What type of scope and sequence is your school using for the arts?

If anyone would like to share their scope and sequence please feel free to send it to me and I will post
it.
The IB scope and sequence says..
Some schools may be able to use the PYP arts scope and sequence just as it is presented here. Other
schools may wish to adapt the PYP arts scope and sequence according to their needs. For example,
schools may decide to:
develop the conceptual understandings into central idea(s) that students can explore
incorporate the developmental continuums of the PYP arts scope and sequence into their existing
school documents
frame their arts scope and sequence document around the conceptual understandings outlined in
this document, but develop another aspect, such as the learning outcomes, differently
use the conceptual understandings to develop content for other forms of arts including media
arts, creative writing, photography
integrate additional requirements, for example, indicators, benchmarks and standards, into the
PYP arts scope and sequence.
Schools need to be mindful of practice C1.23 in the IB Programme standards and practices (2005) that
states If the school adapts, or develops, its own scope and sequence, the level of overall expectation
regarding student achievement expressed in these documents at least matches that expressed in the
PYP scope and sequence documents. To arrive at such a judgment, and given that the overall
expectations in this document are presented as broad generalities, it is recommended that the entire
document be read and considered
How much official assessment evidence are we supposed to have in
covering the scope and sequence conceptual understandings?
Sufficient to be sure you have assessed the essential elements consider process journals /
portfolios as well as the other tools and strategies set out in Making it Happen p56.
Every school has different planner formats for arts (through Key
Concepts, stand alone skills) Is there a template or format that makes it
guidance to follow?
The planning format that has been developed by the IB is designed to address all of the
essential elements through inquiry. If your school uses additional planning documentation it
can not replace the planner. (Standard C1. 1b Planning at the school makes use of the PYP
planner and planning process across the curriculum and by all teachers)
Are standalone units necessary?
No doubt that the more collaborative planning you can carry out the better. The arts then
become a shared responsibility not just yours. A great schematic is in the scope and sequence
goes some way to answering this I believe there are aspects of arts learning that are best set
outside the POI and that some units do not easily lend themselves to inquiry through the eyes
of an artist

How far can we integrate?
I would say that far more than might be immediately obvious look at the central idea, key
concepts, related concepts- are they best understood through the arts??
Do we need to emphasize skills in the arts?
Absolutely subject specific and transdisciplinary. Think split screen. We are exploring the arts
through this activity because this will help us develop this skill
Authentic vs obvious collaboration how do we determine?
Are you involved at all stages including reviewing the POI and designing units? Or are you
informed about your role afterwards?
How many periods should arts have in a week ? What is the ideal
frequency?
The IB cant give such specific aspects as number of hours there are too many models of how
arts are approached in schools (in my last school there was no visual arts teacher it was the
responsibility of the homeroom teacher). Inquiry takes time can the homeroom teacher also
inquire through the arts?
How can I create a central idea?
Great guidance in Making it Happen and A Model of Transdisciplinary Learning. Also look at the
sample planners and POIs on the OCC.
How many planners are we expected to have per year/per class as
single subject teachers?
Depends on how many standalone planners you have developed and how many collaborative
units you have. A standalone planner can run for several weeks.
Can the arts be used to support the development of problem-solving
skills?
Probably! I have added some interesting readings to the website. Learning through the arts
is moot to this point. See Arts and the Brain.
How can we have in-depth inquiry when we only see the students once
a week?
Collaborative planning / approach inquiry is not just your responsibility. A collaborative
approach enables the students to have continuity in their experiences.