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BBI PD 1/11/11 Inquiry IB PYP
BBI PD 1/11/11 Inquiry IB PYP
BBI PD 1/11/11 Inquiry IB PYP
BBI PD 1/11/11 Inquiry IB PYP
BBI PD 1/11/11 Inquiry IB PYP
BBI PD 1/11/11 Inquiry IB PYP
BBI PD 1/11/11 Inquiry IB PYP
BBI PD 1/11/11 Inquiry IB PYP
BBI PD 1/11/11 Inquiry IB PYP
BBI PD 1/11/11 Inquiry IB PYP
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BBI PD 1/11/11 Inquiry IB PYP

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Exploring the connections between the NZ Curriculum and the IB PYP Scope and Sequence documents.

Exploring the connections between the NZ Curriculum and the IB PYP Scope and Sequence documents.

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  • 1. “ The truth is that our finest moments are most likely to occur when we are feeling deeply uncomfortable, unhappy, or unfulfilled. For it is only in such moments, propelled by our discomfort, that we are likely to step out of our ruts and start searching for different ways or truer answers .” M. Scott Peck
  • 2. http://www.youtube.com/watch?v=BlvKWEvKSi8
  • 3. “ Clear thinking requires courage rather than intelligence.” Thomas Szasz
  • 4. Standard C2: Written curriculum 4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time. Specific Requirements for the Primary Years Programme a. The school has scope and sequence documents that indicate the development of conceptual understanding, knowledge and skills for each Primary Years Programme subject area. b. The overall expectations of student achievement in the school’s scope and sequence documents are aligned with those expressed in the Primary Years Programme scope and sequence documents.
  • 5. New Zealand Curriculum PYP The arts learning area comprises 4 disciplines: dance drama music- sound arts visual arts In the PYP, arts are identified as; dance drama music visual arts NZC PYP Understanding the Arts in Context Responding The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Developing Practical Knowledge Developing Ideas Creating The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Communicating and Interpreting
  • 6. NZC PYP Movement Concepts and Motor Skills in which students develop motor skills, knowledge and understandings about movement, and positive attitudes towards physical activity. Active Living An understanding of what makes a healthy lifestyle; developing motor skills; the causes of, and preventions of possible ill health; taking action and responsibility for healthy living now and in the future. Personal Health and Physical Development in which students develop the knowledge, understandings, skills and attitudes that they need in order to maintain and enhance their personal well-being and physical development. Identity An understanding of what shapes and influences us; recognising strengths, limitations and challenges and how self worth affects attitudes to learning and interactions with others. Relationships with Other People in which students develop understandings, skills and attitudes that enhance their interactions and relationships with others. Interactions An understanding of how an individual interacts with others and the world; rights and responsibilities; an appreciation of the environment and their role as a custodian of the Earth. Healthy Communities and Environments in which students contribute to healthy communities and environments by taking responsible and critical action.
  • 7. NZC PYP Overarching The Nature of Science -Overarching, unifying strand -Link between knowledge and everyday life -Understand how scientists work -Science skills, attitudes and values Science teaching and learning -Opportunity to develop the TD skills -Develop science-specific skills and processes Knowledge Strands The Living World (Living things and how they interact with each other in the environment) Living Things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment. Planet Earth and Beyond (The interconnecting systems and processes of the Earth, and into the universe) Earth and Space The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet. Material World (The study of matter and the change it undergoes) Materials and Matter The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose. Physical World (Provides explanations for a wide range of physical phenomena) Forces and Energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.
  • 8.  
  • 9. New Zealand Curriculum Number and Algebra Geometry and Measurement Statistics Number Strategies Number Knowledge Equations and Expressions Patterns and Relationships Measurement Shape Position and Orientation Transformation Statistical Investigation Statistical Literacy Probability Number Pattern and Function Meas’ment Shape and Space Data Handling PYP Scope and Sequence
  • 10. Learning will include the development of the following knowledge, concepts and skills Possible learning outcomes in Maths Year 7 Where We Are In Place and Time Central idea Migration is a response to challenges, risks and opportunities Key concepts: -Causation -Perspective Related concepts: -Migration Lines of inquiry -Migration is a part of natural life -Migration involves challenge, risk and opportuntiy -There are different perceptions towards migration and immigration Maths strand(s)
    • Student will be able to:
    • NZC
    • Level 4
    • Plan and conduct investigations using the statistical enquiry cycle:
    • Evaluate statements made by others about the findings of statistical investigations and probability activities.
    • PYP Concepts and Outcomes
    • Phase 4
    • -Data can be presented effectively for valid interpretation and communication.
    • -Range, mode, median and mean can be used to analyse statistical data.
    NZC Number and Algebra -Number strategies -Number knowledge -Equations and expressions -Patterns and relationships Geometry and Measurement -Measurement -Shape -Position and orientation -Transformation Statistics -Statistical investigation -Statistical literacy -Probability PYP Number Pattern and Function Measurement Shape and Space Data Handling Transdisciplinary Skills Possible Questions/ Ways to explore central idea through Maths; -Do all migrants to NZ come here for the same reason? -Does moving to NZ guarantee a ‘better life’? How can we measure the success of a move to NZ? -What do people perceive as the affect of migrants moving to NZ? Is this true? -Where do most migrants to NZ come from? How could we display this? -Is NZ becoming more attractive to migrants?

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