The Taught Curriculum Iterates with the Assessed
My mind map diagrams how the taught curriculum informs and iterates with the assessed curriculum.
My task is to discuss the PYP curriculum model in relation to non-academic or non-curricular areas. The PYP curriculum desires to develop in our students attributes listed in their IBO Learner Profile. The Learner Profile is a list of attitudes and attitudes which are our disposition towards the world inside and outside of academics.
It is actually in non-academic settings that teachers can best see attitudes in action as students aren’t necessarily trying to please the teacher. They are their true selves in unstructured settings. They are choosing their social groups and we can observe their interactions with their friends (and “enemies”). Non-academic settings include the playground, snack and lunch breaks. They also include extra-curricular activities (clubs).
Extra-curricular activities are not as unstructured as the playground etc, but they are still rather unstructured. They are more open-ended than the classroom so they also lend themselves as opportunities to observe student attitudes.
Culture clubs are places for students to show their interest in International Mindedness to display attitudes of open-mindedness and risk-taking. Service projects in community clubs give students chances to display Learner Profile attitudes of caring and being principled. Sports clubs are places to observe attitudes towards risk-taking and being principled (good sportsmanship). Teachers can see if students are balanced in their lives because students choose their clubs. Teachers can assess the extent they include Arts and Sports in their lives, out of choice and interest.
School clubs are also opportunities for students to take Action. Action is where students can prove the depth and sincerity of their attitudes:
Communication obviously happens outside of classroom walls and we can see how developed students are as communicators when they are doing so without teacher scaffolding. This includes their use of second/alternate languages. Non-academic settings allow teachers to see students’ willingness to use second/alternate languages and how risk-taking they are about their second/alternate language use.
Assessment informs our lesson planning and learning engagements. They continuously tell us what our “next step” should be. We need to assess Learner Profile attributes as per the PYP curriculum frame-work. Non-academic and extra-curricular activities should not be overlooked as opportunities for such assessment.
The PYP curriculum model addresses the whole child and this means their “whole” environment including that outside of Academics.
