PYP

PROFESSIONAL DEVELOPMENT

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First Steps2nd Edition Literacyand the IBPYP

Using the First Steps 2nd editionresources in the context of the newscope and sequence document

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Introduction

The development of the First Steps literacy resources wasfunded by the Department of Education for Western Australia,with the aim and purpose of raising literacy standards inprimary schools across the state. Both the First and SecondEditions of the resources were based upon wide-rangingresearch into literacy developmental processes. The Maps ofDevelopment for the four literacy strands (reading; writing;speaking & listening; viewing) have been validated by ACER(Australian Council for Educational Research). Thisaccreditation confirms the validity of the maps as a true andaccurate representation of the phases of literacy development.The Second Edition not only incorporates recent advances inunderstanding about literacy development, but also drawsupon the ten years of experience of using the First Edition inschools worldwide.In developing the First Steps literacy resources, the goal was:“To create a resource that helps schools, teachers and systemsachieve literacy outcomes and goals they have adopted fortheir students.” The First Steps resources do not, therefore,set out to stand in place of established teaching programmesor curricula. Instead, they are designed to offer a rigorousand supportive framework that teachers can use to facilitatethe delivery of their school curriculum for literacy.

Introduction2

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The reason why the First Steps resources can be so successfullyand flexibly used within the context of a wide range ofeducational systems and curricula is that they are focused onstudent development, not on curricular content. The Maps ofDevelopment provide the key for teachers to follow adevelopmental approach to teaching and learning. By clearlyidentifying and describing the literacy developmental phasesthat students go through, the Maps provide teachers with aneffective tool for assessing students’ literacy developmentand basing their subsequent teaching decisions upon students’strengths and areas of need.The First Steps resources lend themselves particularly well tosupporting literacy development within the context of theIBPYP, as the beliefs underpinning First Steps are very closelyreflected in the PYP philosophy and approach to learning. In2009, the IBO updated the PYP Language Scope and Sequencedocument. In doing this “it was decided that a sequence ofdevelopmental phases would enable teachers to moreaccurately identify current levels of a student’s developmentand plan learning experiences leading on to subsequentphases.”

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The purpose of this document is to explore:

! the beliefs underpinning the First Steps resources and theIBPYP

! the key features of design and purpose of the First StepsMaps of Development and the PYP Learning Continuums,considering similarities and significant differences.

! how the First Steps literacy resources can be used in apractical way to support literacy teaching within the contextof the PYP Language Scope and Sequence document.

Introduction

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*See PYP Language Scope & Sequence & Making the PYP Happen (2007)

*See Linking Assessment Teaching & Learning book

Focused on strategies: Effectiveteachers explicitly teach studentsa range of strategies to createand comprehend texts from avariety of media in a range ofcontexts.

First Steps (2nd Edition) Resources* IBPYP*

F The importance of a range ofstrategies is highlighted withinthe IBPYP language scope andsequence document, both in theconceptual understandings andthe learning outcomes.

Investigative: Students learnbest in investigative, problem-solving situations. Additionallearning is always built uponexisting foundations.

I The IBPYP maintains thatpurposeful inquiry is the way inwhich learners learn best. Thestarting point should always belearners’ prior experience andcurrent understanding.

Reflective: Effective teachersprovide time and support forstudents to reflect, represent andreport on their learning in differentways.

R Reflection is a key part of theIBPYP, and is recognised withinthe attributes of the LearnerProfile. Time to reflect is built into the inquiry cycle.

Scaffolded: Effective teachersprovide students with a range ofscaffolds, such as modelling,sharing, guiding and conferencing.They provide specific feedback asa key part of this process.

S The IBPYP language scope andsequence document highlights therole of the teacher in providingappropriate support andchallenges to extend students’learning.

Tailored: Every studentprogresses along an individualpathway of development. Bymapping the milestones oflanguage and literacy developmentand linking assessment toteaching, effective teachers tailortheir teaching to individual, groupand class needs.

