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Introduction to the PYP scope and sequences

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Introduction to the PYP scope and sequences

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Introduction to the PYP scope and sequences

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3 things I learned:

1.      Inclusion of non-homeroom teachers should not only be included in the planning of units but also in the reflection of it

2.      PE teachers viewed as PYP teachers who teach physical education rather than just single subject teachers

3.      That PSPE should be included throughout the curriculum, rather than only in homeroom classes.

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2 things I found interesting:

1.      Use of assessment/achievement based on the learner profile… would like to dig into this more

2.      Developing overall well-being through identity, active living, and interactions…this is a BIG part of what we do in PE every day!

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1 question I still have:

1.      How do you make time for collaboration between single-subject teachers and homeroom teachers?

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1. Students need opportunities to identify and reflect on “big ideas” within and between the different strands of PSPE, the transdisciplinary themes, and

other subjects.

2. To ensure a cohesive educational experience for students, a PYP school has a responsibility to ensure

that there are regular opportunities for collaboration between single-subject teachers and homeroom/

classroom teachers

3. It is acknowledged that in many schools, single-subject teachers take responsibility for the physical

component of PSPE. It is vital that these single-subject teachers see themselves primarily as PYP teachers

who teach physical education.

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1. That the practices are changing to benefits the students. With less emphasis on sports and more on learning skills and learning how to cooperate.

2. That IB sees PE teachers as PYP teachers as equal to classroom teachers. Its great to see and obviously true, I feel like that gets forgotten by admin and other teachers often.

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What happens when there simply cannot be a way to incorporate lessons or ideas from the homeroom class into the PE setting. How much collaboration is considered enough. I remember from an IB training years ago where the presenter said its easy. "For example when you have them line up to go back to their homeroom, that's migration, and you just collaborated." That didn't seem right.

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1. The starting point for all

learning should always be the students’ prior experience and current understanding.

2. children’s literature can provide useful support to learning and teaching about PSPE. Stories and

poems can be read to introduce new areas of learning or to provide a prompt for discussion -I can see how this would be a great initiation and start for a unit but want to learn how to feasible incorporate authentically within not a lot of meeting time and still trying to maximize MVPA

3. Guided inquiry is the main approach to learning and teaching PSPE

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Seeig how PYP schools have a responsibility to ensure

that there are regular opportunities for collaboration between single-subject teachers and homeroom/

classroom teachers- I’m just wondering what would be considered regular, or best practice for this

(wondering how we fair compared to other schools and programs)

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something interesting is the emphasis on and importance of regular contact with colleagues who share their commitment to teaching PSPE

through inquiry - which I totally agree but don't see many opportunities to do this given

-Another interesting point is how much freedom an autonomy we have to teach the concepts and skills