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Information Brief
March 2017
Whats changing?
The IB is broadening the interpretation of requirement C3.1.b in the standards and practices of the Primary Years
Programme (PYP).
The classroom teacher is responsible for ensuring that all teachers in the year level teaching team take responsibility at least for the
language of instruction, mathematics, social studies and science through the PYP model of transdisciplinary teaching and learning.
This can be achieved by the classroom teacher facilitating the collaborative design, planning and delivery of the subjects included
in each unit of inquiry with specialist teachers.
The delivery of such a collaboratively planned unit of inquiry, or subjects included in each unit of inquiry, is a shared
responsibility within the teaching team.
This broadening of requirement C3.1.b clarifies the collaborative roles of both classroom and subject specialist
teachers but does NOT change the transdisciplinary learning approach of the PYP OR require schools to change
their current teaching structure.
The IB will now recognize that responsibility for subject integration among teachers can take many forms, for
example:
a classroom teacher serving as a single teacher of multiple subjects
a classroom teacher co-planning and co-teaching with specialist teachers
a specialist teacher co-planning with the year level teaching team to lead a unit of inquiry
a specialist teacher supporting subject knowledge acquisition within the programme of inquiry.
Specifically, any one teacher, a pair of teachers, or all teachers in the year level teaching team can take
responsibility for ensuring that the PYP model of transdisciplinary teaching and learning is implemented in
schools.
Why is it changing?
Informed by feedback from our schools and leading research; this clarification/reinterpretation is designed to
refocus schools attention on the importance of subject disciplines within transdisciplinary learning.
Success in providing students a transdisciplinary experience does not reside in a schools faculty formation, but
its shared understanding that responsibility for supporting student well-being and transdisciplinary learning
belongs to the entire learning community.
better for studentsby deepening their transdisciplinary learning experience and supporting their
transition to the MYP/next stage of education
This clarification will ensure that the PYP encourages a deeper relationship between disciplinary and
transdisciplinary learning.
Regardless of which teacher leads the unit of inquiry, collaborative planning and subject integration remain a
requirement, as does the expectation that continuous streaming and setting does not happen in a PYP school.
The transdisciplinary learning approach of the PYP remains concerned with the unity of knowledge. In the PYP,
students explore human commonalities and construct knowledge by establishing bridges between the different
subjects; teachers support transdisciplinary learning by integrating subject areas within a schools programme of
inquiry.
When is it changing?
All IB schools will now be able to implement their transdisciplinary approach in a variety of ways and benefit from
greater flexibility in planning future resources.
Schools currently engaged in authorization and evaluation will be subject to the broader interpretation of
PYP requirement C3.1.b with immediate effect.
Schools with an open Matter to be addressed based on the previous interpretation of requirement C3.1.b will be
contacted by IB staff as soon as possible to discuss next steps.
FAQs
Scenarios/examples of collaborative approaches
Frayer model
and will be available on the Programme resource centre (via the OCC). Interested schools that do not yet have
access to the OCC may obtain these items from their IB development contact.
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International Baccalaureate Organization 2017