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Pgina 1 International Baccalaureate Organization 2007

The written curriculum in the PYP

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28, 29 and 30 January 2008

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Antiguo Camino a Tecamachalco No. 370 CuajimalpaMxico DF

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0800 - 0830 Registration

0830 - 10006 H V V L R Q ,

0830 - 10006 H V V L R Q ,

1000 - 1030 Coffee 1000 - 1030 Coffee

1030 - 12006 H V V L R Q , ,

1030 - 12006 H V V L R Q , ,

1200 - 1230 Coffee 1200 - 1230 Coffee

1230 - 14006 H V V L R Q , , ,

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1400 - 1500 Lunch 1400 - 1500 Lunch

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1500 - 16306 H V V L R Q , 9

1500 - 16306 H V V L R Q , 9

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Authorized and candidate schools. Only 3 participants per school.

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This workshop is designed for administrators, coordinators, and teachers who have beenworking with the programme for at least one school year. It is also suitable for schoolfaculty who may feel the need to revisit the basic philosophy and programme frameworkwith a view to improving implementation and development of the programme in theirclassrooms/schools.

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The PYP definition of curriculum includes the written, the taught and the learnedcurriculum: the interdependent relationship among these parts.

The programme of inquiry: why it is the way it is and its role within the PYP.

The written curriculum comprises of the programme of inquiry and the subjectscope and sequences: the nature of the relationship between the programme ofinquiry, the subject content areas and student learning.

The role of the written curriculum in collaborative planning.

The implications of the requirement for balance between disciplinary andtransdisciplinary teaching-learning.

The rationale for insuring provision in the written curriculum for the study of thehost/home country, the culture of individual students, the culture of others.

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c. How the IB programme standard C1 practices can be realized

d. How the written curriculum can support and aid collaborative planning

e. How to strengthen alignment between the programme of inquiry and the subjectscope and sequences

f. How to track the written curriculum through the taught and learned curriculum

g. How to make decisions about what is taught in/outside the programme of inquiry

h. How to represent the balance between transdisciplinary and subject specificteaching and learning in the schedule/for parents etc

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Pgina 2

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