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Example EY:    Evidence of student voice and choice in the classroom.  Students are able to articulate where and how they are given agency in their learning. 

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Example EY:    Evidence of student voice and choice in the classroom.  Students are able to articulate where and how they are given agency in their learning. 

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Example EY:   Student/teacher interaction shows evidence of knowing and appreciating one another.

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Example EY:   Student/teacher interaction shows evidence of knowing and appreciating one another.

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Interactions between teachers and students illustrate a sense of knowing students - academically and personally.

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Example EY:   Teachers are using data sources to group students in purposeful ways (clear understanding when/how to group students homogeneously and heterogeneously)

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Example EY:   Teachers are using data sources to group students in purposeful ways (clear understanding when/how to group students homogeneously and heterogeneously)

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Learning objectives/expectations are clearly visible in age-appropriate ways.

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Teachers verbally connecting content and tasks to background knowledge and experience of students.

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EY students are given a number of ways to demonstrate their learning. Include discussion about how their learning might apply to science or another area.

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Learning objectives from Gold/Headstart are clear in planning documents of EY grade level and learning engagements are clearly linked to attainment of those goals.

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Use of strategies eg: Positives Minuses Interesting or Visible thinking Strategies or the first DeBono 6 Thinking Hats eg: Yellow, Black, Green.

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Be specific in your comments and suggest corrections: “I see you wrote the letter ‘B’. Now, try making those two humps touch the middle line and then the bottom line.” or Show improvement by comparing their progress with their own past performance.

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EY STEAMInn connections are made by both teachers and students (e.g.: looking through the lens of a scientist (categorising) or artist (for patterns)).

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Look like:
- Engaging in a group
- Sharing ideas
- Keen, enthusiastic
- Meetings

Sounds like:
- Positive - "You are doing an excellent job building the blocks!"
- Professional
- Encouraging
- Genuine

Feels like:
- Good vibes - "I like your drawing! I like the colors that you use"
- Confidence - "I know you can do that!"
- Safe, secure
- Genuine

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MW/NM/RC/SD/KP/MP/ZX Look like: The children show confidence in routines and classroom expectations, e.g. strategies for self-management. Peer assessments, visual aids, etc. Planned activities that allowed choices and set-ups that can challenge children based on their interests, children are given choices and tasks to take ownership. Children will take turns and show how they are balanced for self and others. Children will be actively participating.

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MW/NM/RC/SD/KP/MP/ZX Look like: The children show confidence in routines and classroom expectations, e.g. strategies for self-management. Peer assessments, visual aids, etc. Planned activities that allowed choices and set-ups that can challenge children based on their interests, children are given choices and tasks to take ownership. Children will take turns and show how they are balanced for self and others. Children will be actively participating.

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Sound like: Positive language, repetitions, affirmations, children will be repeating expectations to their peers. Teachers will role-model questions and support children to ask questions during presentations.

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Goal - Pattern
Clearly mentioned in the planner (based on age appropriate gold objectives). For example - PN focus only on daily routines. Pre-K focus on ABAB patterns, etc. Activities will be planned or adjusted based on children's prior knowledge, feedback, understanding. Formative assessments will help us plan new learning engagements.

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Providing students with relevant/real world situations in which to apply new skills.
Active learners, children are motivated and confident to explore and to problem solve.
Demonstrate their capabilities and understanding through explorations and interests.
Different materials (100 languages)
Setting up various centres with a range of objectives for children to select and to explore their preferences.
Active discussion and thoughtful/meaningful questions.
Allowing opportunities for children to engage and participate with real-life situations.

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Creating an age appropriate and safe learning environment for the children to be confident and for them to be risk takers. Open spaces and a variety of materials for the children to explore and use that to communicate with each other. Set up provocations to encourage them to be better thinkers.

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Children are the active participants and learn from one another. Room for exploration is made available, learning is open ended and student driven. Student learning is documented. Student voice is respected especially in regards to prior knowledge. Student voice and creativity is welcomed and teacher is flexible and tries to tailor instruction to students abilities and interests. Given the opportunity to express themselves freely and the opportunity to develop skills, students will grow into confident learners.

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Individualized learning that caters  to different learner in the classroom.
Examples: Learning centres adapted keeping in mind different ability of learners.

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inviting children to solve problem and help themselves

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Teachers provide an environment that is supportive of English Language Learners, and which reflects the rich and diverse cultures that our children come from. 

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Teachers provide an environment that is supportive of English Language Learners, and which reflects the rich and diverse cultures that our children come from. 

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LOOKS like: Print-rich, books from different countries and in different languages, dress-up clothes and toys from different cultures, time given for children to process and understand.
FEELS like: safe, inclusive, nurturing, welcoming, happy.
SOUNDS like: different languages being spoken, cultural songs.

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-concept driven across disciplines
-common vocabulary
-school home connection
-open-minded

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Classroom environment and teachers provide structure and groupings that cater to individual needs. Intentional grouping allows children to take responsibility and ownership of learning. Mixed ability groupings allow for children to teach and collaborate with their peers. Extensive support can also be given with intentional groupings as well as opportunity for challenge.

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Build a positive relationship between the teacher and child by getting to know them personally.
Create a different learning activity and use a variety of materials to cater for their individual abilities.

