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1.  Approaches to learning: The transdisciplinary skills are renamed as " approach to learning"
2.  Concepts：There are now seven key concepts, reflection is no longer one of them
3. PYP Exhibition: The exhibition is not considered as the summative assessment but is a part to support students' achievements as the formative assessment

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I think the are positive opportunities for schools to implement the programme under their own situation:
1. Flexibility: There are more flexibility in implementing the programme, the flexibility considers different school's situations in different regions or nations
2. ATL: The transdisciplinary skills are renamed as " approach to learning" which aligns with other IB programmes
3.  Agency: Agency will help and encourage the students better in taking responsibilities in their own learning
4. School life: language identity will be integrated into the school life

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1. As IBEN members, we have to be familiar with the enhancements and predict the possible new implementation while leading workshops, reading school's reports or going site visits
2.  The training about the enhanced information is a challenge, for there are so many IB educators from different regions with different language need
3. The enhanced PYP says the school should consider all language identity within school life, I think this requires lots of effort in planning and scheduling the school time

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-Schools can develop their own planners or use the new planner that no longer has the linear inquiry model.  The change in inquiry model is to facilitate greater student agency.

-Early Years expansion to 6 year olds.

-Emphasis on scaffolding agency for the entire learning community.

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-The new planner will hopefully make it easier to support student agency and diversity of thought.

-more time for 5-6 year olds to dive deeply and not be rushed if schools adopt a 4 UOI POI for them.

-more fluidity and personalization of the the curriculum. More generative curriculum. More collaboration with parents

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-Some teachers will be challenged to adapt to using a new planner.  It will take time to read, process and implement the shift to using new planners.  A challenge is finding the time.

-choosing what to remove from a 6 UOI POI if changing to a 4 UOI POI for 5-6 y olds

-challenge of managing a more complicated curriculum map when learners and parents become more agentic.

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There's an amazing amount of research included in the Principles into Practice publication. Shared reading/discussion is a MUST for this publication to be sure everything included is actually understood - heady and academic AND Fantastic!

What's new:
-all aspects of the program, beyond the Essential Elements are even more explicit and supported by research - Great!
-strong shift with assessment - about time!! Four dimensions of assessment, emphasis on feedback - YAY - all of this leads to the development of agency
-"Transdisciplinary" fully explained - the guesswork has been removed
-Emphasis on Language and the explicit mention of Student Language Profiles
-Responsibility for their own learning/agency coupled with explicit teaching/role of the teacher - fantastic!

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-endless opportunities to develop educator's understanding of learning and (teaching, assessment) and all of the other aspects of the program
-The P into P publication, if implemented fully, will TRANSFORM learning
-inclusion of IT related competencies/understandings
-transform the role of the teacher!!
-Assessment practices that will inform learning
-see other things in my "what's new" post"

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-From P into P publication is hefty and academic so STRONG support will be needed for and from Coordinators and IBEN alike.  It might be interesting to start an online study group when it is made public.
-LOTS for IBEN to get our heads around but very exciting
-This is an ENTIRELY POSITIVE challenge: WSL's will now be forced to revisit and re-do workshop plans - no more stand and deliver !!
-Modelling in workshops will need to include all of the new features/updates
-Schools will need TIME to implement the changes outlined in From P into P - let's emphasize this in our workshops
-Ensure teachers do not interpret Agency/taking responsibility for own learning as "laissez faire" - WSL's should make specific references to/model the explicit teaching/relationship between teacher/student sections
-Unpacking TD learning - the From P to P explanation will help greatly but an ideal TD learning experience is way outside the scope of many teacher's personal experience - let's all make some videos!!
-I'm incredibly excited by these challenges and opportunities.

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l  For inquiry-based teaching and learning: an explicit focus on agency–voice, choice and ownership–will encourage active, inquiring students to take responsibility for their own learning.

l  In terms of the collaborative planning, school now have the flexibility to decide the most appropriate time frames and duration for each unit of inquiry depending on the depth and breadth of investigation.

l  Schools will have the option to design their own planner.

l  The support a school culture of language learning and international-mindedness --- Multilingualism, the use of two or more languages.

l  The original set of transdisciplinary skills has been renamed as “approaches to learning – very clearly explained.

l  Strong shift with assessment -- emphasis on feedback - all of this leads to the development of agency.

