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Cherish - Chuck - Change

Reflecting on our events, we should cherish the successful ones, moments of high student engagement, and the invaluable support from our school community. However, we need to chuck logistical issues, unsuccessful activities, and resource wastage. Moving forward, let's change by setting new goals for event planning, incorporating innovative ideas, and implementing effective feedback mechanisms to continuously improve our events.

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Grand parents days, Assembly by both EYP 1 A and 1B, Expressions, SLC , Merak SLC, Visit to the fire station, guest lecture by parents and grand parents.

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We need EYP Teacher's Den on the EYP floor. Half days on celebration days. Cherished MERAK, Holi, Grandparents day, Assembly, Need more field trip and assemblies Permanent Didi's for EYP 2(trained didi's) Can we have BALA visual aids on the EYP floor(Quantification of number, shapes, colours and many more. The walls can be more vibrant).

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Cherish: All the events went well, few of EYP 3 that we would like to mention are-Noun town, SLC, Sustainable birthday celebration, sports day, expression, Grandparents Day etc.

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Cherish - Chuck - Change

Use the routine to reflect on what went well and what you would like to chuck and change in the new academic year 2025-26.

Reflecting on the past year, it's important to cherish our achievements, celebrate academic successes, and recall impactful learning experiences. We should also appreciate the support from PDs, resources, and Toddle. On the other hand, we need to chuck ineffective methods, address recurring challenges, and eliminate distractions. Moving forward, let's change by setting new academic goals, focusing on skill development, and implementing new strategies to enhance learning outcomes.

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POI 2025-26

Reflect on the POI Process

Head (Cognitive Reflection)

Prompt: What new knowledge or understanding did you gain during this process of POI review?

Heart (Emotional Reflection)

Prompt: Were there moments that made you feel excited, challenged, or proud? Why? Consider how these feelings influenced your engagement with the review of POI

Hand (Practical Reflection)

Prompt: What actions did you take during this process? How did you apply what you learned in practical ways? What skills did you develop or improve? Reflect on how these actions and skills helped you understand the POI better.

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Cherish - Chuck - Change

Use the routine to reflect on what went well and what you would like to chuck and change in the new academic year 2025-26.

Reflecting on the past year, it's important to cherish our achievements, celebrate academic successes, and recall impactful learning experiences. We should also appreciate the support from PDs, resources, and Toddle. On the other hand, we need to chuck ineffective methods, address recurring challenges, and eliminate distractions. Moving forward, let's change by setting new academic goals, focusing on skill development, and implementing new strategies to enhance learning outcomes.

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Cherish - Chuck - Change

Use the routine to reflect on what went well and what you would like to chuck and change in the new academic year 2025-26.

Reflecting on the past year, it's important to cherish our achievements, celebrate academic successes, and recall impactful learning experiences. We should also appreciate the support from PDs, resources, and Toddle. On the other hand, we need to chuck ineffective methods, address recurring challenges, and eliminate distractions. Moving forward, let's change by setting new academic goals, focusing on skill development, and implementing new strategies to enhance learning outcomes.

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Cherish- All units and the inquiry, Sports day, Expressions, Edutour

Chuck- CEM reports, Interim reports, NOF Olympiads, Parent involvements in Expressions, Too many PTMs,

Change- Uploading the ATL reflection sheets, Merak and SLC should be combined,

insufficient time for completion of the UOI(due to overload of events).Change two SLCs to one

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Cherish: Team collaboration, Student-Led Conferences (SLC), Bangalore trip, Human Library session, panel discussions, poetry anthology, Project-Based Learning (PBL), KOKORO,assemblies, structured home learning engagements, team meetings, and leveraging each member’s strengths to achieve school goals.Change: Streamlining the upload process for ATL reflection sheets, revising the VEP format, merging Merak with SLC, ensuring adequate time for completing the Unit of Inquiry, increasing transdisciplinary (TD) integrations, and conducting collaborative meetings with single-subject facilitators before the unit begins.Chuck:

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Cherish - Coffee Morning – The upcoming Coffee Morning is a great initiative that fosters community engagement and strengthens connections among staff and parents. Chuck- Overwhelming Participation Requests – While inclusivity is important, managing every event with all children can sometimes be challenging, affecting the event's structure and focus. Last-Minute Planning & Unclear Roles – Lack of structured planning often leads to confusion and inefficiencies, reducing the effectiveness of events. Change -Dedicated Events for Our Children – Organizing special events tailored for our students ensures they also get meaningful experiences suited to their needs. Field Trips for Children – Introducing field trips will provide experiential learning opportunities, fostering social skills and real-world exposure.

