Learners seldom progress in a neat and predictable manner instead they may remain in one phase for some length of time and move rapidly through other phases. A learner may exhibit a range of learning outcomes from various phases at any one time. Each learner is a unique individual with different experiences and perceptions, so no two learners progress at the same rate, or along the same developmental pathways. Learners within the same age group will have different proficiency levels and needs-therefore teachers should consider a range of phases when planning language learning experiences for a class of learners. It is acknowledged that there are earlier and later phases that have not been described in these continuums. The phases attempt to describe the language learning processes through which learners progress.The following points should be considered when using the continuums to inform planning, teaching and assessing.
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Language development is not seen as a series of defined incremental steps through which all learners will progress in the same way. They reflect a developmental view of learning and are clearly related to the contexts in which learning is taking place. The continuums do not, however, provide evaluative criteria through which every learner is expected to progress in sequential order. In summary, each group of linked overall expectations, conceptual understandings and learning outcomes is called a “phase” five phases represent the developmental continuum(s) of each strand. The overall expectations provide teachers with a narrative summary of the learning outcomes at each phase.
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They are, therefore, both diagnostic tools and a means of informing planning for further development. The learning outcomes provide teachers with a way of looking at what learners can actually do and where they may progress to next. The learning outcomes are written as observable behaviours or actions that will indicate to teachers how learners are constructing, creating and sharing meaning through language. The development of these understandings is supported by the learning outcomes associated with each phase of each strand. The continuums make explicit the conceptual understandings that need to be developed at each phase. To arrive at such a judgment, and given that the overall expectations in the PYP language scope and sequence are presented as broad generalities, it is recommended that the entire document be read and considered. Schools need to be mindful of practice C1.23 in the IB Programme standards and practices that states “If the school adapts, or develops, its own scope and sequence documents for each PYP subject area, the level of overall expectation regarding student achievement expressed in these documents at least matches that expressed in the PYP scope and sequence documents.” Integrate additional external requirements, for example, indicators, benchmarks and standards, into the PYP scope and sequence document.Frame their language scope and sequence document around the conceptual understandings outlined in the PYP document, but develop another aspect, such as the learning outcomes, differently.Incorporate the developmental continuums of the PYP scope and sequence into their existing school documents.In the process of producing their written curriculum, schools may decide to use and adapt the PYP scope and sequences according to their needs. It does not, therefore, include specific elements of a particular language or situation.
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The document has been generalized to apply to as many language groups and language learning situations as possible. The language scope and sequence is structured around broad, transferable ideas-conceptual understandings-that all learners need to understand to become confident, creative and effective communicators.
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This language scope and sequence should be used in the context of a transdisciplinary, inquiry-based programme.