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Published February 2012
Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva,
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© International Baccalaureate Organization 2012
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Primary Years ProgrammeDeveloping a transdisciplinary programme of inquiry
International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization.
Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire PYP137
IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB learner profileThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
© International Baccalaureate Organization 2007
Developing a transdisciplinary programme of inquiry
Contents
Developing a transdisciplinary programme of inquiry 1
Introduction 1
What does a programme of inquiry include? 3
Developing a programme of inquiry for the first time 7
Connections with the subject-specific scope and sequences 8
Refining a programme of inquiry 9
Teaching using the programme of inquiry 11
Evaluating a programme of inquiry 12
How the PYP sample programme of inquiry (2012) was developed 14
Resources 18
Samples 19
Sample programme of inquiry (2012) 20
Sample programme of inquiry (2008) 24
Annex 27
PYP programme of inquiry rubric 28
Developing a transdisciplinary programme of inquiry 1
Developing a transdisciplinary programme of inquiry
IntroductionThis document aims to give guidance to schools developing a new transdisciplinary programme of inquiry, or revising an existing one.
The curriculum in a Primary Years Programme (PYP) school includes all student activities, academic and non-academic, for which the school takes responsibility. The curriculum is expressed as three interrelated components: the written, the taught and the assessed curriculums. All have an impact on student learning. At the heart of the curriculum is the learner constructing meaning.
Each school is required to document its written curriculum as specified in the International Baccalaureate (IB) Programme standards and practices (IB 2010).
The written curriculum is comprehensive and aligns with the requirements of the programme(s).
IB Programme standards and practices: Practice C2.1 (IB 2010)
The written curriculum identifies what is worth knowing for students. When developing the written curriculum in their schools, teachers and administrators need to consider the transdisciplinary themes and the subject-specific knowledge, concepts and skills.
The knowledge component of the written curriculum is determined by the belief that there are areas of knowledge that, while important for any student, are especially significant in schools that aim to promote international-mindedness on the part of their students.
The work of Ernest Boyer (Boyer 1995) has been seminal to the development of the PYP. Boyer proposed that students explore a set of themes that represents shared human experiences. He referred to these as “core commonalities”. Debate and discussion, representing multiple perspectives, about this idea of human commonalities have led to the selection of six transdisciplinary themes (see Figure 1) that are considered essential in the context of a programme of international education. These themes:
• have global significance—for all students in all cultures
• offer students the opportunity to explore the commonalities of human experience
• are supported by knowledge, concepts and skills from the traditional subject areas but utilize them in ways that transcend the confines of these subjects, thereby contributing to a transdisciplinary model of teaching and learning
• will be revisited throughout the students’ years of schooling, so that the end result is immersion in broad-ranging, in-depth, articulated curriculum content
• contribute to the common ground that unifies the curriculums in all PYP schools.
Developing a transdisciplinary programme of inquiry2
Developing a transdisciplinary programme of inquiry
PYP transdisciplinary themes
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How we express ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing the planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Figure 1
Developing a transdisciplinary programme of inquiry 3
Developing a transdisciplinary programme of inquiry
The PYP requirements under standard C2 state that:
The written curriculum incorporates relevant experiences for students.
a. The written curriculum provides opportunities for student learning that is significant, relevant, engaging and challenging.
IB Programme standards and practices: Practice C2.6 (IB 2010)
The written curriculum promotes students’ awareness of individual, local, national and world issues.
a. The programme of inquiry includes the study of host or home country, the culture of individual students and the culture of others, including their belief systems.
IB Programme standards and practices: Practice C2.7 (IB 2010)
The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives.
IB Programme standards and practices: Practice C2.8 (IB 2010)
These requirements ensure that students inquire into, and learn about, globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. These units collectively constitute the school’s programme of inquiry, providing a scaffold for the development of international-mindedness.
What does a programme of inquiry include?The PYP requirements under practice C1.3 state that:
Collaborative planning and reflection addresses vertical and horizontal articulation.
a. There is a systematic approach to integration of the subject-specific scope and sequences and the programme of inquiry.
b. The school ensures balance and ar ticulation bet ween the transdisciplinary programme of inquiry and any additional single-subject teaching.
IB Programme standards and practices: Practice C1.3 (IB 2010)
In addition, the PYP requirements under practice C2.1 outline the content of a school’s programme of inquiry.
