Visual Arts is often a very difficult subject to teach, as either the teacher does not feel they are ‘artistic’ enough to teach it, or we end up making honest mistakes that end up putting kids off art and thinking creatively for good. I have heard many stories from adults about how an art teacher or teacher made one comment that completely turned them off from art, or were just so demotivated by the ‘talented’ kids around them and the expectations of what they were expected to do. This session will bring this topic to the table and maybe open ourselves up more, in order that our kids maintain their natural artistic creativity and joy for the subject. Also to create a space where ideas can be shared and taken back to schools.
As this has been part of my Visual Arts development plan this year, there will be a small introduction into what has been found so far, opening up to reflections and observations from the group.
From there, some examples will be shared from experience that have worked, both from our school and from others. Time will be set aside at the end to partake in an art activity (or a couple) ourselves to put us in the shoes of our students.
08:30-9:00 Welcome Coffee 9:00-12:45 Morning Session: 9 - 10:30 - Research findings presentation 10:45 - 12:45 - Sharing obstacles and analysing solutions. - split into divisions. EY, Primary and Secondary. Discussion topics, group work and share. 12:45-13:45 Lunch 13:00-15:45 Afternoon Session: get hands dirty. Sampling of selection of art activities and follow up discussion and reflection/take aways. (split into division or interest areas)
Misunderstanding the command terms test, verify, and justify is a common issue in the MYP Mathematics eAssessment, particularly in Criterion B: Investigating Patterns. These terms are often used interchangeably by students, which leads to incomplete reasoning and loss of marks in a section that typically accounts for a significant portion of the assessment. Drawing on experience as an eAssessment examiner, this session clarifies the distinct expectations behind these command terms and highlights common misconceptions observed in student responses. Participants will explore practical examples of generalizing patterns and simple strategies to help students move from identifying patterns to effectively testing, verifying, and justifying their conclusions. The session aims to equip teachers with clearer interpretations of the assessment rubric and practical approaches to help students maximize success in the Investigating Patterns strand.
Outcomes: This professional development session will strengthen teachers’ understanding of the command terms test, verify, and justify within Criterion B: Investigating Patterns in the MYP Mathematics eAssessment. By clarifying the distinct expectations behind these terms and sharing insights from examiner experience, the session will help teachers address common misconceptions that often prevent students from accessing full marks. As a result, teachers will be better equipped to guide students in moving beyond simple pattern recognition toward clear mathematical reasoning and justification. Ultimately, this will improve the quality of student responses, increase confidence in approaching pattern investigation tasks, and support stronger performance in a component of the assessment that carries significant weight.This professional development session will strengthen teachers’ understanding of the command terms test, verify, and justify within Criterion B: Investigating Patterns in the MYP Mathematics eAssessment. By clarifying the distinct expectations behind these terms and sharing insights from examiner experience, the session will help teachers address common misconceptions that often prevent students from accessing full marks. As a result, teachers will be better equipped to guide students in moving beyond simple pattern recognition toward clear mathematical reasoning and justification. Ultimately, this will improve the quality of student responses, increase confidence in approaching pattern investigation tasks, and support stronger performance in a component of the assessment that carries significant weight.
In this hands on workshop, early years educators will explore how flannel/felt board storytelling, music, and rhymes build language, oracy, and emotional skills in young children. Through interactive discussion and demonstration, participants will see how rhythm, rhyme, and repetition strengthen phonological awareness, vocabulary, and expressive language in young children while fostering empathy, regulation, and social connection. Grounded in research, the session will highlight how simple felt board activities can transform songs and stories into engaging, multi-sensory experiences. Educators will leave with ready to use rhymes, flannel board creations and ideas, and creative strategies to nurture confident, expressive, and emotionally resilient learners through "felt board magic."
Outdoor spaces in early learning settings are often viewed primarily as areas for recess or free play. However, thoughtfully designed outdoor environments can function as powerful extensions of the classroom, supporting inquiry, creativity, physical development, and cross-curricular learning. This roundtable will explore how educators can intentionally design and use outdoor spaces as intentional learning environmentsrather than simply recreational areas. Participants will share experiences, challenges, and practical strategies for transforming school grounds into spaces that support literacy, numeracy, science exploration, and social development. Through collaborative discussion, educators will consider how outdoor learning environments can encourage student curiosity, sensory exploration, environmental awareness, and authentic learning experiences.
Early Years Coordinator and Teacher, International School of Stuttgart
Mairim “Mai” Nsofu is an international educator with over 20 years of experience teaching early learners, from preschool through grade 2. She currently serves as the Early Years Coordinator at the International School of Stuttgart, following her previous role as a literacy coordinator... Read More →
I am a young, passionate educator who values meaningful, inquiry-driven learning. Extending learning beyond the classroom is something that excites me, especially through the use of outdoor spaces and real-world experiences to support deep thinking. I hold a Bachelor’s degree in... Read More →
Saturday September 19, 2026 1:15pm - 2:15pm CEST 0.215Am Luftschiffhafen 1, 14471 Potsdam
What does it mean for students to think conceptually? How can teachers foster conceptual thinking through intentional planning? In this session we will look at strategies teachers can use to introduce Specified and Additional concepts in Early Primary to Grade 5 — and intentionally revisit and embed them throughout the year. Through interactive activities, discussion, and reflection, participants will leave with practical ideas they can begin implementing in their classrooms right away and sustain across their units of inquiry.
This workshop explores how understanding English orthography can enrich spelling instruction within an inquiry-based classroom. Using unit-of-inquiry vocabulary, word lists and/or picture books, teachers will learn how to guide students to investigate why words are spelled the way they are—connecting sound, meaning, and history through inquiry. The session includes hands-on activities and practical strategies that integrate morphology, etymology, and phonology into everyday literacy learning. These principles can complement any existing spelling scheme or word list, supporting teachers to make spelling meaningful, engaging, and deeply connected to students’ ongoing inquiries.
Elementary Teacher and Team Leader., Frankfurt International School
Gill Königer is an elementary educator at Frankfurt International School with nearly 30 years of experience teaching in elementary settings worldwide. She specializes in multi-age learning, personalized learning and word inquiry, with a particular focus on supporting literacy de... Read More →
This session explores how student agency can be meaningfully nurtured in the Early Years and lower Primary Years Programme through everyday classroom practice. Participants will examine how choice, voice, and ownership can be embedded in routines, play experiences, and inquiry-based learning in developmentally appropriate ways. The session highlights the role of the teacher in balancing guidance and independence, creating conditions where young learners actively participate in decisions about their learning. Through reflection and practical examples, educators will consider how small, intentional shifts in practice can strengthen engagement, confidence, and learner ownership in the early years
This will be a round table setting with some discussion points for teachers of the new DP Visual Arts Curriculum.
For example: - reflection on how the first year has gone - starting points: what we did to introduce the course to the students and how we would change this next year - challenges experienced: possible solutions - biggest benefits of the new curriculum and opportunities it has presented - timing of projects - building an understanding of assessment with the students
