PYP: From principles into practice is digital.

●      Collaboration no longer seen as a stand-alone S&P, but as essentially and embedded throughout

●      A stronger focus on well-being/PSPE in the S&Ps

●      A stronger focus on research-based best practice

●      A change in perspective regarding assessment: a much stronger focus on assessment FOR and AS

●      Reflection embedded vs Reflection as a separate Key concept

…...The list could go on and on. ;o)