Hi,
Just seeing this now so don't know if it's still relevant or not for you, but I've worked in the PYP for 8 years. I've only seen IPC curriculum documents, not it in practice so I'm just going by the paper trail more than anything. I found that the PYP is not as thematic, but rather conceptual. So for example, a unit I've done was on communication and transportation technology and how it has changed over time. Our big focus conceptually was change over time (not the technology) so it wasn't "Let's learn cool things about mobile phones and cars" but how can we incorporate change over time and causation in how we teach nonfiction reading and writing, math, science/social studies and art. The assessments were twofold: conceptual outcomes, usually called lines of inquiry, are assessed for understanding as well as the subject-specific skill and knowledge outcomes.
The PYP just had the start of a big shift or "enhancements" as it's been called with a real focus on student agency: meaning their voice is heard, they have choice in their learning and they have ownership over what they are learning and producing. This has always been in the background but now that the PYP has been picked up by more state systems, the IB have made it more pronounced.

I'm sure you've probably had plenty of relevant connections with the IPC. Sometimes it's just knowing the lingo and going, "Ah yes, it's ____ in the IPC."

Good luck and feel free to ask any questions if you have any!

After 4 years in state schools, I went to a job fair in London, had a shot in the dark interview with a great school in Asia("We don't have any positions for you but let's chat") which led to a job offer a week after the fair. I accepted by email...an email that was mysteriously lost, the job given to someone else and I was devastated.

My supervisor at that time was a jerk and said something to the effect of, "Well, you're stuck with us because no one wanted you." I was so angry I went home and emailed every school I had ever applied to and one answered. I had the job in Germany within the week.

It was one of those perfect steps into international teaching: newer school that offered PYP training because they didn't yet have their accreditation, lovely staff of misfits from all over who got on really well which was good because there was nothing to do in the small town, lots of travel opportunities and wonderful students and parents. I feel very lucky to have had my original job offer fall through.

@PsyGuy, unfortunately that ship sailed a year ago. As I mentioned to finedude, I was in a fantastic school in a depressing city and my mental health was worth more than residency papers. My school was wonderfully understanding that my whole life couldn't revolve around the school and I had a one of those rare principal who was empathetic and supportive even while still trying to tempt me to stay on.
The "5 years you get a passport" doesn't play out like that in real life, sadly, and I've had more than one friend who had difficulties going through the passport bureaucracy, living in limbo for years as @Thomas Pirate mentioned depending on their home passport and the requirements of the EU country.

@PsyGuy That's what I'm hoping for: to find a place to put down roots and properly invest in the community.

@PsyGuy unfortunately, no Irish or Italian ancestry for me so no EU passport.

@sid, I was just shocked at the change: that within three years so many schools had altered their policy, even schools that previously had given me offers. I have looked into the "other" Europe, especially cities I've enjoyed visiting, but hadn't found a good match with philosophy or job availability. All good suggestions though.

@beanie, yes, my experience at my last three schools was they had to prove there was no one else, but it was easy as I was a native speaker with all the qualifications they were looking for. And like you said, if they want you, they want you. It's often about pure luck and being in the right place at the right time.

@fine dude I've had many former colleagues who started in schools in those cities but most left within two years. Makes me wonder if it was the schools or the cities themselves. I've had the experience of being in a fantastic school in a depressing city and a depressing school in a fantastic city. Hoping this time to find a good match!

I've been teaching internationally now for almost 10 years, exclusively in Europe and have been at 3 different schools. Within the last 2 years or so as I've been looking for something new, I've found it really difficult to find openings for people with non-EU passports.

This is a dramatic change as in the not-so-distant past, this was not the case. Even schools I had previously interviewed for are no longer accepting applications unless you have an EU passport or current working papers for that country. I've seen several schools have openings for positions that are usually easy to fill stay open for months and it made me wonder how much of that was due to lack of qualified applicants.

As many international schools have English as their primary language and are seeking out teachers who speak English fluently or at a native level what happens now since as one of the few English-speaking European countries will most likely no longer have a seamless visa system? How will this affect recruiting? Any tips for teachers who want to stay in Europe but may have a non-EU passport?