Aesthetics Use of displays and display spaces Evidence of teacher’s role

• Volume of materials and work on display • Evidence that the children’s work AND • Placement, size and what is on a
• Use of color and natural materials thinking in progress is valued teacher’s desk
• Reflection of valuation of cultures • Displays are purposeful not simply • Feedback to students
• Evidence of timely change of display decorative • Role in display
• Lighting • Clearly labeled as to their purpose and • Teacher materials
• Noise audience • Portfolio accessibility
• Cleanliness • Aesthetically pleasing
• Adequate storage • Variety (2D and 3D)
• Well maintained • Work on display is NOT identical
• Evidence of inquiry
• Evidence that PYP is transparent

Evidence of child differentiation Classroom organization Evidence of what children are

• Children’s work reflects individual levels • Allows for a variety of grouping and
of skill and conceptual development learning styles
• Tasks assigned reflect differentiation of • Organized, accessible materials and
expectation resources
• Individual creativity • Variety of resources
• Flexible
• Reflects students’ responsibilities
doing
• Timetable
• Arrangement of furniture
• Finished work AND work in progress
• Children are producers not consumers
• Evidence of academic or intellectual
activity

• Inquiry cycle ( and students NEED TO KNOW what it involves, what the inquiry steps are etc)
• Progress chart ( e.g. progress throughout a unit)
• Reflection chart/display ( e.g. students reflecting on an activity/profile/skills etc)
• Profile & attitudes PURPOSEFULLY displayed (not just decorative words) (e.g. students reflecting on a specific attitude- post-its, rubrics,
narrative records etc)
• Concepts (form, function etc) to be obviously addressed (not simply stuck on the wall; show activities that enabled students to grasp these
concepts)