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Cherish : Merak, Green Hour, Kitchenette Lit Fest, Digging Deep in Inquiry-UOI-II,III Merak SLC map project, Differentiations, Hands On Engagements: Umbrella Day, Hopscotch, Mini Projectors,

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1. UOI- All the units went on well. Learners had great learning. Sustainable resources were made by the learners, which made them more responsible towards environment. Literacy- Request to approve a pre-scripted notebook( we can avoid taking printout) and saves facilitators time. Chuck-Daywise schedule Breakfast time- can be 8:00-8:30

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Cherish:

Flexibility to tweak the lesson plan as per the learners.

We got more collaboration time subject wise.

Peer learning (visiting other sections and showcasing the learning)

We were all to complete all the task well on time.

Toddle library was helpful for getting reading resources- Literacy.

Toddle library was helpful for reference in UOI and Numeracy, the units went well.

Online resources, math in focus lesson plan from last year and task sheets - were helpful.

Change:

• Reducing the academic timings for learners- suggestion: till 2:00 pm, time for HRT and Co HRT time for collaboration is required.

• Indent- to be received on time. (Time for indent request – instead of 10 working days if it can be made to 5 working days.

• Need more field trips.

• Timetable – if we can avoid the frequent change in the timetable.

• The quality of class table and chairs to be more strong.

• Approval of resources at the earliest.

• More space for keeping the resources in the classroom (shelves in the cupboards and extra cupboard for teacher with locker).

• Discrepancy in language teachers time across grade levels.

Chuck:

• Not a compulsion to create new learning experience every year, instead having the flexibility to use the last year plans as it is if that has worked really well for our learners.

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Cherish: Interim report cards, Home learning policy (spelling, numeracy, literacy) Change : Collab time not to be after breakfast time or lunch, need sufficient time for documentation, Learners should have half days before, big events ex: Merak- Teachers could use more time to prepare, need more storage with proper shelfs in cupboards, 24 students per class because we have only 24 cubbies, Chairs to be changed to more comfortable one's, Chuck: Day wise schedule, , grade book, Skate board equipment's from learning studios,

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Cherish: The freedom to lead inquiry in the class according to how learners respond. The availability of resources on demand. Chuck: The daywise schedule it isn't very clear. Overload of PD sessions during the great hour, as the teachers do not get time for their independent class work. Chuck skating gear from the learning studio, the Gradebook on Toddle, it is tedious, and the interface is not user-friendly. Chuck, the interim report- it is incomprehensible for the parents. Chuck allocating HRT’s for every event while they are also supposed to look after their regular duties. Change: Need more time for collaborative meetings and classwork, need more organizers in the class (like drawers, trolleys, baskets, trays), . The format of the collab meetings. The teachers need to be more open to feedback and new learning. Share resources and not hide. The classroom needs to have whiteboards. Stationery should be available on campus for teachers to access. PYP 2 learners need carpets and better table chairs. Cupboards need more space/shelves. Change giving last last-minute task and new/change of instructions in between the task.

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Cherish- All units and the inquiry, Sports day, Expressions, Edutour

Chuck- CEM reports, Interim reports, NOF Olympiads, Parent involvements in Expressions, Too many PTMs,

Change- Uploading the ATL reflection sheets, Merak and SLC should be combined,

insufficient time for completion of the UOI(due to overload of events).Change two SLCs to one

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Cherish: Team collaboration, Student-Led Conferences (SLC), Bangalore trip, Human Library session, panel discussions, poetry anthology, Project-Based Learning (PBL), KOKORO,assemblies, structured home learning engagements, team meetings, and leveraging each member’s strengths to achieve school goals.Change: Streamlining the upload process for ATL reflection sheets, revising the VEP format, merging Merak with SLC, ensuring adequate time for completing the Unit of Inquiry, increasing transdisciplinary (TD) integrations, and conducting collaborative meetings with single-subject facilitators before the unit begins.Chuck:

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Cherish: Efficient use of Toddle planners, strengthened teamwork, a streamlined PYP X process, a well-organized PYP X parent orientation, and stronger transdisciplinary (TD) connections with numeracy and literacy. Maintain meaningful Toddle posts, timely home learning engagements, engaging Coffee Mornings, and impactful initiatives like the Wayanad Awareness Drive.

