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Link to POI

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Continuing the journey in the classroom

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Our IB classroom

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How we IB

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Are central ideas relevant to the transdisciplinary themes under which they have been placed?  Pre-K-3 all Central Ideas are relevant to the themes. In HWW it should read Seasons affect change.

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JK lines of inquiry allow understanding through multiple perspectives. They are directly related to the units central idea.

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The first two ideas in this descriptor are covered in every level, but the last two strands- access to equal opportunities and peace and conflict resolution- are less prevalent. It seems students are exposed to units around caring for the environment every year, but the other ideas are not explicit except in level four. Peace and conflict resolution isn’t present, but Katie reports it is covered in level four.

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Over the course of the units outlined, there is evidence of math, science, art and I/S in some capacity.

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Perhaps use a different term other than “form”. Had to use the lines of inquiries helped to understand better the central idea meaning.

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WWA - Struggling to see causation and reflection in CI
CI - HWW is worded awkwardly
Rest look great

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PK3’s Lines of Inquiry are distinct yet connected with the following themes: nature of self, expression of self, environment and natural world, and finally citizenship, responsibilities to the world.  The PK3 student travels from themselves to the world around them encompassing the essence of their physical; emotional, and spiritual self.

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Do the lines of inquiry develop understanding of aspects of the designated transdisciplinary theme?

Pre K 3’s lines of inquiry develop understanding of the theme, WWA (Who We Are).  1) Similarities and Differences 2) Wants and Needs 3) How Each Are Unique //

WWAPT (Where We Are in Place and Time)

HWEO (How We Express Ourselves)
1) What Cretivity Is
2) People Express Themselves through Arts
3) Artists and Their Perspectives (unclear on motivation)

HWW (How the World Works)

STP (Sharing the Planet)
2) Humans impact on the planet’s resources
3) How humans and nature depend on each other (connection)

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LK lines of inquiry do a great job of covering the key and related concepts for the particular unit.

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Each central idea is written as one sentence.

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In the units outlined there is inclusion of math, science, I/S and art over the course of the 4 units outlined.

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PreK -4’s
WWA - Key Concepts we do not see where Change fits in the CI

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PreK 3's-JK- Learning the lines of inquiry at this stage is important for their future because it's their first experience in an inquiry classroom. At this level, the transdisciplinary themes are introduced and throughout the year they build on these as stepping stones across units.

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PreK 3's-JK- Learning the lines of inquiry at this stage is important for their future because it's their first experience in an inquiry classroom. At this level, the transdisciplinary themes are introduced and throughout the year they build on these as stepping stones across units.

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L2 WWA lines of inquiry #3. How is matter related to the unit focus?

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JK is missing the key concept “Reflection.”  Level 3 is missing the key concept “Perspective.” 

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JK is missing the key concept “Reflection.”  Level 3 is missing the key concept “Perspective.” 

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The first unit includes I/S and math through comparing families. The following units include a combination of Language, Science, and science.

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All grades have 3-4 lines of inquiry identified per unit. 

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All grades have 3-4 lines of inquiry identified per unit. 

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Montessori Year A & B
WWA - CI confusion in wording (Helps us stay connected - connected to what?

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All lines of inquiry were written as statements allowing open classroom discussion. 

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All lines of inquiry were written as statements allowing open classroom discussion. 

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Intermediate level lines of inquiry - do they develop conceptual understanding

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Intermediate level lines of inquiry - do they develop conceptual understanding

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In grades 3-5, all key concepts/related concepts are either straightforward or implied in their written lines of inquiry. Some may need to be taught if they are implied so the students understand how it relates to the central idea.

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PK4’s Lines of Inquiry are distinct yet connected with the following themes: human characteristics, expression of self, environment and natural world, and finally citizenship, natural resources. The PK4 student begins with the essence of humanity traveling first to their own environment and then to the world around them examining natural resources and their responsibility to Mother Earth.

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Units incorporate I/S, Arts, PE, Science and Language in some capacity.

