Primary Years Programme Making the PYP happen - ITARI

Making the PYP happen
PYP practices
Planning
Teaching
Assessment
Decreased emphasis on:
Increased emphasis on:
Decreased emphasis on:
Increased emphasis on:
Decreased emphasis on:
Increased emphasis on:
planning in isolation from other
teachers
planning collaboratively using an
agreed, flexible system
over-reliance on a limited set of
teaching strategies
using a range and balance of teaching
strategies
viewing planning, teaching and
assessing as isolated processes
viewing planning, teaching and
assessing as interconnected
processes
planning disconnected from the
curriculum
planning based on agreed student
learning outcomes and in the school
context of a coherent school-wide
programme
over-reliance on one grouping
strategy
grouping and regrouping students for
a variety of learning situations
over-reliance on one assessment
strategy
using a range and balance of
assessment strategies
the teacher making all the key
decisions
involving students in planning for
their own learning and assessment
viewing the teacher as the sole
authority
viewing students as thinkers with
emerging theories of the world
viewing assessment as the sole
prerogative of the teacher
involving students in peer- and
self-assessment
planning which ignores students’
prior knowledge and experience
planning which builds upon
students’ prior knowledge and
experience
focusing on what students do not
know
building on what students know
over-reliance on one strategy of
recording and reporting
using a range and balance of
recording and reporting strategies
planning a large number of units,
which will be covered superficially
planning fewer units, to be explored
in depth
over-reliance on one teaching
resource from one culture
using multiple resources representing
multiple perspectives
seeking student responses solely to
identify the right answer
seeking student responses in order
to understand their current
conceptions
addressing assessment issues at the
conclusion of the planning process
addressing assessment issues
throughout the planning process
teaching about responsibility and
the need for action by others
empowering students to feel
responsible and to take action
concluding each unit only by
summative testing
involving the students in shared
reflection at the end of each unit
planning which presents the
curriculum as separate, isolated
disciplines
planning which emphasizes the
connections between and among
disciplines
viewing students as passive
recipients
involving students actively in their
own learning
assessing for the sole purpose of
assigning grades
enabling students to see assessment
as a means of describing learning
planning which assumes a single
level of language competency
planning which recognizes a variety
of levels of language competency
a teacher-directed focus on rigid
objectives
pursuing open-ended inquiry and
real-life investigations
embarking on new learning before
assessing the levels of students’
current knowledge and experience
assessing the levels of students’
current knowledge and experience
before embarking on new learning
planning which assumes a single
level of ability
planning which recognizes a range
of ability levels
employing teaching strategies
suitable only for first language
learners
maintaining constant awareness of
the needs of second language
learners
evaluating units in isolation from
other teachers
evaluating collaboratively using an
agreed, flexible system
planning units which focus on one
culture/place
planning units which explore
similarities and differences between
cultures/places
employing teaching strategies
suitable for one level and type of
ability
addressing the needs of students with
different levels and types of ability
planning units which are token to
minorities and have internationalism
tacked on
planning units which explore broad
human experiences from a range of
perspectives
planning units in which exploration of
major issues is incidental
planning units which focus directly
on major issues
Figure 25 PYP practices
© IBO 2000 73