The written curriculum is comprehensive and aligns with the requirements of the programme(s).
a. The programme of inquiry consists of six units of inquiry—one for each transdisciplinary theme—at each year/grade level, with the exception of students who are 3–5 years, where the requirement is at least four units at each year/grade level, two of which must be under “Who we are” and “How we express ourselves”.
b. The school ensures that there is a coherent, horizontally and vertically articulated programme of inquiry.
c. The Primar y Years Programme exhibition is one of the six transdisciplinary units of inquiry in the final year of the programme.
IB Programme standards and practices: Practice C2.1 (IB 2010)
Developing a transdisciplinary programme of inquiry4
Developing a transdisciplinary programme of inquiry
Schools should be mindful of the fact that the transdisciplinary programme of inquiry is not merely a novel way of repackaging subject-specific content. Rather, it is a way of students using a range of subject-specific knowledge, concepts and skills in order to develop a deeper understanding of the transdisciplinary themes.
Transdisciplinary themesThe programme of inquiry is a matrix made up of the six transdisciplinary themes running vertically, and the age groups running horizontally. Organizing the curriculum around the six transdisciplinary themes contextualizes the learning for the students. It enables them to experience a balance of subject-specific knowledge, concepts and skills in order to develop an understanding of the transdisciplinary themes (see Figure 1).
Each transdisciplinary theme is accompanied by a description that explains what students will be inquiring into under this theme. This description should be referred to continually to ensure the relevance of the central ideas beneath it. It should be used as a tool to ensure the balance of the units of inquiry under each theme, rather than as a checklist.
All aspects of the descriptions of the transdisciplinary themes should be explored at some point in the programme of inquiry. The exception to this is schools that have fewer than five grade/year levels. Schools in this category should endeavour to address all aspects of the descriptions of the transdisciplinary themes in a reasonable manner in the number of years available to them.
Units of inquiryIn each of the cells of the matrix, a unit of inquiry is documented that is age-appropriate. Each unit of inquiry on the programme of inquiry should consist of a central idea, key concepts, related concepts, and lines of inquiry, as described in Figure 2.
Example of a unit on a programme of inquiry
An inquiry into:
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
9–10 years
Central idea
New digital media changes the way in which people access information and connect to each other.
Key concepts: function, causation, connection
Related concepts: networks, access, ethics, platform
Lines of inquiry
• How new digital media is used or organized
• Evaluating information
• Our responsibility in virtual environments
Figure 2
Developing a transdisciplinary programme of inquiry 5
Developing a transdisciplinary programme of inquiry
Central ideaEach of the units of inquiry has a central idea. The central idea should be written in one sentence that expresses concisely an enduring understanding. Each central idea will support students’ understanding of the particular transdisciplinary theme it is connected to, and should challenge and extend students’ prior knowledge. Central ideas should be globally significant and have relevance to students in all cultures and contexts, offering students the opportunity to explore commonalities of human experience as framed by the description of the transdisciplinary theme.
Central ideas should be written in a neutral voice that does not convey a specific or particular value of an individual or group, eg teachers. In the development of central ideas, wording that is overly subjective, suggests bias, or implies judgment, opinion or expected behaviours should be avoided. Central ideas should be written in such a way to invite student inquiry, so that a range of responses is possible. This is so that students are encouraged to uncover the complexity of a central idea, construct their own meaning and assign their own value to the ideas being explored.
Each central idea should be written so as to promote conceptual development supported by the PYP key concepts identified for the unit of inquiry. This does not mean that the name of a PYP key concept has to be recorded in the central idea, but rather that the central idea has a conceptual underpinning that will help students develop their ability to think conceptually.
Clear links between the transdisciplinary theme, the central idea and the associated lines of inquiry need to be established and articulated. The summative assessment tasks (documented in the PYP planner that accompanies the unit of inquiry) should also be articulated with the central idea: if there is no effective way in which students can demonstrate—or teachers assess—their understanding of the central idea, the central idea will need to be revised until such assessment is possible.
Development of central ideas requires time, careful thought and collaboration among staff. At times, students may also be involved. The central idea should be engaging, relevant, challenging and significant, and written as a concise statement. The central idea should be compelling to learners of all abilities. Learners of various abilities and ages can study a well-formulated central idea to differing depths.