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On some units they wrote how the key concepts related to the lines of inquiry if the word wasn’t used in the line of inquiry. Others were very hard to follow how they related to the key concepts.

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Using the term “money” in the central idea doesn’t reflect the commonalities of humean experiences. Parts of the world use bartering instead of money for resources.

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L3 - Central Idea - Who We Are
Nice idea, but the opening words were a little confusing. It took a moment to understand what was trying to be expressed.

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“Humankind shares a responsibility to care for the planet”
Responsibility may be a value.

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"Learning a new culture can change our perspective" - has a good view and connection to build a core unit for world language class.

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L4 HWEO have very relatable lines of inquiry.

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“Responsible citizens cooperate to help the community”
Responsible may be a value.

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Descriptors
In the transdisciplinary themes, all of the descriptors are present, except peace and conflict resolution, which is taught in level 4. We may want to look at the distribution of the descriptors throughout has many are repeated in back to back years.

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“Successful communities are independent, yet connected”
Successful may be a value.

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“Traditions and celebrations are important in our lives”
Important may be a value

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L2 has a line of inquiry about Matter and that was confusing to us.

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Montessori Year B

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“A community needs organization and responsible citizens”
Needs and responsible are values

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JK
HWOO
Where does Form fit in

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We know L5 integrated Science into the unit but it is not reflected in the LOIs. Maybe it needs to be more apparent in the related concepts.

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Based on inclusion of arts and language in all units, the I/S, Math and science is also included.

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Descriptors covered in the theme of the programme

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Descriptors covered in the theme of the programme

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All of the Descriptors implementing the whole of the POI were covered.
Considering that the  preschool model only needs to cover 4 descriptors, the POI meets these standards.

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“Common humanity defines our global rights and responsibilities”
Common humanity is a value based concept

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Pre K 4’s, Montessori, JK and K are relevant. In K, is there supposed to be a period at the end of the CI sentence.?

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There are very few glimpses of Science integration in the WWAIPT and HWEO themes. L2 and L4 show a little Science in WWAIPT. L3 and L4 demonstrate inventions and innovations. Maybe it needs to be more apparent in the related concepts.

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L2
HWW - How is Connection shown in the CI

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For WWA central ideas we feel it is difficult to separate values when some of the indicators are beliefs, values, and responsibilities.

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Language and Math are included in all areas and the I/S, Science or Art as an additional topic area.

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It may be helpful to have different levels meet for a planning session once a month, per se, to review planners and scope and sequence.

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It may be helpful to have different levels meet for a planning session once a month, per se, to review planners and scope and sequence.

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After reviewing the POIs by levels, we think it might be helpful to know the order in which the units are taught.  We feel this would make it easier to see if there is conceptual progression. 

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After reviewing the POIs by levels, we think it might be helpful to know the order in which the units are taught.  We feel this would make it easier to see if there is conceptual progression. 

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Great central ideas that show global signifance and the commonalities of human experiences.

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Some statements are declarative and read as fact. Others are more thought-provoking because they are worded as something someone might wonder. They invite questions such as how, why, and what.

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Montessori A Lines of Inquiry are distinct yet connected with the following themes: self and their families, their place in the world, environment and its effects on the natural world, and finally responsibilities to the world as well as distinct differences between living and non living elements of the world.  The Montessori Year A student  begins with themselves as part of a family, traveling next to their place in the world, examining the natural world and their effect on it as part of humanity.

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L5 HWOO # 3-4 could be more specific.

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Question: Why would students want to learn this?

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Question: Why would students want to learn this?

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Policies at SHS provide consistent expectations and protocol for teachers, students and families at all age/grade levels. Inclusion is important as we support our strategic plans to provide support and accommodations needed at every level. As a part of this the teachers partner with outside experts to provided needed scaffolding. Assessment policies ensure that we don't just look at grades but students experience the entire development process. All policies are accessible to families online and through regular PLC meetings teachers are kept apprised of all changes.

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At SHS, the IB policies develop a cohesive understanding for all students, parents, and staff to promote the best practices in education all rolled into one program. The policies help define the core role of each member as we work to uphold the central four expectations - inclusion, assessment, language, and academic honesty.

