physical environments

* Nothing evident from the buildings and reception area

* Classrooms had attributes and attitudes on display in ‘kidspeak’

* All Transdisciplinary themes were displayed in classrooms

visible thinking

* Wonderwalls demonstrating kids thinking were evident

* venn diagrams, y-charts, Look/sound/feel

* visible thinking displayed in artistic ways

LANGUAGES* FRENCH DISPLAYED IN MOST CLASSROOMS

* NO TE-REO VISIBLE IN ANY AREAS

* ATTRIBUTES SHOWN IN BOTH ENGLISH AND FRENCH

* EACH SPECIALIST CLASSROOM HAD ITS LABEL IN FRENCH AND ENGLISH

* NO OTHER LANGUAGES VISIBLE

SPECIALIST PROGRAMME

* NO CONNECTION BETWEEN SPECIALIST AND CLASSROOM ENVIRONMENTS

HOW DO TEACHERS DISPLAY AND ORGANISE STUDENT LEARNING?

* IPADS WERE COMPULSORY FOR YEAR 4 STUDENTS - THEY DID A LOT OF THEIR INQUIRY WORK ON THEM

* MOST STUDENT LEARNING WAS DONE INDIVIDUALLY - NOT A LOT OF GROUP WORK

* THEY HAD A LEARNING JOURNAL TO RECORD TEST RESULTS AND 1 PIECE OF LEARNING PER TERM - NO E-PORTFOLIO.

HOW WE FELT?* AMAZING FACILITIES

*IB IS MUCH MORE VISIBLE IN OUR SCHOOL,

PARTICULARLY IN TEAM C POD.

*WE INCORPORATE ALL SUBJECTS INTO INQUIRY WHEREAS THEY WERE OFTEN STAND-ALONE SUBJECTS.

* PLANNING FOLDERS/DAILY PLANNING VERY SPARSE IN COMPARISON TO OURS