As a Grade 1 team, we reflected on how we can use learning progressions to strengthen our practice. Using IB learning progressions gives us a clear roadmap of how students develop skills over time and allows us to teach these skills explicitly, rather than assuming they will develop naturally. The progressions help us plan lessons, check progress, and support students at different levels, while also giving students a way to see their own growth and take ownership of their learning. We can use them as a guide when resolving conflicts and making choices about their learning (decision-making), asking questions to explore ideas (questioning), and understanding roles and responsibilities (role/turn-taking). We can also use them to set and assess standards, and teach skills explicitly (what does a specific skill look like?)Additionally, we can use these progressions when designing self- and peer-assessment activities, student reflections, and summative assessment tools to make learning visible and purposeful.

How will these progressions support my practice this year?

This framework supports teaching by encouraging learners to take active roles in their learning process.

Through Role -taking

Learners take on specific roles in collaborative settings to achieve goals and overcome barriers. By stepping into different roles (such as leader, researcher, recorder, presenter or problem-solver), they practice responsibility, teamwork and accountability. This helps them build confidence, strengthen communication skills, and understand how different contributions are important in reaching a common purpose. Role -taking also supports inclusion, as every learner has a part to play in group success.

Through Questioning

Learners use tools (like a wonder wall) to gather, organize and revisit ideas. Teachers provide various opportunities -structured, unstructured, free and guided – to help learners use prior knowledge, ask question, identify problems and seek clarification. Through questioning, learners develop curiosity, critical thinking, and a deeper understanding of concepts. They learn that questions can open pathways to discovery, guide inquiry and foster discussion, helping them become active participants in their own learning rather than passive receivers of knowledge.

Through Decision -making

Learners set goals, reflect on challenges and make decisions about their progress. They create models, drafts and sketches to test ideas and guide the direction of their work. Through this process, they learn to evaluate different options, weigh risks and benefits, and consider multiple perspectives. Decision-making also builds independence, resilience, and problem- solving skills, as learners take ownership of their choices and understand the consequences.

Through Observation

Learners use their senses to explore, experiment and connect with their surroundings. Observation allows them to notice details, patterns, and changes that lead to new insights. They describe and discuss relationships between visible and abstract concepts

They also describe and discuss the relationships between visible and abstract concepts which strengthens analytical and reflective skills. By observing carefully, learners develop patience, focus and an appreciation for the world around them, while also making meaningful links between real-life experiences and academic learning.

Competency Progression

1. Communication & Expression

• Role and Turn Taking: Students will participate in group discussions, respecting roles and turns, and will gradually develop confidence in public speaking, drama, and talent shows.

• Questioning to Explore and Play with Ideas: They will ask meaningful questions about texts, performances, and peer presentations, using inquiry to deepen understanding and generate new ideas.

• Observations with Examples: Students will observe characters in stories, films, or plays and provide examples to describe their traits, before dramatizing or role-playing them.

• Decision Making with Examples: They will contribute to group projects (e.g., preparing a performance or class presentation), making shared decisions on structure, roles, and delivery.

2. Thinking Competence

• Students will identify key issues in texts or events, compare perspectives, and develop arguments for and against specific ideas or behaviors.

3. Learning to Learn

• They will use multiple sources of information, compare what is known with the unknown, and reflect on their progress through portfolios.

• Students will present their learning journeys in short oral reflections (5–10 minutes).

4. Life, Entrepreneurship, and Environment

• They will prepare simple autobiographies, plan weekly tasks, and connect classroom behavior with real-life responsibilities.

5. Personal and Civic Competence

• Students will actively collaborate, respect diverse opinions, and engage in collective decision-making to achieve common goals.

6. Digital Competence

• They will organize and present information using digital tools, communicating ideas effectively with peers.

The progression will show how students will move from guided participation to independent, critical, and creative learning, using inquiry not only to build linguistic skills but also to grow as confident, collaborative, and reflective individuals.

For us as teachers, the progressions act as a roadmap. They help us identify where each child is in their inquiry journey and what support or scaffolding is needed for them to take the next step. This allows us to differentiate more effectively and ensure that every student is both challenged and supported.

For the students, the progressions make learning visible. They can begin to understand what good inquiry looks like and gradually build the confidence and skills to take more ownership of their learning. This is especially important in Grade 2, where students are still developing foundational skills in literacy, numeracy, and social interaction.

These progressions also guide our planning and assessment. They allow us to look beyond content knowledge and focus on transdisciplinary skills that students can transfer across subjects. At the same time, they support reflection – for us and for the students – on how we are learning, not just what we are learning.

Ultimately, we believe the inquiry learning progressions will help us create a classroom where curiosity, reflection, and student agency are at the centre of our learning community.

These IB Learner Progressions will inform and elevate our practice as Grade 3 teachers to provide a common language. We will be able to use this language to describe our learners’ developmental levels as we collaboratively plan. This will be essential for our team as two out of the three of us are new to the IB curriculum.

The IB Learner Progressions also provide continuity and consistency across grade levels, as the student progresses in the IB program. And as the student’s progress through grades, they gain a deeper understanding of the disciplines and Units of Inquiry. As Grade 3 teachers we can see where students have come from, where they currently are, and use  this information to develop differentiated, scaffolded and growth-oriented UOI activities, tasks and assessments.

 Overall, as teachers we want to acknowledge where students currently are in their learning journey so that we can support and guide them to deeper levels of conceptual understanding and learning. By allowing the students to take control and responsibility of their own learning.