“Would you tell me, please, which way I ought to go from here?” “That depends…
Transitioning to new assessment practices can be very difficult. It could launch your MYP and sustain program refinement.
Program implementation is specific to its context and community, time place and space. No two are exactly alike.
How do we become a thinking school? And do we want that?
An interconnected school will provide instruction, guidance, and support to target skills acquisition and rehearsal in another part of the school experience. It’s not an assumption but an action.
Transition to the next level means the learner needs to draw on more complex approaches to learning. We can all help our learners gain the approaches they need to succeed.
The subject group criteria gives us what skills we guarantee a student learns in our subject.
When learners write in a subject that is not Language and literature or Language acquisition, they might transfer the concepts of register, form and audience imperatives.
But we have to teach them how to do that.
‘Standardisation’ does not refer to the use of standardised tests. It’s a process for arriving at shared understanding of quality – so learners can achieve it.
12 questions to help guide your planning process.