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l  Fantastic for educators to have opportunities to further develop and enhance our understanding about learning and teaching as life-long learners.

l  Teachers, no matter where they are in the world, can use their local context to teach towards relevant and significant ideas that engage a learner’s intellect and most certainly lead to student agency”.

l  Teachers as creative professionals, will have greater freedom to design learning engagements and teach in ways that enable their students to take greater control over their own learning.

l  Teachers, regardless of where they are in the world, can utilize their local context to teach towards relevant and significant ideas that engage a learner’s intellect and most certainly lead to student agency.

l  The impact of the enhancements of PYP on principals, teachers and students. As it said it will be “Better for students, easier for teachers to implement and more flexible for schools.”

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l  It is always good to have flexibility, say to decide the most appropriate time frames and duration, have the option to design their own planner, to have greater freedom to design learning engagements and etc. However, it is crucial to first gain a good understanding of the transformational process towards implementation of the enhanced PYP.

l  I might take a bit of time for some teachers to adapt to changes such as using a new planner.

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I am not going to repeat what others have wonderfully said, but will add that the Approaches to Learning change makes it much more consistent with the MYP and flows much better as a continuum.
The changes are also giving schools much more freedom in how they implement the PYP ,while being more specific in expectations.

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A major challenge is that with freedom comes second guessing. Many PYP teachers that have been doing things the same way for years and being told how to do it will find it difficult to change. I remember how hard it was when titles disappeared off the planners :)

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Many have already captured changes from the documentation and I agree with much that has been said. What I notice throughout  the enhancements is an increased trend on providing schools agency through flexibility in how they create their programme based on their specific context. For example, this may come in the form of sub-skills for AtLs and more open-ended timeframes for units of inquiry. Additionally, new enhancements include science and individuals&societies being taught inside and outside the POI, 5-6 year olds included in 'Early Years' and can have four units of inquiry per year, an increased focus on translanguaging, an explicit focus on voice, choice and agency via inquiry and developing a culture of assessment capability through monitoring, documenting, measuring and reporting.

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The opportunities for schools seem open to many possibilities for expanding and enriching the programme in ways that are specific to the local context and build upon the interest and passion of students and teachers. I agree with Jason, it provides the opportunity for adults to be in a position as life-long learners.

With an increased focus on multilingualism and translanguaging, I believe there is an opportunity to value language diversity as a resource and support the identity of students who are acquiring multiple languages.

Increased flexibility with the enhancements allows for schools to be more agile in how they are designing their program - a flexible collaborative mindset hopefully also is an emergent opportunity

Developing and designing planners is an opportunity PYP educators have been requesting for years!

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With any change, a cycle can be found. In this change cycle, there will be different stages leading to full implementation. My hunch is although there is much excitement, it is still important to honor and recognize some members of the community may be feeling a sense of initial loss, as the 'known' aspects of the PYP are being replaced by 'unknown' - even though in this specific case the 'unknown' is coming with so much support material!
A potential challenge as well is pedagogical leadership. As many have mentioned, time to digest the rich documentation will be essential for unpacking the many new aspects of the enhancements. This cannot be underestimated by school leadership and needs to be fully supported.

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- Definitely a relaxing of the written guidelines on number of units for Early Years and the duration of the unit. This is now much clearer.
- ATL's aligning across the programmes.
- Agency/Voice/Ownership has greatly increased emphasis.
.......developing assessment capable students and teachers.
- Increased emphasis on supporting multilingualism.

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FLEXIBILITY. Some of those nagging questions that teachers have about "What should/can we do?" have been answered.
A revised planner will satisfy many and the development of the subject-specific planner is more than welcome.
Clarification of ATL's as being PYP as well will bring the programmes closer.

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I think you have it there Angela. There are some new unknowns, but it feels as if the support material has been thought through. Teachers new to the programme can feel left hanging because they want answers. Strong support materials can provide the guidance that they have been seeking.
I think the process of teams learning together again is going to be difficult, but rewarding.