Central ideas do not have to be worded in a complex way, nor do they have to be written in language appropriate to the age of the students. Words that students may not have come across before, but are essential to the understanding of the central idea, should be included. This means that the central idea may need to be “unpacked” by the teachers or students and discussed in language that the students can understand. By the end of a unit of inquiry, it is reasonable to expect students to be articulate about the central idea and to explain their understanding in their own words.
At the planning stage, it may hinder the development of the unit of inquiry to spend time trying to come up with a “catchy” title in addition to the central idea. For this reason, the PYP sample programme of inquiry does not contain titles. There is evidence in some cases that, over time, the titles used to label the units may obscure the articulation between the central idea and the transdisciplinary theme. However, in the context of a school it may be convenient for teachers or students to add titles at a later stage in order to facilitate discussion about the units of inquiry.
ConceptsA school’s programme of inquiry should demonstrate the opportunity for deeper exploration of all eight PYP key concepts. All eight key concepts must be represented on the programme of inquiry at each grade/year level.
The central idea should be designed to promote conceptual development. The concepts are identified early in the process and embedded in the central idea to help students to extend their critical thinking capacity. Listing the concepts (key concepts and related concepts) on the programme of inquiry will help to focus the direction of the inquiries. No more than three PYP key concepts should be selected to focus on in any one unit of inquiry.
Developing a transdisciplinary programme of inquiry6
Developing a transdisciplinary programme of inquiry
Related concepts derived from the key concepts and from the subject areas should also be listed. They deepen an understanding of the subject areas while providing further opportunities to make connections throughout the learning, from one subject to another, and between disciplinary and transdisciplinary learning.
Alignment between the PYP key concepts, related concepts and lines of inquiry of a unit will provide opportunities for students’ conceptual development, and deepen their understanding of the central idea.
There should be a balance of PYP key concepts used throughout each transdisciplinary theme. This does not mean that each key concept must be represented under each transdisciplinary theme but rather that schools are mindful of repetition or under-representation of concepts in order to ensure that there are appropriate opportunities for students to revisit and develop their understanding of all concepts.
Lines of inquiryThe purpose of the lines of inquiry is to clarify and develop understanding of the central idea. Each unit of inquiry will contain three or four lines of inquiry and these should be written as statements or phrases, not as questions, topics or tasks. There should be evidence of a connection between the lines of inquiry and aspects of the designated transdisciplinary theme.
Lines of inquiry should be written in such a manner as to develop conceptual understanding supported by the identified PYP key concepts and related concepts. Lines of inquiry should be relevant to the experience of the students within a particular developmental range. The lines of inquiry, as a set, should define the scope of the inquiry and help to focus student research. However, they should be open enough to extend student inquiries, and deepen understanding of the central idea.
In addition, lines of inquiry should be written in such a way as to provide opportunities for students to develop their understanding through multiple perspectives. To support this development of understanding, the lines of inquiry should be distinctive yet connected to one another, to provide a coherent context for learning.
Number of units of inquiry in the matrixThere could be as many as 54 units of inquiry in a programme of inquiry if schools have students aged 3 to 12 years old. However, as students aged 3 to 5 years only have to complete a minimum of four units, schools will generally have fewer units in the matrix.
Recording the exhibition on a programme of inquiryIn schools with three or more grade/year levels, it is a requirement that students participate in a PYP exhibition in the final grade/year of the school. In the exhibition grade/year, it is advisable that the school develops six units of inquiry (one for each of the transdisciplinary themes) and records these on the programme of inquiry.
The practice of developing a unit of inquiry under each transdisciplinary theme leads to a balanced programme of inquiry where understanding of each transdisciplinary theme is developed as fully as possible across the school. Every year, the school (with student involvement) replaces one of the six units with the PYP exhibition. The transdisciplinary theme under which the exhibition sits may differ from year to year depending on the issue selected (the exhibition may strongly reflect one particular theme but it is more likely that it will synthesize aspects of some or all of the transdisciplinary themes).
Developing a transdisciplinary programme of inquiry 7
Developing a transdisciplinary programme of inquiry
Developing a programme of inquiry for the first timeThe PYP requirement under practice C1.1 states that:
Collaborative planning and reflection addresses the requirements of the programme(s).
a. The programme of inquiry and all corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff.
IB Programme standards and practices: Practice C1.1 (IB 2010)
The task of developing a programme of inquiry is one the whole staff, including classroom teachers and single-subject teachers, takes responsibility for. It represents a sustained collaborative process involving all the appropriate PYP staff, full-time or part-time, to the fullest possible extent.