T The IBPYP recognises that theteaching of language should bein response to the previousexperience, needs and interestsof the students. The continuumsof the scope and sequencerepresent how learners can buildon established skills andunderstanding.

Underlying Beliefs- a comparison

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5Underlying Beliefs- a comparison

*See PYP Language Scope & Sequence & Making the PYP Happen (2007)

*See Linking Assessment Teaching & Learning book

Supportive: Effective teachersunderstand that the learningenvironment needs to be emotionallysafe and receptive to risk-taking.They realise the importance of aconstructive, participative andcollaborative classroom culture.

First Steps (2nd Edition) Resources* IBPYP*

S The IBPYP recognises the importanceof a learning environment whichsupports students in taking risks. Theability to work together in collaborativelearning situations is also key to theprogramme, and is highlighted withinthe learning outcomes of the languagescope and sequence document.

Tested: Effective teachers rely heavilyon a range of research-based practicesthat have been thoroughly tested,because they know that there is nosingle method or approach to teachall students successfully.

T The IBPYP represents a curriculumframework, which advocates the use ofbest teaching practice drawn from arange of sources around the world. Itrecognises that schools will apply theframework within their own contexts.

E Embedded: Effective teachers embedteaching and learning experiences inthe lives of their students, creatingcontexts across the curriculum thatare authentic, socio-culturallyappropriate and engaging. They helpstudents to make connections betweentheir current understandings and newlearning.

The IBPYP advocates the teaching oflanguage within the context of atransdisciplinary programme. Whenteachers plan learning experiences thatenable learners to develop languagewithin meaningful and enjoyablecontexts, learners are able to makeconnections, apply their learning andtransfer their conceptual understandingto new situations.

Purposefully Practised: Studentsneed to practise and apply a particularaspect of literacy in a number ofcontexts to develop automaticity.Effective teachers orchestratepurposeful practice over time to helpstudents consolidate and integratetheir understanding and skills.

P The programme of inquiry provides anauthentic context for learners to developand use language. The IBPYP alsoadvocates the importance of theapplication of language skills in otherareas – i.e. learning through language

Shared: Real learning occurs whenstudents, teachers, schools andparents share the responsibility of acohesive learning programme andhave high expectations.

The IBPYP recognises that effectivelanguage teaching and learning aresocial acts, dependent onrelationships with others.

P

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First Steps Maps of Development andPYP Learning Continuums: Similarities and Differences

! Language is divided into strands: Reading; Writing; Speaking and Listening;

Viewing and Presenting. There are separate Maps (First Steps) or Continuums

(PYP) for each strand.

! Language development is not seen as a linear progression along predetermined

steps through which all learners will progress in the same way; each learner

is a unique individual, so no two learners will progress at the same rate or

along the same developmental pathway.

! Language development is represented by broad phases, which are not related

to age groups or grade levels.

! Progression through the phases is not neat and predictable; learners may

remain in one phase for some length of time and progress more rapidly

through other phases.

! Learners are likely to display understanding and skills from across more than

one phase at a time.

! It is necessary to identify a learner’s current phase of development in order

to plan learning experiences that will build on existing skills, knowledge and

understanding.

! Learners within the same age group will have different strengths and needs

– therefore teachers are likely to need to consider a range of phases when

planning learning experiences for a class of learners.

! This approach encourages teachers to plan for differentiated instruction in

the classroom.

! Teachers should be looking for evidence of student behaviours that are

consistently demonstrated over time and across a range of contexts.

! The documents allow for student development to be monitored throughout

the primary years.

Common Features

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The maps are designed to supportteaching and learning of the strands ofliteracy in the English language.

First Steps Maps of Development PYP Learning Continuums for Language(extracts from the IBPYP scope and sequence document)

“The document has been generalized to applyto as many language groups and languagelearning situations as possible. It does nottherefore include specific elements of aparticular language or situation.”

The phases of the map represent lifelonglearning.

