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Everything will be ok :) We are being asked to do what every other IB school around the world does naturally- (yes there needs to be PD and support but we can do it- easily). The chains are off and we have the freedom to use what resources we feel comfortable with. Trust in yourself and those around you. Look for solutions and thrive in the pit like we expect our students to 'the uncomfortable zone". Only there, will we find true success. There is no looking back, we are going to be great!! AISM for Africa!

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Everything will be ok :) We are being asked to do what every other IB school around the world does naturally- (yes there needs to be PD and support but we can do it- easily). The chains are off and we have the freedom to use what resources we feel comfortable with. Trust in yourself and those around you. Look for solutions and thrive in the pit like we expect our students to 'the uncomfortable zone". Only there, will we find true success. There is no looking back, we are going to be great!! AISM for Africa!

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this situation has been created by historic failure of leaders, yet teachers being made to do all the work to put it right

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this situation has been created by historic failure of leaders, yet teachers being made to do all the work to put it right

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Are we making this more complicated than it needs to be?  Clarity, direction and leadership is needed.

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We have seen things come and go, how do we know we will be replacing it with something better. Just thinking about all the variety of sight word lists I have had to teach over the years.

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We have seen things come and go, how do we know we will be replacing it with something better. Just thinking about all the variety of sight word lists I have had to teach over the years.

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I feel like we ran today before we could walk

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I feel like we ran today before we could walk

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Are we all clear on what a scope and sequence is and what a curriculum is??  Maybe we need to make that clear first

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Are we all clear on what a scope and sequence is and what a curriculum is??  Maybe we need to make that clear first

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Too much information given in a short space of time.

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Too much information given in a short space of time.

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I think when you present the scope and sequences we did not start with the why? why are we using these.. what are they. does everybody know! 

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I think when you present the scope and sequences we did not start with the why? why are we using these.. what are they. does everybody know! 

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absolutely agree that perhaps solutions should be thought of before moving away and feeling overwhelmed with the unknown...

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how are we going to share with our other grades.. it will it not mean working in isolation?? can we have staff meetings where moderate writing.. talk about next steps none of this has happened 

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how are we going to share with our other grades.. it will it not mean working in isolation?? can we have staff meetings where moderate writing.. talk about next steps none of this has happened 

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Perhaps we should come up with solutions before getting rid of stuff? 

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Perhaps we should come up with solutions before getting rid of stuff? 

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Is this the only big change to happen, this is going to be a big shift for so many.. we need time to work forward

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Is this the only big change to happen, this is going to be a big shift for so many.. we need time to work forward

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does everyone know what good assessment look like? Do we all really truly know this.. 

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does everyone know what good assessment look like? Do we all really truly know this.. 

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A PD on the phases and assessment, data collection etc

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In regards to a robust language program, could we take a survey of all staff to see what their strengths and weaknesses are in regards to literacy teaching to create a type of peer-PD, like what was done when exploring different phonics "program" options?

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How will we know across grade levels that the expectations are being met? How do we avoid repeating and or skipping at this stage.

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This was too much information was given to staff too quickly... there was no time to stop and reflect.. It seems like now everything has been taken away but what do we have left.. How do we really know  language is being taught properly! What does language actually look like in our school, do we actually know.. With no assessment school wide left how can you guarantee and work beyond assumptions.. 

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This was too much information was given to staff too quickly... there was no time to stop and reflect.. It seems like now everything has been taken away but what do we have left.. How do we really know  language is being taught properly! What does language actually look like in our school, do we actually know.. With no assessment school wide left how can you guarantee and work beyond assumptions.. 

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As TA's are we allowed to create rubrics to assess students with the guidance of the teacher?

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As TA's are we allowed to create rubrics to assess students with the guidance of the teacher?

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We need to align the text typology rubrics in English and Portuguese.

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We need to align the text typology rubrics in English and Portuguese.

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What happened to the training of Letters and Sounds

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What happened to the training of Letters and Sounds

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We're told it's there. But now what?

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How are we going to track the learners progress?
How are we all going to be on the same page

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a clear outline of what is in the scope and sequence in relation to alignment, expectations and more.

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Staff need some support with moving forward with this, time needs to be given to teachers to know how to use the scope and sequence. For many this is new...

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If you are taking away the majority of assessments/tools, how are teachers supposed to move forward with their assessments? They have begun their units and have started planning. So how is this going to look like, sound like, feel like for teachers?

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I'd like the chance to deconstruct the LA Scope and Sequence and build our rubrics as a team for each unit/genre

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It is important to ensure that we are all on the same page with future assessments, expectations etc. How will this occur/what will it look like?

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When will we start creating the rubrics?

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They appear broad and need o be more specific.

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Are we now allowed to send HFW for practice at home?? How does this align with the home learning policy.

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I suggest each grade level group works step by step on the current genre and develops what they can as the review group may take too long.

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We need a foundation to be able to a execute the learning experiences, meaning PDs

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Staff PD for phonics needs to start ASAP

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Staff PD for phonics needs to start ASAP

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Teachers need help with the foundations of a robust language programme

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Would love to have some PD on the phonics expectations

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I am concerned that we have begun our units, this is currently week 2. We need to create the new point rubrics as quickly as possible as they might impact/change/adjust the focus of our current unit.

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I am concerned that we have begun our units, this is currently week 2. We need to create the new point rubrics as quickly as possible as they might impact/change/adjust the focus of our current unit.

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We need PD for PYP Math and Language Scope and Sequence