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PYP Unit Planning
  • PYP Unit Planning
  • Faria Education Group
  • About the author
  • Introduction
  • IB approaches to teaching
  • Changes to PYP planner and planning process
  • Overview
    • Transdisciplinary theme
    • Central idea
    • Lines of inquiry
    • Key concepts
    • Related concepts
    • Learner profile attributes
    • Approaches to learning
    • Action
  • Reflection and planning
    • Initial reflections
    • Prior learning
    • Connections: Transdisciplinary and past
    • Learning goals and success criteria
    • Teacher questions
    • Student questions
  • Designing and implementing
    • Designing engaging learning experiences
      • Play, symbolic exploration and expression, and learning spaces in the early years
    • Supporting student agency
    • Teacher and student questions
    • Ongoing assessment
    • Making flexible use of resources
    • Student self-assessment and peer feedback
    • Ongoing reflections
    • Additional subject-specific reflections
  • Reflecting
    • Teacher reflections
    • Student reflections
    • Assessment reflections
  • Other considerations
    • Horizontal articulation
    • Duration of the units
    • Ongoing revision and development
    • Frequently asked questions
  • Looking for More Support in this Area?
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  1. Reflection and planning

Initial reflections

Guidance for this section of the planner is intentionally vague and open-ended in order to allow for schools and teachers to consider learning and teaching in their context. This is a place to recognize any special circumstances that may impact the implementation of the unit. These may include, but are not limited to:

  • Current events

  • Availability of resources

  • Student interests and/or capabilities

  • Reflections from previous iterations of the unit

  • Challenges within the school community

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Last updated 2 years ago