WRITTEN, TAUGHT, AND ASSESSED CURRICULUM
In PYP we talk about the Written, the Taught, and the Assessed curriculum.
The Written Curriculum, the WHAT to teach, is made of five Essential Elements:
Knowledge - disciplinary e.g. math, science, and language, and transdisciplinary
Concepts - with relevance within and beyond subject areas
Skills – broad capabilities enabling learning and action
Attitudes – directly linked as describers for the Learner Profile Attributes
Action – the expectation that successful inquiry will lead to responsible, thoughtful, and appropriate action
The Taught Curriculum identifies HOW to teach the written curriculum. In PYP teaching and learning is inquiry-based. It draws upon students’ prior knowledge, it provokes thinking, inquiring and investigating, and it provides opportunities to analyze, synthesize, and reflect on learning.
The Assessed Curriculum explains how teachers go about assessing prior knowledge, student learning, student performance, and student achievement. The purpose is for the teacher to be better informed about student strengths and needs, and consequently use assessment data to plan and adapt the teaching to best suit the current student body.
PROGRAM OF INQUIRY
Each IB PYP school has its own PoI, or Program of Inquiry. The PYP Program of Inquiry is defined by six Transdisciplinary Themes that are considered worthy of inquiry regardless of the age of the student. In the PoI the units of the academic year are laid out and it allows the teacher, student, parent, and others involved to get a vertical and horizontal view of the content offered. Each school will determine their PoI depending on various facts such as location, national requirements, and adopted curricula, as well as the school’s Scope and Sequence. Each year the PYP-coordinator, along with the teachers, will analyze the PoI to ensure there is depth and breadth to it, and that all other PYP aspects are covered within. The PoI should always be a work in progress as the student body and other needs continuously change.
ASOY’s PoI for academic year 2018-19 can be found on the right-hand side menu. For academic year 2019-20, we have revamped and refined the PoI to make sure there are no gaps or overlaps, and so it will better suit both the Core curriculum and IB PYP’s science and social studies scopes and sequences. The improved PoI for 2019-20 will be uploaded before the end of academic year 2018-19.
SCOPE AND SEQUENCE
IB publishes its own subject-specific Scope and Sequence with Learner Outcomes and Conceptual Understandings outlined. The Scopes and Sequences are split in phases, not grade level expectations. A school can choose to adapt the scope and sequence to fit other curricula, in ASOY’s case AERO Common Core. After a teacher has assessed students and know what phase they are currently in, they are better able to cater instruction to suit the student’s specific learning needs.
FRENCH SCOPE AND SEQUENCE
ASOY has developed its own Scope and Sequence for French in Primary. Taking ASOY's unique body of students in consideration, it is influenced, developed and based directly and indirectly on IB, PYP’s Language Scope and Sequence as well as the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR).
For more information please read the ASOY French Scope and Sequence document found on the right hand side menu of this page.
There are six Transdisciplinary Themes that will reoccur every year in PYP. (Students aged 3 to 6 engage with a minimum of four of the themes each year.) The Transdisciplinary Themes last for several weeks and are incorporating six subject areas; language, math, social studies, science, PSPE, and the arts. The Transdisciplinary Themes provide an opportunity for local and global issues to be incorporated into the curriculum.
- Who we are - Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human
- Where we are in place and time - Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives
- How we express ourselves - Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic
- How the world works - Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
- How we organize ourselves - Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment
- Sharing the planet - Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.