![]() Table 3 shows some possible statements of inquiry for possible units of work in MYP sciences. The following table illustrates this progression along the additional language learning continuum. relevant and engaging exploration of a global context. the increasing variety of forms of both fiction and non-fiction handled.Īs students develop their understanding, increasing cognitive and skills demands are also set.the increasing complexity of text spoken, viewed, read and written. ![]() the increasing length of text spoken, read and written.the scope of situations in which the language is used.the variety and sophistication of vocabulary and structures used.Learning targets have been set for each phase, and underneath the expectations are examples of what constitutes evidence to indicate the student is ready to progress to the next phase of learning.Īs students progress through the six phases, they are expected to develop the competencies to communicate appropriately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of audiences and purposes. Wake Forest iSTEM Magnet Elementary Schoolįor the purpose of planning, teaching and assessment, the language acquisition skills are also mapped on continuums to show clearly the expectations for each phase.Wake Early College of Information and Biotechnologies.Wake Early College of Health and Sciences.Reedy Creek Magnet Middle School Center for the Digital Sciences. ![]()
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