Revising and Refining our POI

Each year, going through the processes of improvisation for reviewing, revising, and refining our POIs, the following steps are applied as a process to refine and update our Programme of Inquiry for the AY 2023-2024.

End of the AY 2022-2023, each grade level team (from K-5) were given the rubrics to assess each grade level programme of Inquiry using the checklist for evaluating the programme of inquiry adapted from�Developing a transdisciplinary programme of inquiry (2012). Teams of each grade level reflected on the criteria of the checklist using the ratings 0-10. This engagement allowed grade level teams to dive deep into the discussions of strengthening transdisciplinarity and conceptual understanding (reflecting on connections of UOIs and Themes for example connecting CIs, LOIs and Concepts ensuring that the learning and teaching is developed through the concepts going beyond the subjects).

All subject teachers are involved in�horizontal collaborative meetings�which include ongoing reflections done by grade level teams (HRTs) during weekly PLCs, during horizontal collaborative PLCs at the beginning of each theme, by all teachers including single subject teachers, and librarian along with HRTs. These horizontal collaborative PLCs are conducted either within each section or among both sections based on the themes if/not fall at the same in both sections. Reflections for are recorded in Horizontal collaborative PLC minutes.

Horizontal review�is done at the end of AY 2022-2023 by each grade level of K and 1-5 of both sections at the end of each year on UOI continuum, writing the reflections for improving the learning in the units. These reflections are made with respect to the ongoing reflections done during weekly UOI PLCs and horizontal collaborative meetings.                               �

Horizontal alignment�is made at the beginning of the year through K-5, having each grade level of both sections (Ahliya and International) paired up to�review descriptors of the themes ensuring that they match with the big ideas (units), and accordingly to review Central Ideas, Lines of Inquiries and Conceptual understandings. Grade level teams reflected on these elements mapping on charts and revising on UOI Continuum for the new AY 2023-2024. Balancing of KCs and LPs is also done horizontally across the grade levels to ensure the all KCs and LPs are covered across the grade level. This horizontal alignment allowed teachers to revise the Assessment Plans ensuring�progression of Assessment Criteria which is carried out using Solo taxanomy (referred from PRC solo taxanomy) �https://resources.ibo.org/pyp/subject-group/Teacher-support-/works/pyp_11162-51664?lang=en

During Horizontal alignment, few grade level teams noticed a very few mismatches of the descriptors with the units and some gaps in the learning progression of the concepts that reflect the central idea and that was revised during the horizontal alignment. Grade level teams of both sections made the best possibilities of framing similar learning through the themes.

Vertical Review�is done at the BOY AY 2023-2024 through grades K-5 by focused groups of each grade level reflecting on the elements as done in horizontal alignment, descriptors, big ideas, learning progression of Central Ideas, Lines of Inquiries, Conceptual Understandings, balance of KCs, and ATL practices from the ATL continuum.

 Vertical Alignment�is made vertically through K-5, ensuring the progression of learning in KCs, RCs, CIs, Lines of Inquiries, Conceptual Understanding across all Transdisciplinary themes. Vertical Alignment reflections updates are made on UOI Continuum and thus POI is revised and updated based on the vertical alignment.

 During Vertical alignment, grade level teams noticed some descriptors of few themes are not covered through K-5 and some bridging gaps in the learning progression of the concepts through grade levels K-5. The vertical alignment allowed to fix the gaps and build the bridges of learning progression across the themes and units (big ideas).

 

Gradelevel HRTs revise and update the POI based on the reflections made during horizontal and vertical alignment revising the central ideas, related concepts and lines of inquiries. Key Concepts are thoughtfully selected in relevance to the learning of the concepts through the related concepts while ensuring the concepts and conceptual understanding through the flow of the lines of inquiry reflect the central idea. Head of the Departments (English, Math, Specials and Arabic) are involved to plan with HRTs for the resources and content of the curricular areas for the integrations and connections to support the units of POI. The HODs also planned for subject specific planners for the outcomes in the subjects that sit outside the POI. HRTs plan cocurricular engagements (example field trips, school events, interviewing experts, hosting community members, etc) to support the inquiries of the units of POI in cocurricular engagements calendar.

Now, the POI is ready for next year, accordingly teachers revise the planners and are ready for the with the learning engagements and experiences for the new academic year which will be revisited through the year during the weekly PLCs to reflect on which will eventually help to revise and refine the Programme of Inquiry for the next academic year.

Towards improvising the review and refine process of Programme of Inquiry, with reference to some resources and blogs, below are the steps that are set with clear details of the processes for refining our Programme of Inquiry each year.

 Ongoing Reflections

 

1. Reflections during weekly grade level PLCs (will be recorded in weekly PLC forms) – done in each section separately
2. Reflections during collaborative PLCs (will be recorded in collaborative PLC forms) – done either in each section or both sections before the start of the new unit involving all HRTs, single subject teachers, HODs, librarians, academic coordinators, and PYPC.
3. Reflections done on UOI Continnum after each planner by grade level teams (HRTs) for the revisions and improvements to be made for the next academic year (These reflections will be based on the weekly PLC reflections and collaborative PLCs). Reflections might include reviewing the concepts (related concepts), connections and/or integrations across the subjects, learning progressions, summative assessments, rubrics, assessment plans, etc.

 EOY & BOY Reflections

Step 1: Reflect on Current POI (EOY)�(Using evaluating the POI from�Developing a transdisciplinary programme of inquiry) (2012).�

 Step 2: Horizontal Evaluation (EOY)�Based on the reflections made on UOI Continuum of the current year, each grade level team of both sections to be paired up and revisit the units of the themes (POI) ensuring the balance curriculum (knowledge, concepts and skills) in each grade level by reviewing and reflecting on

• The units (big ideas) match well with the Transdisciplinary Themes
• Balance the units (big ideas) across the year for each grade level. While ideas connect and build on each other, there should not be a significant repeat of conceptual understandings
• Most grade-level standards are integrated into the POI
• Concepts (Related Conceptss) identified on the POI are being addressed.
• All profiles, concepts, and skills are being addressed
• KCs are balanced
• Progression of knowledge/concepts (central Idea, conceptual understanding, key concepts), learning outcomes, skills, and dispositions (attributes) across the grade level through the units across each grade level (POI).

 Note:�Revisions made after horizontal evaluation to be drafted on new year’s UOI continuum).�

 Step 3: Vertical Evaluation (EOY)�Teachers of both sections (Ahliya and International) from K-5 will reflect on the continuum of the units ensuring the balance curriculum (knowledge, concepts and skills) through grades K-5 by reviewing and reflecting on

�

• TDT descriptors are covered through K-5
• Central Ideas offer progression with complex competencies through conceptual understandings
• KCs are balanced
• ATL practices from the ATL Continuum are covered across grades K-5
• Summative Assessment rubrics articulate developmental outcomes across the grade levels

 Note:�Revisions made after horizontal evaluation to be drafted on new year’s UOI continuum).�

 Step 4: Update Programme of Inquiry for new academic year (EOY)

Each grade level teams will refine the POI updating for the next academic year.

• Revise and update planners based on reflections made on UOI Outcomes Continuum (BOY)
• Revise Assessment Plan (BOY)
• Revise Summative Assessment Rubrics on Report Cards (BOY)

We embrace ongoing reflections for continuous improvement……………..