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The written curriculum in the PYP

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'DWHV 28, 29 and 30 January 2008




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9HQXH Antiguo Camino a Tecamachalco No. 370 Cuajimalpa


México DF


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0800 - 0830 Registration


0830 - 1000 6HVVLRQ, 0830 - 1000 6HVVLRQ,

1000 - 1030 Coffee 1000 - 1030 Coffee


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1030 - 1200 6HVVLRQ,, 1030 - 1200 6HVVLRQ,,

1200 - 1230 Coffee 1200 - 1230 Coffee


1230 - 1400 6HVVLRQ,,, 1230 - 1400 6HVVLRQ,,,

1400 - 1500 Lunch 1400 - 1500 Lunch


1500 - 1630 6HVVLRQ,9 1500 - 1630 6HVVLRQ,9

)RU Authorized and candidate schools. Only 3 participants per school.

This workshop is designed for administrators, coordinators, and teachers who have been
working with the programme for at least one school year. It is also suitable for school
$LPHGDW faculty who may feel the need to revisit the basic philosophy and programme framework
with a view to improving implementation and development of the programme in their
classrooms/schools.

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• The PYP definition of curriculum includes the written, the taught and the learned
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curriculum: the interdependent relationship among these parts.
• The programme of inquiry: why it is the way it is and its role within the PYP.
to explore the • The written curriculum comprises of the programme of inquiry and the subject
scope and sequences: the nature of the relationship between the programme of
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IB programme
inquiry, the subject content areas and student learning.
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The role of the written curriculum in collaborative planning.

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• The implications of the requirement for balance between disciplinary and
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transdisciplinary teaching-learning.

FXUULFXOXP • The rationale for insuring provision in the written curriculum for the study of the
EDVHGRQWKH host/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
E\WKHVFKRRO d. How the written curriculum can support and aid collaborative planning
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e. How to strengthen alignment between the programme of inquiry and the subject

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scope and sequences

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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 specific
teaching and learning in the schedule/for parents etc

Página 1 © International Baccalaureate Organization 2007


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SDUWLFLSDQW •
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• Own school unit planners

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Página 2

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