This book relates to risk-takers because at the beginning the rabbit is afraid of the dark but at the end takes a risk and steps out into the dark night.

Profile: Balanced 
He is always helping others, but not taking care of himself. He learns to balance and give himself some self-care.

LP: Open-Minded, Risk-Takers
Age group: KG1-Gr2

IB Learner Profile: Inquirers, Risk Takers, Thinkers

Age group: Early Years - Grade 3

A book about nurturing your curiosity, adventure, and exploration. This story promotes having a growth mindset - trying your best and taking risks. 

STP - Sharing the planet

WWA - Who we are

HWEO - How we express ourselves

HTWW - How the world works

WWPT - Where we are in place and time

LE – Learning Engagement

POI - Program of Inquiry

LT – Learning and Teaching

LP – Learner Profile

PRC – Primary Resource Centre

CI - Central Idea

LI - Lines of Inquiry

PYP – Primary Years Programme

TSM – Teacher Support Materials

South - My STANCE is to achieve school authorization within 15 months while also walking alongside you throughout the journey.

East - I am EXCITED to share IB resources and philosophy with you, and to exchange ideas and experiences about what you have already accomplished at the school.

West : I am WORRIED that you might feel overwhelmed or nervous, but please remember that the IB is a journey, and growth happens step by step.

South: My stance is to achieve the IB curriculum and apply into my teaching English and Vietnamese at school and bus manager role.

East : I am excited to work as a team to learn new things for my teaching and managing role for school bus.

West : I am worried that for a bit short term , for me to be adaptable

South: My stance is to be open-minded to learn and implement the IB program.

East: I am excited to exchange ideas and work as a team.

West: I am worried about the amount of extra time needed to implement the IB program.

N - to learn

E - to start

S - to listen

W - to implement

• centers on learners

• develops effective approaches to teaching and learning

• works within global contexts

• explores significant content.

I used to think IB is very similar to IPC teaching and learning methods. Now I think it is familiar with a higher level of offering the learners and teachers a better chance/ freedom to be creative in the curriculum.

At the centre of international education in the IB are students aged 3 to 19 with their own learning styles,strengths and limitations. Students of all ages come to school with combinations of unique and shared patterns of values, knowledge and experience of the world and their place in it.

Multilingualism and intercultural understanding

For the IB, learning to communicate in a variety of ways in more than one language is fundamental to the development of intercultural understanding. IB programmes, therefore, support complex, dynamic learning through wide-ranging forms of expression. All IB programmes require students to learn another language. Intercultural understanding involves recognizing and reflecting on one’s own perspective, as well as the perspectives of others. To increase intercultural understanding, IB programmes foster learning how to appreciate critically many beliefs, values, experiences and ways of knowing. The goal of understanding the world’s rich cultural heritage invites the IB community to explore human commonality, diversity and interconnection

Multilingualism in Education:

• Improved Cognitive Skills

• Enhanced Academic Performance

• Greater Cultural Awareness

• Increased Career Opportunities

• Stronger Foundation for Learning Additional Languages

• Improved Socio-Emotional Development

• While challenges exist, multilingual education can be a powerful tool for creating more inclusive and effective learning environments. 

The main points I founds in this document, resonating a lot to me  are: 

•  IB aims to cross disciplinary, cultural, national and geographical boundaries

• United team, working collaboratively

• Choosing significant content

I think I could focus more on reflection for the children.

I wonder if though more reflective thinking practices they will find better solutions and ideas eg designs.