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Mandarin goal - human growth (life cycle)
Feedback - pre-asses to check child's prior knowledge before content is taught. Do formative assessment during lesson through dialogue, questioning and observation to receive feedback.
Final project as a summative assessment to check child's concrete understanding in order to reach the goal and prepare for continued learning.

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PK/EJ/JH/BK/AW/SW/Xl. Children's interest are valued and they build upon their prior knowledge ( Inquiry based approach)

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PK/EJ/JH/BK/AW/SW/Xl. Children's interest are valued and they build upon their prior knowledge ( Inquiry based approach)

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Students learn from each other in a variety of structured and unstructured settings with the teacher as a facilitator.

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Inviting children to share their learning with their classmates, to help them better understand and explain/show their own learning.

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Age appropriate expectations to support each learner and understanding the various development progressions.

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-a world map

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International-mindedness - being inclusive and respectful of various cultures represented in class; celebrating festivals from around the world.

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International-mindedness - being inclusive and respectful of various cultures represented in class; celebrating festivals from around the world.

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Parents are invited to share their own culture with the class (cooking sessions, in relation to a unit, in relation to a festival, read a story, arts and crafts), for all children to feel proud of their own culture as it is being honored and recognized. These give children opportunities to be more open-minded and accepting of others.

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-Kids know all the vocabulary
-different languages

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Look like:
- Kids playing at the learning centres

Sounds like:
-  An idea - "I know!"

Feels like:
- Everyday
- Busy
- Interesting

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-inclusive/warm/respectful/educated

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Teachers being Facilitators, Getting children to reflect on their actions, thoughts, answers. Not spoon feeding, and giving them time and opportunities to think and reflect.

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-make differentiation
-celebrating achievements
-the needs of students come before learning, forming trusted relationship with kids

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Feedback should be specific so as to help children build a deeper understanding of why/how/what, etc.

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Teachers asking open ended questions allows children freedom to express themselves and independently think outside the box. Encouragement to be a risk taker.

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Just as we thought!! Great minds think alike!

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Set clear and precise instructions. Provide visual aids and demonstrate for them to understand better.

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Model the expected behavior and be consistent. Children should understand the consequences and come back with understanding of expected behavior.

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Feedback should use positive language - "Say what you want to see".

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Mandarin - teacher guiding children to think about their learning. For example, showing children an example of what they are learning and how they can adjust their activity as necessary.

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Setting clear expectations, unpacking central idea, building vocabulary, scaffolding, asking questions.

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- integrates STEAM inn approach
-Teaching and learning materials have literature and images portraying positive attitude towards other cultures.
- In depth planning to aid unit
-differentiated learning objectives, strategies, instructions assessment and support materials that address the needs of all learners.

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 PK/MG/JM.            Individualized learning plan (ILP) as per students’ learning requirement

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 PK/MG/JM.            Individualized learning plan (ILP) as per students’ learning requirement

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Using data such as formative assessment for planning. Meeting with parents, student supports and specialists to guide our teaching and learning.

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-Strong parental partnerships, where families and teachers work together to ensure high quality holistic education is provided.
- Following the students lead in order to provide learning centred education.
-Making the PYP more student led and units of inquiry more open and be more child directed

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1. Assessment for learning- Through formative assessments and informal observations during classroom times, teachers will be looking out for children's understanding of the unit learning objectives (LOI, key concepts, transdisciplinary themes, skills, attitudes, etc), in order to inform learning and planning of further engagements to differentiate learning and also to apply their understand in a other contexts
2. Encourage home-school collaboration by sharing unit learning with parents, and suggesting activities or experiences for parents to apply children's learning from the classroom to their everyday context as well as special experiences outside of school. The children can then share these experiences with the class to enrich classroom learning.
3. Cross-level exchange, e.g. exhibitions, presentations of different grade levels, for children to explore their learning content at a more advanced level in order to stimulate interest, inquiry, and learning.

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Child hight documentation and access to portfolios so that children can reflect on their learning. Video documentation of children that they can go back and watch so that they can revisit and build on their learning.

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Learning centers in the classroom environment can be changed in response to children's interests and inquiry. Materials are natural and open-ended, so it can be used in a variety of ways (in the ways that the children determine; allows for creativity, inventiveness, critical thinking, etc).
Children's works are on display, - to encourage conversations, thinking, and for them to feel valued and proud. Portfolios are accessible; they have a voice as to what goes in them.

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Open door policy - meeting with parents before we start and ask what they celebrate so that they could share their culture in the classroom

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Students to be aware of the objectives and learning outcomes - what is expected of them in the unit.
Clear expectations/boundaries

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Giving clear and positive feedback encouraging students to think deeper.
Questioning to help clarify understanding.
Reflecting on teacher's planning
Timely and consistent feedback to students to help them achieve the learning objectives.

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Units of inquiry cover different content areas - science, math, language arts, social studies, arts, etc. Concepts are not taught in isolation, as teachers acknowledge that children are holistic learners. STEAM-INN is part of the children's daily learning when they are inquiring, building, drawing, painting, making, engaging various activities.

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Learning centers are planned to tie into many different Gold domains.

Learning centers are connected over time; i.e. learning centers are extended to challenge the children as they develop a greater understanding about the area.

Learning centers are linked to children's real life experiences. Field trips are meaningful to the children's learning.

Teachers look out "teachable moments" that may differ from the original plan for the materials.

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-Interconnecting learning between two unit of Inquiry therefore do not forget prior knowledge from the previous units.
-Using 'I can" statements for students