“It is acknowledged that there are earlier andlater phases that have not been described inthe continuums.”

Each phase is described by a GlobalStatement: This statement

! Describes typical behaviours oflearners in the phase.

! Reflects learners’ current beliefsabout reading.

! Describes the types of text thata learner in that phase wouldinteract with.

“Each strand is summarized through a list ofOverall Expectations - generic statementsthat encapsulate the expected learning in abroad sense. The Overall Expectationsprovide teachers with a narrative summary ofthe learning outcomes at each phase.”


The phase names are used rather thannumbers, to avoid possible confusion withthe grade levels. The names illustrate theprogression in literacy developmentalbehaviour.

For each phase, a set of literacy behavioursis identified which are typical of learnersin that phase of development. These arethe indicators. They are divided intoKey Indicators and Other IndicatorsKey Indicators:

! Represent conceptual leaps inunderstanding.

! Are typical of learners in thatphase.

! Are the indicators used to decidewhich phase a learner is in.

Other Indicators:! Provide useful additional diagnosticinformation.

The indicators are organised under thefour SUBSTRAND headings (Use of Texts;Contextual Understanding; Conventions;Processes and Strategies). This allowsthe developmental process to be trackedacross the phases of the map in a logicalway within each substrand.

“The continuums make explicit the conceptualunderstandings that need to be developedat each phase.

! Evidence of these understandings isdescribed in the behaviours or learningoutcomes associated with each phase.

! The development of these understandingsis supported by the learning outcomesassociated with each phase of eachstrand.

The learning outcomes are written asobservable behaviours or actions that willindicate to teachers how learners areconstructing, creating and sharing meaningthrough language. The learning outcomesprovide teachers with a way of looking at whatlearners can actually do, and where they mayprogress to next. They are therefore bothdiagnostic tools and a means of informingplanning for further development.”

“The phases have not been named, in order toavoid the value judgement implied in labellinga learner as “developing” or “proficient”, forexample.”

POINTS OF DIFFERENCE

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For each phase, Major TeachingEmphases (MTEs) are identified. Theseprovide teachers with a focus forteaching, specifically designed to giveappropriate levels of support andchallenge to learners who aredemonstrating the key indicators ofthat phase. Focusing on these MTEssupports students in moving on towardsthe next phase of development.

The MTEs are also organised under thefour SUBSTRAND headings, allowingteachers to identify how each MTEsupports a learner’s currentunderstandings in each of thesubstrands and helps to move them ontowards the next phase.

First Steps Maps of Development PYP Learning Continuumsfor Language

The maps provide a clear structure andframework for teachers to follow interms of identifying which phase alearner is in and choosing appropriatefoci for teaching, based upon theevidence of learners’ current behaviours.

“As learners are likely to displayunderstanding and skills from more than oneof the developmental phases at a time, it isrecognized that teachers will interpret thescope and sequence according to the needsof their students and their particular teachingsituations.”

For each phase, Teaching andLearning Activities are identified,which are designed to support the MTEsby building learners’ skills andunderstandings through purposefulpractice.

“It is the school’s responsibility to provideauthentic contexts for language teachingand learning in all areas of the curriculumthat are a reflection of, and relevant to, thecommunity of learners, and to the educationaltheories underpinning the programme.”

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Summary of Key Differences:

! The learning outcomes of the PYP continuums aim to act as bothindicators and foci for teaching. In the FS Maps of Development,specific Major Teaching Emphases are identified to support andchallenge learners’ understandings in each phase.

! The substrand organisation (Use of Texts; Contextual Understanding;Conventions; Processes and Strategies) of the FS Maps ofDevelopment provides a clear progression of behaviours andteaching emphases which can be tracked across the phases. Thereis no equivalent organisational structure to the PYP continuums.

! The explicit substrand organisation of the FS Maps of Development,as described above, ensures a balanced and consistent approachto literacy teaching, allowing students to move forwards in allaspects of literacy development.


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