Chuck: Interim report cards, MERAK for PYP 5

Change: Frequent timetable adjustments, shift the PYP X Exhibition to February, and assign responsible mentors from the start of the session. Strengthen TD connections with single subjects, involve single subject teachers in collaborative meetings, and plan the "Great Hour" effectively. Focus on supporting SEN learners' progress, increase storage space, and schedule sports events within academic sessions. Ensure KOKORO content is relevant and engaging, reduce excessive events, and optimize the number of assemblies per grade, staff room for teachers on 2 nd floor , allotment of Didi’s exclusively for the grade, Facilitators for SAP

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Cherish Assembly, Celebrations, Poetry Chuck: The substitution Change: Meeting as per the need

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Cherish - Chuck - Change Cherish - The performances of learners. The structured curriculum, toddle posts, evidences collected. Change - The last-minute changes in the plan. Need a TV screen in the music room. Proper time slot allotted for practice. If any changes need to done, then that has to be intimated in the first week of planning. Collaborative meetings with HRTs and Arts Team Chuck - The last minute changes to the plan

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Cherish Art Exhibition. Change - Avoid last-minute work. Provide more time for collaboration within the department and homerooms. Give us some breathing space after every event..

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ICT - Cherish -Celebrated learners' creativity through Tux Paint and Scratch Junior, with positive parent feedback highlighting that learners are applying these tools at home and showing enthusiasm to explore further. Chucks: Ensuring proper device usage, managing charging difficulties, optimizing time effectively, maintaining learners' attention. Change: Strengthen collaboration within the team and align activities more effectively with unit plans. Teacher Librarians - Cherish - Positive feedback from parents on the new initiatives, reading programs, and learning engagements has been a great source of motivation for us.When learners confidently retell the stories they have read, it reflects their growing comprehension and love for reading—these are truly moments to cherish.Observing learners explore and enjoy different genres has been encouraging and rewarding.The reading challenges conducted were well-received by learners and created an enthusiastic reading environment. ChuckFrequent events sometimes disrupt the regular library sessions. A balance between events and academic time would help maintain consistency.There is a need to teach learners about the ethical usage of AI—for example, understanding how some recently published books were entirely AI-generated without human involvement.Last-minute communications can be minimized to ensure better pre-planning and smoother execution of library sessions and activities. ChangePropose one collaborative meeting that includes representatives from all grade levels along with single-subject teachers. This would streamline communication, align academic goals, and foster cross-curricular collaboration.

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Cherish - Witnessing the excitement of learners as they generate ideas during the ideation phase and actively engage in the prototyping process. Chuks: Providing adequate support during Makerspace sessions, as managing multiple groups with different problems within a single class makes it difficult to give each learner enough time to share and refine their ideas. Change: Focus on developing at least three key skills in Term 1 and implement one design integration unit, particularly for PYP 1 and PYP 2.

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Cherish- 1.We could help our mainstream student with Therapies and Remediation. 2.We could have our Inclusive Needs Coffee morning and Assembly planed out. 3.We were able to meet our IEP deadlines. 4.We had two Alcoves designated for us to take our session well. 5.Psycho-educational Assessments done for most of our Inclusive Needs Students. Chuks: 1.Substitutions, year-end referrals from HRTs. 2.the resources we indented for manipulatives in the AY 2024-25 we did not receive it till today. 3. Struggle with frequent TT change. Change: 1.Substitution for Inclusive Needs Teacher to be kept minimal. 2. Would love to be part of planning and celebrating important dates very close to inclusive needs department like IDPD, Autism Day, Downs Syndrome Day, World Mental Health Day.

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Early years support materials Theme descriptors have moved from commonalities of human experience to a balance between human and natural worlds. Curriculum design toolkit-Welcome mat,POI review, ATL, Curriculum connections

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Tashi- the change in theme descriptors where focus is moved tgowards human and nature rather than humans alone. Shivangi- The welcome mat where all new IB educators get to know about the IB programe. Nidhi- The new understanding of Inquiry skills Humera- The learning progression Adeline-Excited to know about the new subject guides. Saba- The use of learning continuum with subjects. Madhu- Curriculum connections - knowing more of the allignment with the national/state/ local curriculum. Tashi- the change in theme descriptors where focus is moved tgowards human and nature rather than humans alone. Shivangi- The welcome mat where all new IB educators get to know about the IB programe. Nidhi- The new understanding of Inquiry skills Humera- The learning progression Adeline-Excited to know about the new subject guides. Saba- The use of learning continuum with subjects. Madhu- Curriculum connections - knowing more of the allignment with the national/state/ local curriculum.

