Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Cycle 30 Cycle 31 Student Holiday

27 Mar - D5 28 Mar - D6 29 Mar - D1 30 Mar - D2 31 Mar - D3 1 Apr 2 Apr

Mentor meeting Task Definition Finalise the LOIs Location and Access: These four days your focus will be finding out required information. Search about the
~Know your mentor. - Be sure about what you ~ Figure out where you will Inquire into multiple perspectives, become knowledgeable, use Topic
Introduce yourself. want to do and state it in Information seeking get these sources. Beside proper techniques and strategies to read, listen, interview,
~Share Essential your own words. strategies each source, write its investigate and collect data
Agreements and ~ Topic definition: Write ~ Identifying primary location. If it is a web site, list
team's SWOT. atleast a paragraph and secondary sources its web address. Start with Use of information:
~Share why you have consisting 5-7 sentences of information: Along those that your teacher or ~ Engage in reading, listening, viewing and experiencing your
selected this topic and about what your topic is. with mentor brainstorm mentor have suggested. This selected sources. If you can’t understand any of it, be sure to ask
show your prior ~ Identify questions and determine all will save you time. an adult to help you. It’s OK not to understand, it’s NOT OK not to
knowledge work to the which you need to possible sources from ~ If your source is a person, ask for help.
mentors answer: Use QFT where you can get figure out how you will contact ~ Remember, you are looking for the information you need. You
~Fix next mentor process required information. him or her and make a note of may not need to read, listen to, or view all of your source. You may
meeting and its ~ Write a hypotheses/ Select the best ones. this. If it is a field trip seek be able to skim and scan, find subheadings and topic sentences
agenda. initial central idea for E.g. weblinks, mentor/parents help in (read the first sentences in each paragraph) that will take you to
~Share research sheet your research topic. magazines, articles, organizing it. your information.
with mentor newspapers, video, ~ Extract the relevant information from a source. Record notes.
Week 1
Finalize your group movie/documentaries, Use a graphic organizer or a thinking tool to record and reflect on
name with experts, NGOs, field your learning. Share your learning with other team members.
mentor/teacher. trips, experiments,
survey etc. #Important points:
~ Take mentor's help in identifying and arranging guest speaker
sessions/ field visits. Define clear objective, guiding questions and
learning outcome along with mentor. Write reflection and summary
of learning after guest speaker sessions/ field visits.
~ Take up 1-2 case studies for looking at the problem in different
times and/or places. This will widen your cognizance about the
topic and help understand things from local and global
perspectives.
~ If you are using any primary data collection method, it must
include aim, hypothesis, sample size, location/area under study,
preferred age-group and process steps. These details and any
other related document must be approved by your mentor and
teacher both. Don't undertake any data collection without approval
from your teacher.

#Check for understanding: Do you know good enough about your

topic?
 Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Cycle 31 Cycle 32 Student Holiday`

3 Apr - D4 4 Apr - D5 5 Apr - D6 6 Apr - D1 7 Apr - D2 8 Apr 9 Apr

These four days your focus will be finding out required information. Inquire into multiple Synthesis
perspectives, become knowledgeable, use proper techniques and strategies to read,
listen, interview, investigate and collect data Organizing information- Transitioning from information to knowledge: Work on Action and
~ Organize information from multiple sources and start answering task definition collect Action
questions in the sheet. Discuss answers with your mentor and teacher. Rewrite if Evidence
necessary.
Use of information: ~ Derive conclusions: Identify important learnings from your research and answers.
~ Engage in reading, listening, viewing and experiencing your selected sources. If you ~ Create/Re-create the big idea for your topic which sums up your learning.
can’t understand any of it, be sure to ask an adult to help you. It’s OK not to understand,
it’s NOT OK not to ask for help.

~ Remember, you are looking for the information you need. You may not need to read,
listen to, or view all of your source. You may be able to skim and scan, find subheadings
and topic sentences (read the first sentences in each paragraph) that will take you to your
Week 2 information.

~ Extract the relevant information from a source. Record notes. Use a graphic organizer or
a thinking tool to record and reflect on your learning. Share your learning with other team
members.

#Important points:
~ Take mentor's help in identifying and arranging guest speaker sessions/ field visits.
Define clear objective, guiding questions and learning outcome along with mentor. Write
reflection and summary of learning after guest speaker sessions/ field visits.
~ Take up 1-2 case studies for looking at the problem in different times and/or places. This
will widen your cognizance about the topic and help understand things from local and
global perspectives.
~ If you are using any primary data collection method, it must include aim, hypothesis,
sample size, location/area under study, preferred age-group and process steps. These
details and any other related document must be approved by your mentor and teacher
both. Don't undertake any data collection without approval from your teacher.

#Check for understanding: Do you know good enough about your topic?

Monday Tuesday Wednesday Thursday Friday Saturday

Cycle 32 Cycle 33

Week 3 10 Apr - D3 11 Apr - D4 12 Apr - D5 13 Apr - D6 14 Apr - D1 15 Apr

Action needs to be displayed Action and Impact Final rehearsal of

- Successful inquiry will lead to responsible Oral Presentation
Presentation​ [Move to this step only if all answers are verified by action. This action will extend your learning, or it PYP Exhibition
your mentor and teacher and there is no further feedback and
revision suggested by them.]
~ Identify key learnings and message you want to share with your
audience. Your chart should not have just Q and A or mere
facts/information. See that you are communicating knowledge and
not plain info.
~ Imagine your Exhibition space. Talk about it together. Begin with
the end in mind.
~ Decide which format best suits your subject. Discuss your idea
with experts (mentors, teachers in charge or arts teachers).
Develop idea along with them. Take suggestions on how to make it
happen. Remember the following when brainstorming ideas for
your display:It is engaging, interactive and interesting (does not
rely on written text only), you have a catch that draws audience in.
~ Haste makes waste: Give yourself the time you need to make a
rough draft, edit it, get it approved by teacher/mentor and then
make a final copy.
~ Don't spend unnecessary time decorating chart or making
tedious models. Keep it simple, clear and environmentally
responsible.
may have a wider social impact. Staging exhibition
~ Action is the power to choose to act; to decide
on your actions; and to reflect on these actions ~ Putting up displays
in order to make a difference in and to the together
world. It can be a small thing that arises from a ~ Rehearsing
genuine concern and commitment. presentation
~ Effective action does not need to be
grandiose- the concept of action is more a state Presentation
of mind than a product. It can begin at the most rehearsal with other
immediate and basic level: with the self, if we teams
want to change the world we need to start with
changing ourselves.
~ Think how can you apply your learning within
the family; within the classroom, the school,
society and or the city.
~ Effective action can be a demonstration of a
sense of responsibility and respect for self,
others and the environment.
- Also evaluate the impact of your action
Continue creating the Display work and
Presentation

Evaluate:
~ Is my task finished?
~ Go back and review the research sheet, prepared displays, art performance and journal again to be sure.
~ Did I do everything and include all that was required for the assignment- heading, labels, date etc
~ Did I give credit to all sources, written in the way my teacher requested? How did I do?
~ Clarity- Correct spellings and grammar. Legible handwriting. Overall neatness
~ Parts in a logical and correct order, nothing missing Any thesis statements or arguments have been supported

#Oral presentation:
~ Can everyone in the group speak in detail about our topic? What are we doing to engage our audience? Can I talk about more than one
perspective?
~ Complete posters and charts. Proofread your work. Make sure you have given credits. Include bibliography. Include evidence of your work.
Keep it simple, clear and environmentally responsible.
~Rehearse your presentation.