{"id":23365,"date":"2019-04-18T15:22:55","date_gmt":"2019-04-18T12:22:55","guid":{"rendered":"https:\/\/cgs.gr\/?p=23365"},"modified":"2026-03-03T22:24:34","modified_gmt":"2026-03-03T20:24:34","slug":"curriculum-learning-teaching","status":"publish","type":"post","link":"https:\/\/cgs.gr\/en\/curriculum-learning-teaching\/","title":{"rendered":"Curriculum I Learning & Teaching"},"content":{"rendered":"

[vc_row gap=”10″ full_height=”yes” equal_height=”yes” padding_top=”0″ padding_bottom=”20″][vc_column][vc_custom_heading text=”Transdisciplinary Learning” font_container=”tag:h4|text_align:left” use_theme_fonts=”yes”][vc_separator border_width=”3″][vc_row_inner equal_height=”yes” content_placement=”middle”][vc_column_inner width=”3\/4″][vc_column_text css=””]<\/p>\n

The educational programmes offered at CGS aim to highlight students\u2019 individual talents and skills by providing them with the right conditions to develop their critical ability and to correctly formulate selection criteria. They combine learning experience with social reality, providing students with specialized and general knowledge through trans-disciplinary learning.<\/p>\n

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All IB PYP schools follow six large common trans-disciplinary units of global significance, as shown in the table below:<\/p>\n\n\n\n\n
Who we are<\/strong><\/td>\nWhere we are in place and time<\/strong><\/td>\nHow we express ourselves<\/strong><\/td>\nHow the world works<\/strong><\/td>\nHow we organise ourselves<\/strong><\/td>\nSharing the planet<\/strong><\/td>\n<\/tr>\n
An inquiry into the nature of the self; beliefs and values; personal, physical, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.<\/td>\nAn inquiry into orientation in place and time, personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilisations from local and global perspectives.<\/td>\nAn inquiry into the ways we discover and express ideas, feelings, nature, beliefs and values, the ways in which we reflect on, extend and enjoy our creativity, our appreciation of the aesthetic.<\/td>\nAn inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.<\/td>\nAn inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.<\/td>\nAn inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities, peace and conflict resolution.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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For each trans-disciplinary unit, grade teachers design a corresponding Unit of Inquiry, which is adjusted each time according to the students\u2019 requirements and needs. The Units of Inquiry include a series of experiential activities regarding different themes and disciplines which are connected to each other and to the real world so that learning is all-round and meaningful to the learner.<\/p>\n

[\/vc_column_text][vc_custom_heading text=”Approaches to Learning” font_container=”tag:h4|text_align:left” use_theme_fonts=”yes”][vc_separator border_width=”3″][vc_column_text]In addition to the acquisition of knowledge, the basic goal of the PYP is to cultivate skills that aim to strengthen the learner’s autonomy and active participation in the learning process (“learning how to learn”).<\/p>\n

More specifically, the skills cultivated are in the fields of Communication, Self-management, Research, Thinking and Social.[\/vc_column_text][vc_single_image image=”21364″ img_size=”full” alignment=”center” onclick=”link_image”][vc_custom_heading text=”Inquiry Based Learning” font_container=”tag:h4|text_align:left” use_theme_fonts=”yes”][vc_separator border_width=”3″][vc_column_text]Inquiry is the basic pedagogical approach of the PYP and requires students to have agency and to take an active role and initiative in the learning process. Through a combination of inquiry-based learning and trans-disciplinary learning, an authentic framework is created within which students make connections, explore and comprehend the world around them.[\/vc_column_text][vc_single_image image=”21371″ img_size=”full” alignment=”center” onclick=”link_image”][vc_custom_heading text=”Specified Concepts” font_container=”tag:h4|text_align:left” use_theme_fonts=”yes” css=””][vc_separator border_width=”3″][vc_column_text css=””]<\/p>\n