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Ridhi Aswani - 1) INQUIRY PROGRESSIONS - Making inquiry learning clearer – I understand they will provide real examples of how to teach important skills like asking questions, observing, and making decisions. 2) The Welcome Mat in the Curriculum Design Toolkit helps new IB educators understand and apply the curriculum easily.

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Sai Laxmi - 1. Subject learning continuums - Scope and sequence changing to subject guidance 2. Inquiry progressions - Innovative resources supporting Inquiry

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Read the content and list any 2 ideas you are excited about in your respective text box.

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PYP 4- Curriculum design toolkit and subject drivers. Inquiry progressions will also be an exciting read. (Jyothi)->Enhanced Subject Guides with Learning Progressions – These guides replace traditional scope and sequence documents, offering a more structured and transparent framework for conceptual development and learner progression. Elevated Focus on Inquiry and Transferable Learning – Inquiry-driven competencies, including formulating compelling questions, conducting meaningful investigations, and engaging in reflective thinking, are intentionally embedded across disciplines to foster deeper understanding and transdisciplinary connections. Refined Transdisciplinary Themes – The redefined theme descriptors strengthen interdisciplinary coherence, emphasizing the dynamic interplay between human experiences and the natural world. Additionally, The Welcome Mat within the Curriculum Design Toolkit serves as an accessible entry point for new IB educators, equipping them with essential insights and strategies to effectively navigate and implement the curriculum.

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Poonam - Inquiry Progressions and Refreshed Subject learning continuums Pooja - Curriculum Design Toolkit, Subject learning continuums Hafeeza-New Tools-Curriculum design tool kit, Inquiry progressions

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1. New Subject Guides with Learning Progressions – Replacing scope and sequence documents, these guides provide a clearer framework for student learning and curriculum design.2. Emphasis on Investigation Skills & Learning Transfer – Inquiry-based skills, such as generating questions, investigating, and reflecting, are embedded across subjects to deepen learning.3. Updated Transdisciplinary Themes – Streamlined descriptors enhance interdisciplinary connections, reflecting the evolving relationship between humans and the natural world.

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1. Multi-Sensory Learning Centers (EYP & Early PYP)What: Centers with tactile, visual, and auditory materials linked to the Unit of Inquiry. Why: Supports diverse learning styles and developmental needs. 2. Visual Inquiry Journals (PYP 1–5)What: Journals with visual prompts, sentence starters, and drawing/photo options. Why: Supports expressive language, memory, and reflection.

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POI 2025-26

Your Voice in Shaping the Programme of Inquiry 2025-26

Parent feedback, Student Feedback, and other stakeholders.

National Curriculum .

Check for patterns from the feedback received from the students, teachers, parents and the national curriculum.

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I have checked for balance in subjects and concepts covered, theme descriptor, ATL additional and specific concepts, ATL, and completed the grid - mark SDGs, TD Connections.

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_Goal setting Process  for PYP @ TSRA 2025-26

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Mapping science subject continuum TSRA - 2025-26

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Mapping science subject continuum TSRA - 2025-26

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Mapping social studies subject continuum TSRA- 2025-26

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Mapping social studies subject continuum TSRA- 2025-26

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Mapping social studies subject continuum TSRA -2025-26

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Mapping social studies subject continuum TSRA -2025-26

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Social studies subject guide - TSRA -2025-26

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Social studies subject guide - TSRA -2025-26

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Unit of Inquiry 1

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Curriculum Overview 2025-26 PYP 1

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Curriculum Overview 2025-26 PYP 2

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PYP 1 Home Connect Letter - 1

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PYP 2 Home Connect Letter -1

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Curriculum Overview 2025-26 PYP 3

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Curriculum Overview 2025-26 PYP 4

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PYP 3 Home Connect Letter 1

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PYP 4 Home Connect Letter 1

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PYP 5 Home Connect Letter -1

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Curriculum Overview 2025-26 PYP 5

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PRC - Designing and revieewing the POI (new TD Themes)

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PRC - Designing and revieewing the POI (new TD Themes)