Components of the Curriculum Model

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Components of the Curriculum Model by Mind Map: Components of the Curriculum Model

1. Written

1.1. strengthens the connections within the global community of PYP schools

1.2. the identification of a framework of what’s worth knowing

1.3. Concepts

1.3.1. Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.

1.4. Action

1.4.1. Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements.

1.5. Skills

1.5.1. Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

1.6. Attitude

1.6.1. Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.

1.7. Knowledge

1.7.1. Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding.

1.8. The Developmental Approach

1.8.1. • the characteristics, capabilities and interests that are normal for the age group

1.8.2. the different rates at which students learn and the wide range of normal variation that can occur in an age group

1.8.3. that individual patterns of development are complex and not simply sequential

1.8.4. that learning is a balance between the intellectual, the social and the personal; each is important and each is interlinked with the others

1.8.5. • that the maturity of each student depends on the developmental stages he or she has already gone through, and the effects of earlier positive and negative feedback.

2. Assessed

2.1. the assessment of the actual learning that takes place for each student

2.2. a range of authentic and targeted assessment strategies, focused on the learning,

2.3. brings balance and integrity to the curriculum and reminds teachers of its purpose

2.4. the theory and application of effective assessment

2.5. The school communicates its assessment philosophy, policy and procedures to the school community.

2.6. . The school provides students with feedback to inform and improve their learning.

2.7. The school uses a range of strategies and tools to assess student learning

2.8. The school analyses assessment data to inform teaching and learning.

2.9. . The school provides opportunities for students to participate in, and reflect on, the assessment of their work.

3. Taught

3.1. o suggestions for examining and improving our practice and to the provision of in-service support

3.2. the theory and application of good classroom practice

3.3. Teaching and learning at the school uses global contexts as contexts for inquiry.

3.4. Teaching and learning allows students to meet the MYP objectives in each year of the programme for each subject group studied.

3.5. . Teaching and learning engages students as inquirers and thinkers.

3.6. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue

3.7. Teaching and learning differentiates instruction to meet students’ learning needs and styles.

3.8. Teaching and learning fosters a stimulating learning environment based on understanding and respect.

4. The School

4.1. The school’s primary responsibility is for student learning, a school is encouraged to see itself as a community where everyone is a learner, where teachers must continually learn about the needs and capabilities of each student, the content with which they are engaged, and about their own practice and ongoing professional development