Designing and implementing

Once a solid foundation for the unit of inquiry is established, teachers may move into the designing and implementing phase of the collaborative planning process. While previous planning discussions may have focused on the what and why for learning, teachers will now find themselves considering, 'How best may we learn?'.

It should be noted that discussions for early years (ages 3-6) will look different than the primary years. While all learners may benefit from play, symbolic exploration and expression, and intentional learning spaces, there is special emphasis on these aspects of learning and teaching in the early years.

Documentation for learning engagements and evidencing learning should continue to align with the IB approaches to teaching and provide space for students to co-construct opportunities for exploration and growth.