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Hi everyone, my name is Helen Morschel and I am, as always excited to lead this workshop especially as a co leader with Alex who I have known and worked with in different settings for quite a while. I have been an IB workshop leader, since 2006 and also work across a range of roles for the IB. After many years as a school leader in international schools in Indonesia and China, I set up a consulting company while we lived in Jakarta and then my husband and I transferred this back to Australia where we currently live. We work with schools in the Asia Pacific area and into the UAE.

I can genuinely say that the ongoing re-development of the PYP is exciting. I recall the the struggles with 'how' to transfer the theory of the programme into practice that we grappled with introducing PYP into my first 2 schools. This is clarified now and there is a fluidity between all the components of the programme. This is that we will explore over the 2 days - unlocking the complexity of terminology to explore the simplicity and authenticity of the PYP.

We look forward to working with you all, sharing our enthusiasm and hopefully helping you as you embark on both personal and school wide journeys as IBPYP educators.

Helen

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Prior to embarking on this workshop can you briefly share an introduction;  name, current role at SHORE + 2 responses - your tension/challenge right now as you embark on understanding the PYP and.......  your hope for learning takeaways from the workshop. 

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Prior to embarking on this workshop can you briefly share an introduction;  name, current role at SHORE + 2 responses - your tension/challenge right now as you embark on understanding the PYP and.......  your hope for learning takeaways from the workshop. 

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The workshop will explore how and why....

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The workshop will explore how and why....

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• An IB education develops agentic lifelong learners who are internationally minded and demonstrate attributes of the IB learner profile.

• Approaches to teaching and learning help students develop the attitudes and skills they need for both academic and personal success.

• An inquiry-based learning environment develops students’ curiosity and deeper understanding of local and global contexts and conceptual understandings.

• Collaborating as a community of learners supports learning for all

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Situating learning in local and global contexts supports learners' understanding of human commonalities

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Situating learning in local and global contexts supports learners' understanding of human commonalities

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who we are –an inquiry into identity as individuals and as part of a collective

What is an IB education?

How do relationships built over time construct a sense of belonging?

How does the learner profile provide a guide for who we become? (agency and action )

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 Planning and teaching for conceptual understanding 

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 Planning and teaching for conceptual understanding 

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How the world works – an inquiry into design, innovation, possibilities and impact.

•What if we reimagine a curriculum and build it around broad  understandings?

How does conceptual understanding provide opportunities for learners to transfer thinking between and beyond subjects?

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Approaches to learning build dispositions in learners and provide connections across disciplines 

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Approaches to learning build dispositions in learners and provide connections across disciplines 

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Who we are – an inquiry into physical, emotional and spiritual health and well- being

•What if our curriculum provided balance between knowledge/understanding and the acquisition of skills?

Why is  learning how to learn fundamental to a learner’s education?

•How do we develop the whole learner?

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Transdisciplinary learning design deepens students' understanding of complex ideas

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Transdisciplinary learning design deepens students' understanding of complex ideas

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How we organise ourselves – an inquiry into systems, structures and networks

•Why do we look for interactions between disciplines?

Does a transdisciplinary  approach enable  connection to  knowledge,conceptual understandings and skills alongside the development of the attributes of the learner profile?

•Can a transdisciplinary learning and teaching environment thrive without  collaboration between all teachers?

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How the world works – an inquiry into patterns, systems and processes

What if we challenge learners to explore the unknown through robust questions that trigger tensions and wonder?

How can the skills of inquiry be intentionally planned for, and developed, through well-designed learning opportunities?

What if we challenge learners to explore the unknown through robust questions that trigger tensions and wonder?

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The planning process and evidencing learning 

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The planning process and evidencing learning 

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“Teaching for conceptual understanding is supported by the approaches to teaching. In particular, collaboration

and inquiry activities support the development of a learner’s conceptual understanding. In turn, teaching for

conceptual understanding enhances the process and outcomes of inquiry.” (PSP realised)

How we organise ourselves – interactions with and between social systems

How and why do we design units that encompasses all dimensions of the PYP?

