The interconnectedness of the PYP curriculum addresses the different aspects of "learning". The handbook - the written, the guide - the teacher teaching it, and finally, the destination (for now) reached. No one aspect of the curriculum can be singled out as being of primary importance. Each part of the curriculum inspires, reflects and informs the other, as well as future changes that may have to be made.
The written curriculum and in particular the trans-disciplinary themes are inspired by the teacher's roots, along with research. The teacher then guides the students through a journey into discovery, inspiring them to look at the different ways our world is interconnected over the different themes. This journey is a two-way one because not only does the guide (teacher) share their knowledge and ideas, but also learns from the students based on their experiences and the knowledge they bring into the classroom.
In my visual image, the student starts off confused because they are yet to make sense of the world around them. The guide (teacher) encourages learning via ICT, experimentation and interaction with specialists, amongst other form that may take place. The student then informs the teacher via their assessment, whether this be through visual representations of what was learnt, or through an ICT based informative presentation. The student has a lightbulb going off because they are attaining new knowledge through discovery, as well as making connections between what they know and what they have learned - i.e. modifying their schemata to fit new knowledge.
The written curriculum and in particular the trans-disciplinary themes are inspired by the teacher's roots, along with research. The teacher then guides the students through a journey into discovery, inspiring them to look at the different ways our world is interconnected over the different themes. This journey is a two-way one because not only does the guide (teacher) share their knowledge and ideas, but also learns from the students based on their experiences and the knowledge they bring into the classroom.
In my visual image, the student starts off confused because they are yet to make sense of the world around them. The guide (teacher) encourages learning via ICT, experimentation and interaction with specialists, amongst other form that may take place. The student then informs the teacher via their assessment, whether this be through visual representations of what was learnt, or through an ICT based informative presentation. The student has a lightbulb going off because they are attaining new knowledge through discovery, as well as making connections between what they know and what they have learned - i.e. modifying their schemata to fit new knowledge.
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