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3. How might we know what we have learned? 4. How best might we learn?
This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to
encourage the students to engage with the inquiries and address the driving
What are the possible ways of assessing students’ prior knowledge and skills?
What evidence will we look for? questions?
Students explore different short films that depict different emotions (Mr. Bean, High Noon,
Display various pictures/films relating to Art. Ask children to view and critique.
Charlie Chaplin,)
Inquire into the filmmaking process (pre-production, production, post production).
What are the possible ways of assessing student learning in the context of the Inquire into the methods and techniques film makers use to show and provoke emotions
lines of inquiry? What evidence will we look for? (camera angles, camera movements, sepia, black and white, slow motion, use of music etc.)
Students will produce scripts that show an orientation, conflict and resolution. Inquire into storyboards and develop own storyboards for a silent film.
Storyboards reflect the script clearly and include details such as camera angles, camera
movements, intended length of scene, action etc. Inquire into structures and features of short stories and poetry focusing on how emotions are
expressed. Identify language and strategies used in writing narratives and poetry.
Refer to Let’s Critique rubric
Students produce a short story based on student criteria.
Visual Art – Students inquire into ‘What is art?’, critiquing pieces of art and depicting emotions
in art.
Drama - Film Study focusing on building characters, developing storyline and effect of camera
angles.
Music –inquire into how musicians express emotions; explore musical elements – dynamics,
timbre, texture and tempo,
Students use garage band skills (adding music and sound effects to movies) and compose
music for the summative assess task
6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students’ What were the learning experiences that enabled students to:
understanding of the central idea. The reflections of all teachers involved in the
• develop an understanding of the concepts identified in “What do we want to
planning and teaching of the inquiry should be included.
learn?”
• demonstrate the learning and application of particular transdisciplinary skills?
• develop particular attributes of the learner profile and/or attitudes?
How you could improve on the assessment task(s) so that you would have a
In each case, explain your selection.
more accurate picture of each student’s understanding of the central idea.
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
At this point teachers should go back to box 2 “What do we want to learn?” and
highlight the teacher questions/provocations that were most effective in driving the
inquiries.