Focus group meeting
Develop inquiring, knowledgeable and caring young people
International minded is a person who demonstrates the Learner Profile Attitudes
Standards and Practices
Engaging, relevant, significant and challenging curricular
Active, compassionate, lifelong learners
Learning transcends the subjects.
Education has a long-standing practice of turning worthy goals into lists of bitsleads to meaningless fractured, boring and ultimately ineffective learning that never prepares students to be fluent and skilled in authentic work, Wiggins, 2013
What do we want to learn?
(The written curriculum) Knowledge
Where we are in place and time Orientation of place and time; histories & relationships from
local and global perspectives
Who we are Nature of self; beliefs and values; rights responsibilities
How the world works The natural world; laws, interactions, scientific principles
Sharing the planet Rights and responsibilities; finite resources, human impact
How we express ourselves Expression feelings, culture; creativity and appreciation
How we organise ourselves Connectedness of human systems; economic activity,
Form What is it like?
Function How does it work?
Causation Why is it like it is?
Change How is it changing?
Connection How is it connected to other things?
Perspective What are the points of view?
Responsibility What is our responsibility?
Reflection How do we know?
Form Every language has a form and a structure that makes
it unique. Form may vary according to whether language is written or spoken.
Function The type of language we use varies depending on the
circumstances, purpose, audience and genre.
Causation Language is fundamental to human activity. Many
factors affect the development of language.
Change Language is not static; it changes constantly.
Connection Language is a major connecting system within, between
and among all societies.
Perspective Language can be interpreted and expressed in different
ways. Literature, in particular, offers cultural, historical and personal perspectives on the world, and invites different interpretations.
Responsibility Language is powerful and can have a profound effect, both
positive and negative. Therefore, it must be used responsibly.
Reflection Through language, we can reflect on our experiences and
Self Management Skills Motor skills, spatial awareness, organisation, time
Research Skills Formulating questions, observing, planning, data
Communication Skills Listening, reading, writing, viewing, presenting, non-verbal
Thinking Skills Acquisition of knowledge, comprehension, application
Social Skills Accepting responsibility, respecting others, cooperating
EmpathyEnthusiasm Independence IntegrityRespectTolerance
commitment to a values laden curriculum. (MTPYPH, page 24)
Learning should extend beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action. (MTPYPH, p25)
All PYP schools are required to teach an additional language to all students from age seven, except for bilingual schools who may be teaching two languages from an earlier age.
There is no prescribed time for the teaching of an additional language.
Schools need to make decisions regarding language instruction so that it is in alignment with the school's language policy.
The additional language ideally represents one that is an addition to the repertoire of languages that the child brings to the learning situation. However, it is recognized that, due to the complexity of language needs within schools, the additional language may not, in fact, represent a language that is completely new to the child. In this instance, the additional language may be the English provided through English as an additional language (EAL) instruction or the language used in mother tongue support.
It is important that PYP schools carefully consider the factors outside the school when planning their additional language instruction and make choices that will naturally bolster student motivation to learn the language and, as much as possible, ensure that opportunities to use the language for real communication purposes are available.
Primary Years Programme: Learning Additional Languages in the Primary Years, January 2002, p. 18
The necessary components required to support additional language learning are : Mother tongue support
Special needs support
Articulation between language learning in primary and secondary schools
Consideration of the host country context
(The purpose of learning a language is to)
Michael Hallidays (1985) Inugai-Dixon (2009)
Language Scope and Sequence
Writing moderation G4, G5
Reading assessment G5 Advanced/ Intermediate
Level transition criteria
Writing Moderation - Grade 4Portuguese Beginners (Nov. 2013)
Writing Moderation - Grade 4Portuguese Intermediate (Nov. 2013)
Writing Moderation - Grade 4Portuguese Advanced (Nov. 2013)
Writing Moderation - Grade 5Portuguese Beginners (Nov. 2013)
Writing Moderation - Grade 5Intermediate Portuguese (Nov. 2013)
Writing Moderation - Grade 5Advanced Portuguese (No. 2013)
Reading ComprehensionPortuguese A - Grade 5 (Nov. 2013)
Reading FluencyPortuguese A - Grade 5 (Nov. 2013)
G1 G2 G3 G4 G5
% Students moving first semester
G1 G2 G3 G4 G5
% Students moving second semester
G1 G2 G3 G4 G5
Total % Students moving 2012/2013
promoting integrated language development teaching language as isolated strands
language as a transdisciplinary element throughout the curriculum
additional-language teachers viewed (and viewing themselves) as PYP teachers
a literature-based approach to learning language
a teaching approach that sees making mistakes in language as inevitable and necessary for learning
reading for meaning
reading selected according to interest level
student-selected reading materials
making world classics available for reading
making culturally diverse reading material available
focusing on meaning when reading and writing
encouraging appropriate cooperative discussion in the classroom
students engaged in spontaneous writing
a variety of scaffolded learning experienceswith the teacher providing strategies for the student to build on his or her own learning
writing as a process developing a range of independent
spelling strategies nurturing appreciation of the richness
of language literature as a means of understanding
and exploring teaching students to read and research
using multimedia resources using language for creative problem
solving and information processing a range of appropriate assessment
methods such as portfolios, conferencing, miscue analysis, writing sample analysis, response journals.
Central Ideas Lines of inquiry
2 BIG ideas or related concepts that have Local relevance and global significance.
Portuguese has evolved over time under the influence of other languages
Develop an understanding of the central idea.
The evolution of the Portuguese language
How words from different languages show a common origin
During the unit At the end of a unit