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Hello Shore team,

I am really excited about meeting and working with you all next week - and what an absolute treat to be co-leading the workshop with the wonderful Helen!

I'm based in Canberra and have worked as a teacher and school leader in independent schools for 30 years. I'm currently taking a year's leave from Canberra Girls Grammar and am working for Google for Education across the Asia Pacific. And like Helen, I also work in a range of roles for the IB.

Of all the workshops I lead, I think facilitating the Cat 1 PYP workshop is probably my favourite. You will undoubtedly walk away with a greater understanding of the PYP and the IB, ideas for implementing the programme in your context, and a toolkit of great strategies that you can use in your classroom.

I'm looking forward to visiting Shore (my husband is an Old Boy actually) and working with you all.

Alex

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Hi Helen and Alex,

I have worked at Shore for 1.5 years as Head of the Northbridge Campus (E-2). I have previously worked in a PYP School for 12 years and was actively involved with the NSW PYP Network. I know what the PYP can bring for students, staff and parents! A challenge right now for us is to take things slowly and give ourselves the space to try new things with courage, knowing that it's OK to make mistakes along the way. I hope that staff will leave the workshop feeling more connected, with a shared understanding of the elements of the PYP and the motivation to build an inspiring POI for our students.

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Hi Helen and Alex,

I am Emily and I am Head of Teaching and Learning K-6 and PYP coordinator at Shore; however, only for the next few weeks. I have been at Shore for 4 years and unfortunately am leaving at the beginning of next term for a new position in England. I am very excited to have been involved with getting Shore through candidacy and supporting staff starting this journey.

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Hi Alex and Helen,

My name is Natalie Valenti, and I am the Head of Learning Enrichment at Northbridge (ELC–2). I’m new to PYP and have recently begun my learning journey as we start implementing the programme at SHORE Prep.

I’m excited to continue developing my knowledge as an educator and am eager to gain a deeper understanding of the PYP framework. I’m particularly interested in how we can grow and enrich the teaching and learning experiences for our students within a PYP context, while still integrating explicit teaching practices in literacy and numeracy.

Another area I’m keen to explore is how we can balance inquiry-based learning with explicit teaching—especially for our younger students who have developmental delays and limited expressive language. I believe that one of our team’s greatest strengths is our collaborative approach, and I’m confident that, together, we can implement PYP in a reflective and thoughtful way that best supports our learners.

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Hi Helen and Alex,

I teach Kindergarten at the K12 campus and this is my 3rd year in this role. I've heard a lot about PYP, but have very little experience. I have however written and taught a few inquiry-based programs, so am looking forward to expanding my knowledge in this area.

The first half of the year of Kindergarten can be tricky as the children become familiar with the routines and procedures of a school environment. Explicit teaching is also paramount during this time. With this in mind, I wonder how they will engage with PYP and how much scaffolding they require. I'm excited to learn more through your workshop.

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Hi Helen and Alex,

My name is Emma Willis, and I’m currently a Year 1 teacher at the K12 campus. This is my third year teaching and my third year on Year 1. I’m still quite new to the PYP framework and inquiry-based teaching, and I’m genuinely excited to start this journey and learn from both of you.

I believe the classroom should be a space where students feel safe to be curious, explore ideas, and take ownership of their learning. One of the challenges I’m facing at the moment is navigating and absorbing all the new information around PYP, and ensuring that I implement it in a meaningful and authentic way.

Most of all, I’m looking forward to embracing this new approach, learning alongside my students and growing in my practice with the support of a strong, knowledgeable team.

