PYP-MYP Transition

PYP-MYP Transition

QAIS is a 3 IB Program Continuum School. As such, we continuously work towards understanding how we can build bridges between out programs in order for students to experience an optimal learning journey.

QAIS first full PYP cohort graduated last year (2015-2016), and since I had established a relationship with them during that year, I took advantage of being their advisor in grade 7 (MYP2) in order to engage them in helping me prepare a smooth transition for the new cohort.

Along with students, we agreed that this process will take place in 3 stages, which will be explained below.

This is the beginning of a tradition that will hopefully demonstrate how strong understandings and effective learning habits  can occur when students are placed at the center of the learning process, and when they are allowed to take charge of key stages along the way.

Stage 1: ATL Museum. April 2017
MYP2 students prepared a presentation for PYP6 students in which they explained the value of ATL Skills in the PYP exhibition.

Stage 2- What do PYP students need to know in preparation for MYP? June 2017
MYP 2 brainstormed on the most important aspects of MYP that PYP students needed to be aware of as they prepared to move forward.
The image below shows the collection of topics they collected, as well as  the key questions to address.

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The images that follow show how each MYP2 student took charge of a topic and prepared a presentation for PYP students.

This was carried out as a carrousel.

Stage 3: Final questions- June 14, 2017

MYP2 students took care of a pair of PYP students and answered any MYP-related questions that PYP students had.

With this 3rd stage, students brought the PYP-MYP transition process to a closure.

When PYP6 students begin their MYP journey, in assembly they will continue to be guided in order develop a clear understanding of all essential elements of MYP student’s life.

A transition handbook for PYP 6, MYP2, MYP5, and DP1 teachers has been produced to support teachers in understanding the kind of leaning engagements students had been involved, and what can be expected from the programs ahead.

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