When learning follows the conceptual approach, it aids students in finding meaning, in making appropriate connections between previous and new knowledge and in dealing with the \u201cbig ideas\u201d, the essence of what they learn.<\/p>\n

The PYP identifies seven key specified concepts, in the form of questions, which drive inquiry-based learning and guide units of inquiry:<\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n
Form:<\/td>\nWhat is it like?<\/td>\n<\/tr>\n
Function:<\/td>\nHow does it work?<\/td>\n<\/tr>\n
Causation:<\/td>\nWhy is it as it is?<\/td>\n<\/tr>\n
Change:<\/td>\nHow is it transforming?<\/td>\n<\/tr>\n
Connection:<\/td>\nHow is it linked to other things?<\/td>\n<\/tr>\n
Perspective:<\/td>\nWhat are the points of view?<\/td>\n<\/tr>\n
Responsibility:<\/td>\nWhat are our responsibilities?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

[\/vc_column_text][vc_custom_heading text=”Assessment” font_container=”tag:h4|text_align:left” use_theme_fonts=”yes”][vc_separator border_width=”3″][vc_column_text css=””]<\/p>\n

Assessment is an ongoing process of collecting and analysing information, reflection and redesigning in relation to the teaching objectives and concerns both the learner himself and teachers.<\/p>\n

The teacher plays a key role in this through daily observation in the classroom, and the defining of clear learning objectives according to each student\u2019s potential and needs.<\/p>\n

The assessment methods vary according to subject, context, and age group, and, besides day-to-day classroom observation, include tools such as written assessments, presentations, debates, theatrical performances, assignments and projects, art, brochures or posters, etc.<\/p>\n

Additionally, assessment tools are as follows:<\/p>\n

 <\/p>\n

Student<\/em> Led<\/em> Conference<\/em><\/span><\/p>\n

The Student Led Conference is the process by which students take an active role and present to their parents \/ guardians the work they have included in their portfolio and their self-assessment. During the presentation, they are given the opportunity to talk about their progress and personal goals, as well as discuss the evidence related to the objectives of each lesson.<\/p>\n

The Student Led Conference process is student-centred, but both the teacher and the parent(s) \/ guardian(s) are involved as well. The opportunities it offers to each one are outlined in the following table:<\/p>\n\n\n\n\n
Student<\/strong><\/td>\nParent\/<\/strong>Guardian<\/strong><\/td>\nTeacher\/Sc<\/strong>h<\/strong>ool<\/strong><\/td>\n<\/tr>\n
\n

\u00b7 Shares and is made aware of the knowledge he \/ she has acquired.<\/p>\n

\u00b7 Becomes independent as he \/ she has to select assignments and justify his \/ her choice.<\/p>\n

\u00b7 Learns to present arguments and convince by documenting his \/ her point of view.<\/p>\n

\u00b7 \u00a0Recognizes his \/ her interests, strengths and weaknesses, reflects and sets new goals.<\/p>\n

\u00b7 Develops communication and self-management skills.<\/p>\n<\/td>\n

\n

\u00b7 Receives documentation of the student\u2019s development and progress.<\/p>\n

\u00b7 Participates actively and understands the educational process and the student’s development.<\/p>\n

\u00b7 “Celebrates” knowledge and learning with their child.<\/p>\n<\/td>\n

\n

\u00b7 Receives a clearer picture of the student\u2019s cognitive skills and interests.<\/p>\n

\u00b7 Evaluates their self-management and communication skills.<\/p>\n

\u00b7 Sets goals together with the students and integrates them into the educational process.<\/p>\n

\u00b7 “Celebrates” knowledge and learning with their students.<\/p>\n

 <\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

IB<\/em> PYP Exhibition<\/em><\/span><\/p>\n

PYP Year 6 students complete their studies in the IB PYP programme with the Exhibition, whose primary and principal objective is the implementation of methods and procedures for the students to inquire into a specific trans-disciplinary theme. The inquiry process is largely defined by the students themselves as:<\/p>\n