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Hi Helen and Alex,

I work at Shore at the K12 Northbridge Campus as a Year 2 teacher. This is my second year in this role and I have previously worked at the North Sydney Campus on Year 4. I am really looking forward to learning more about how the PYP framework will be embedded in our school and seeing it come to life. My main challenge would be understanding how we can still balance the explicit teaching demands with this age group while still incorporating the inquiry-based model to areas of learning. I hope to come away with an understanding of how to best guide students through the inquiry process and embedding the framework to our existing programs. I am excited to go on this learning journey with my students and hopefully have many light bulb moments alongside them!

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Hi there,

I'm Scott Bagnall, I've been at Shore a number of years and currently teaching Year 2.

I am completely new to PYP, so my challenge will largely be understanding the positives that this new framework will provide for the students (and teachers), and how to implement it effectively.

I'm looking forward to understanding what freedoms and opportunities the PYP framework will provide for students and seeing it in action.

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Hello Helen and Alex

I have worked at Shore for 22 years! During this time I have been a Year 4 classroom teacher for 2 years, a Kindergarten classroom teacher for 11 years, 8 years as an ICT & Learning Support teacher and this year a Learning Enrichment teacher. Another role I have currently is Co-ordinator of Operations at our K, 1, 2 Northbridge Campus.

Tension/challenge 1: Learning all of the acronyms and terminology associated with PYP and working out how to implement the PYP into the constraints of our current timetable.

Hope/Learning Take Away: Useful strategies to start using in the classrooms.

Having said that, I am super excited to learn more about PYP!

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Examples of developing conceptual understanding

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Examples of developing conceptual understanding

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examples of developing conceptual understanding

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Hi Helen and Alex,

I am a music specialist at Shore and work between both Northbridge campus and North Sydney campus. I have been at Shore for 1.5 years. Previously I worked at an IB PYP school in London for 15 years. I am excited to be working with Shore at this stage of its PYP journey and working with the team to embed this new and exciting curriculum here

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Name: Sonia Todkill
Current Role at SHORE: Learning Enrichment Teacher (Year 6).

Have been at SHORE for 2.5 years, but teaching for 20.

Have worked at a in PYP school in Belgium, and within an inquiry framework at my previous school, but am still very much a novice. Am very excited for the shift to PYP.

Current Tension/Challenge:
I’m conscious of the shift required in assessment thinking—moving beyond traditional tasks toward more authentic, student-driven demonstrations of understanding. My current tension lies in ensuring that students who receive learning support are still able to meaningfully access these types of assessments. I’m grappling with how to balance the PYP’s emphasis on student agency and inquiry with the need for explicit instruction, scaffolding, and structured support that these learners require in order to engage with tasks independently and confidently.

Hope for Learning Takeaways:
I’m hoping to gain practical strategies for designing inclusive assessments and learning experiences that uphold the principles of the PYP while remaining accessible to students with diverse needs. I’d also love to see examples of how differentiation can be embedded into units of inquiry without compromising depth, rigour, or student voice.

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Hi there,

I have been working at Shore since 2018 and am currently a Year 6 teacher. I am also the Co-ordinator of Operations at our 3-6 Campus.

I am wanting to understand how we will be timetabling the changes to be an inquiry model and to be implementing it effectively. I am also challenged by the idea of using the PYP model in the Prep and then preparing our boys for a different model of learning in Year 7. As a Year 6 Teacher, thats been on my mind.

With that being said, I am excited about moving into this framework and teaching the PYP!

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Hello!

I am the Science specialist for Years 3-6. I started at Shore as a Year 5 teacher (the same year as the Sydney Olympics) and switched into science 20 years ago when we rebuilt at North Sydney. I have no PYP experience so while that provides a batch of questions about how I will be able to integrate the concepts with a very different and brand-new science syllabus, I am keen to find out how the opportunities will enhance and expand science learning.

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Hello my name is Courtney, I have been at SHORE for almost 2 years, working in Learning Enhancement (Year 5 currently) as well as Dance and Drama.