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We have four foundational policies that include an academic policy, language policy, assessment policy, and an inclusion policy.  These policies are important because they reflect SHMS’s philosphy and values. It allows consistency in the guidelines and expectations of all parties involved at SHMS. Inclusion is the policy that affects us most in the classroom. The policies can be found in the Parent/Student Handbook, on the SHMS website, and in the Faculty/Staff Manual. Mrs. Forde has informational meetings about the policies with parents.  Faculty and Staff learn about the policies and changes during the monthly IB meetings, faculty meetings, and other internal professional development meetings.

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Sacred Heart Schools wishes to provide a safe and encouraging learning environment in which students can explore ideas and make visible the development of their own thinking.

There are four Sacred Heart Schools policies that include assessment , language, inclusion, and academic honesty.

In the classroom, the Inclusion Policy is most pertinent to our success.  It enhances the quality of our learning environment.  This policy includes parents, teacher and school leaders—most importantly the role of the student.

To find the policies, teachers refer to our handbook and keep them readily available.

The policy is posted for parents and students on the school’s website and Parent Portal.

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Policies inform best practices and provide a framework for language, inclusion and assessment. Inclusion impacts us the most because differentiation  crosses all the classroom levels. We learn about our polices by constantly revisiting, reviewing and reflecting on them as we implement them into our classroom. We provide ongoing communication with our parents about these polices through mini-schedules, parent nights and they are posted on our school website and provided to the parents in the school handbook.

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Policies are important because they allow all stakeholders a common understanding o goals and expectations.

With the variety of teachers at the table, we felt the policy that impacts all of us the most is the inclusion policy because we all differentiate lessons at every level in order to include a variety of learners.

We discover policy changes from our IB Coordinator during IB Level meetings.

Policies are communicated to parents via the handbook and some policies are included on the class syllabus.

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Policies at Sacred Heart are important to ensure that all stakeholders are on the same page including teachers, students, administration, and families. We feel that the assessment policy impacts our work in the classroom the most because it pertains to the daily educational experience of every student. The way we familiarize ourselves with these policies is through consulting the Faculty/Staff Handbook and asking for clarification when necessary. These policies are communicated to parents in many ways including parent nights, the parent handbook, walk abouts, our school website and class syllabi.

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Our SHS policies help guide our practice in terms of assessment, language, inclusion, and academic honesty.
Insert favorite policy here!
We learn about our policies through information sessions. Each teacher has a copy in the handbook. Changes include teacher feedback, and we are informed of any changes in our weekly meetings.  Policies are communicated to parents through the handbook, website, and various parent education sessions.

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The policies are important because they provide consistency with administration, faculty, staff, families, and students. The policies explain the beliefs and practices surrounding assessment, language, inclusion, and academic honesty. The assessment policies affect us the most because we are classroom teachers working directly with the students in all academic areas. We learn about changes in the faculty handbook revisions history box. The policies are communicated to families through our website, PowerSchool portal, handbook, IB brochures, and informational meetings.

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At SHS our policies inspire diverse learners to become globally minded, compassionate leaders. Policies of Assessment, Language, Inclusion, and Academic Honesty helps to validate our school mission. The assessment policy has a profound impact on teachers throughout the campus. These policies are available through written documents found in both teacher and parent handbooks.

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Is there a balance in pyp subjects areas?
A good balance in all grade levels however in 4th and 5th there was a stronger integration in subject areas in the transdisciplinary themes.

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The policies are an essential part of every organization  They address pertinent issues, state what is acceptable and allow for a cohesive school.Policies impact all teachers, but certain policies impact some teachers more than others. For example, academic honesty policy impacts the librarian, the assessment policy impacts the classroom teacher. The policies are online (websites) and in the handbooks.The administration informs the faculty and staff of the changes. Additionally, you can revision history at the end of each policy.Finally the policies are communicated to parents as they are located in the handbook and the website. Parents are encouraged, in the VIP, to refer to the handbook and policies.