My main challenge is understanding how to effectively support diverse learners within the PYP framework, particularly in aligning Learning Enhancement strategies with the inquiry-based and student-centered approach of the programme.
I hope to gain practical strategies for integrating Learning Enhancement into the PYP, and to better understand how to support students' individual needs while fostering independence and curiosity across all learning areas. I would also love to hear about practical tips/tricks and ideas to use in PYP programming and lessons :)

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Hi Helen and Alex! I just started at SHORE this year as the Prep Chaplain. I don’t have any experience with PYP, but I’m looking forward to understanding it better, exploring the ways that Christian Studies lessons can be improved through it, and seeing how it will foster curiosity and compassion in students.

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Hi, I’m Kate Schlunke, the Year 3–6 Art Teacher at SHORE, and I’ve been part of the school since 2011.

A key challenge for me at the moment is navigating the implementation of a new Visual Arts syllabus while also learning to align with the PYP framework. I'm hopeful this workshop will offer clarity; particularly around what a practical teaching programme looks like in a PYP context. Visual Arts naturally connects with many aspects of the framework, so I'm looking forward to exploring how to make the most of that alignment in my planning and practice

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Hi there - I've been a Primary school teacher for many years and worked in schools within Sydney and Hong Kong. I have enjoyed being immersed into programmes which offer inquiry- based learning and teaching and look forward to learning more about PYP along side the (ELC - yr 6) village members! At SHORE I was initially working within the Learning Enrichment crew and this year I'm back in the Kindy classroom. When I first returned from HK ( bf working at SHORE) I worked in a PYP school in Yrs 1 and 3. This school were very proud and passionate about their adoption of PYP and I loved the sense of agency and connectedness it gave to the students and staff. One area of concern was the parents' perception of the programme interfering and taking away time from building the foundational skills. Having no formal training in PYP, I was relieved and welcomed assistance from their designated PYP coordinator who guided us each week with our programming .🤗

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Hi Helen, I am Deputy Head of 3-6 with a role teaching PE to Year 3. I worked at Trinity for 5 years and went through the PYP registration process. I am looking forward to learning ways for the PYP to improve my PE lessons.

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Hi, I'm Jordan Fryer. This is my first year at Shore after 8 years teaching at other similar schools. I am currently working on Year 5 as a classroom teacher. My tension with PYP is I previously worked in a school that tried to implement the ideas of PYP without any of the learning for staff. I am also interested in how time is best split across the various KLAs. I hope to learning about the language used in PYP and how that is best introduced to the boys.

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Hello,

I work in the 3-6 Prep, specifically with Year 4 as a Learning Enrichment Teacher, supporting individual and groups of students who need extra support with their learning.

I'm looking forward to seeing how the PYP Framework caters for the different learning needs of the students in the classroom and the role explicit teaching and direct instruction sit alongside inquiry. I am looking forward to building students confidence and seeing how the attributes of a PYP learner are developed.

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Hi Helen and Alex,

I am a Learning Enrichment teacher at K, 1, 2, and spend time with our ELC students as well. I am looking forward to understanding more about what a PYP classroom and program looks like and how this learning framework can encourage inquiry and thinking skills with our students.

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Hi Helen and Alex,

I am the 4-6 Dance & Drama teacher at North Sydney, in my sixth year at Shore. I have 22 years experience teaching Dance, in a co-curricular capacity.

I have no experience with PYP, but have taught in a 'student negotiated learning' space before, and have a strong belief in students being active learners.

I look forward to embracing the PYP approach and am interested to see how we can integrate the inquiry-based approach into our timetable and programmes.

As I will be on maternity leave Feb-Nov next year, I am mindful of doing my best to realign my programmes before I hand them over - to ensure the Dance & Drama program continues to flourish in amongst the exciting move to PYP!

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Hi Helen and Alex,

I’ve been at SHORE for the past year, working mainly with Year 5 as a Learning Enrichment Teacher at the Prep School.

I’m really looking forward to embracing the PYP approach and exploring its full potential. One area I’m still working through is how it can best support the diverse learning needs of students. I’m particularly interested in how the inquiry-based, student-led model can align with Learning Enrichment strategies, and how explicit teaching and direct instruction can complement this within the framework.

I’m excited to see how the PYP fosters confidence, curiosity, and the development of the learner profile attributes in authentic and meaningful ways.

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My name is Katrina Benson. I have been teaching for many years, both here in Australia and in the United States. I have been at SHORE for almost three years—spending the first two years teaching Year 5 on the 3–6 campus, and I am currently teaching Year 1 at the K–2 Northbridge Campus.

While my previous school followed the Kath Murdoch inquiry approach to learning, it was not a PYP school. I have not had formal PYP training, but I have a solid understanding of the inquiry-based learning philosophy. I really value the way this approach fosters student agency and connectedness to their learning. I particularly enjoy seeing students develop collaboration skills and pursue their own questions and wonderings, regardless of their level.

I’m excited to learn how the PYP framework will be integrated into our current programs and timetable at SHORE. One area I’ve been thinking about is how we can implement the program in a way that benefits all learners—particularly our students receiving learning support. I’m also keen to explore how assessment is approached within the PYP philosophy.

I’m very much looking forward to learning more during our upcoming two-day workshops.

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Hi, I'm Julia, a Year 3 classroom teacher. As I begin to explore the PYP for the first time, I’m curious to learn more about the philosophy behind it and how it can be implemented effectively within our school context and through our programming.

I support the idea of inquiry-based learning and giving students opportunities to connect their learning to real-life contexts. I’ve seen how powerful these connections can be in making learning meaningful, and I’m really interested to see how we can embed this more deeply through the PYP moving forward.

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Hello, I'm Ruby! I'm currently a Year 3 teacher at North Sydney. This is my 4th year at Shore, I have also taught in Queensland and the UK. I am really excited to be learning more about PYP over the next couple of days, particularly how we are going to integrate it into our current system of learning.

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Hi Helen & Alex –
I am Dean, currently teaching Year 5. This is my second year at Shore. Eager to learn more about the PYP model. I am hopeful that PYP will help students engage meaningfully with the content. I am also hopeful that it proves to be a student-focused approach and that the administrative/planning side will be straightforward, not too cumbersome and allow for some flexibility.

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Hello! I'm Kirsten. I have taught at Shore for 15 years. I am currently on the Learning Enrichment team, and am the ICT integrator (K-2) and Service Learning Coordinator. Prior to this, I was a classroom teacher (Years 1 and 2) and an Art teacher at K-2. Before coming to Shore I had teaching experience in England, South Africa (volunteer) and New Zealand. I am thrilled that Shore has finally decided to take us on this path. I have long desired to go through the PYP training and work in an environment where all educators are on the same path, so that we can bounce off each other and develop a rich learning culture for our students.

I am excited to learn how we can support ALL learners - through this framework.

I am hoping the investment and value for our students and community means it wont be just another fad that comes and goes. How does the school ensure new staff to the school are trained so that the programme continues successfully for years to come?

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I used to think that this was very different to what we are already doing...now I think there are many similarities and so I will work with the class teachers to see how I can make connections with my teaching with what they decide to do for each of their "big idea" units of work.

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I used to think- we had a long way to go to understand the elements of the PYP.

Now I think- We are a bunch of intelligent, open-minded, thinkers who have worked together and wrestled with ideas to deepen our PYP understanding.

So I will- Look forward to building an outstanding and considered POI for SHORE.

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I used to think: That in PYP, you start with the big idea which was linked to content

Now I know: We start with concepts

So I will: Be more aware of the concepts being covered in my teaching so I can apply them effectively in future planning.

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Now I am beginning to develop an understanding of the planning/designing phase of PYP, by working systematically through the big ideas, concepts and skills. I can see the benefit of learning areas being incorporated into a broader unit of work.