It is the role and responsibility of the PYP coordinator to facilitate the process in a manner that he or she believes will work best for the staff. This may involve a series of small-group meetings and/or whole-staff meetings. Examples of how the process could work include the following.
• A core group of teachers develops a skeleton programme of inquiry that is then shared and fully developed with the rest of the staff.
• Groups of teachers develop units, either by age range or under each of the transdisciplinary themes. The whole staff then reviews the programme of inquiry to consider areas of redundancy or omissions.
• A national, regional or state curriculum may require that certain content be included in a school’s programme of inquiry. The staff works to consider how this predetermined content might help to promote an understanding of the transdisciplinary themes.
• The whole staff works together all the way through the process to develop the complete programme of inquiry.
Schools should be aware that whatever method is selected for the development of a programme of inquiry, the process is a lengthy one, requiring many hours of collaboration and discussion. After a programme of inquiry has been developed, there will be many further refinements.
All PYP teaching staff, whether full-time or part-time, classroom teacher or single-subject teacher, then have the responsibility to develop accompanying planners that correspond to the units on the programme of inquiry.
When a school begins the process of developing a programme of inquiry, it should make use of the PYP subject-specific scope and sequences, the PYP sample programme of inquiry, and any other curriculum documents that the school may consider essential. Any national, local or regional requirements will guide the units of inquiry that a school chooses to develop and include in its programme of inquiry.
Providing high-quality resources for a new programme of inquiry may be expensive and time consuming. The resources available in a school (artifacts, audio-visual materials, books, people, places and technology) should all be carefully considered when a school develops a programme of inquiry in order to make the best use of the resources it already has. Additionally, consideration should be given to the resources available in the local community in order to provide a meaningful context for inquiry.
It is sometimes necessary to translate the programme of inquiry for those in the school community who need to understand the central ideas in a different language. This must be undertaken very carefully so that the concepts embedded in each central idea are not lost in the translation. For dual language schools that have to communicate the programme of inquiry to the school community in two languages, it is of particular importance to ensure consistency of conceptual understanding across both languages of instruction.
Developing a transdisciplinary programme of inquiry8
Developing a transdisciplinary programme of inquiry
Connections with the subject-specific scope and sequencesThe PYP requirements under practice C1.3 state that:
Collaborative planning and reflection addresses vertical and horizontal articulation.
a. There is a systematic approach to integration of the subject-specific scope and sequences and the programme of inquiry.
b. The school ensures balance and ar ticulation bet ween the transdisciplinary programme of inquiry and any additional single-subject teaching.
IB Programme standards and practices: Practice C1.3 (IB 2010)
The school’s programme of inquiry and subject-specific scope and sequence documents are key components of the written curriculum.
The importance of the traditional subject areas is acknowledged. Indeed, the subject areas of language, mathematics, science, social studies, arts, and personal, social and physical education (PSPE) are specified as components of the PYP curriculum model. However, it is also recognized that educating students in a set of isolated subject areas, while necessary, is not sufficient. Of equal importance is the need to acquire skills in context, and to explore content that is relevant to students and that transcends the boundaries of the traditional subjects.
To be truly educated, a student must also make connections across the disciplines, discover ways to integrate the separate subjects, and ultimately relate what they learn to life.
(Boyer 1995)
When planning a programme of inquiry, schools should be aware that all significant science and social studies teaching should take place within the programme of inquiry. Moreover, knowledge, concepts and skills from any of the other subject areas, ie language, mathematics, PSPE and arts, should be included in the programme of inquiry whenever there is an authentic connection to the students’ learning and understanding of the transdisciplinary theme. Aspects of PSPE are pervasive across the curriculum and are the responsibility of all teachers. Therefore PSPE needs to be considered in all areas of the curriculum and not just in the transdisciplinary programme of inquiry.
Relevant subject area tags have not been included in the PYP programme of inquiry samples included in this publication in order to demonstrate that coverage of subject areas was not the driver in the collaborative planning process. However, after the development of the programme of inquiry, it is appropriate to identify when a unit has provided the opportunity for teaching about or through a particular subject area in order to address the balance between transdisciplinary and disciplinary learning in the PYP. It is suggested that two or three PYP subject areas that will support understanding of the central idea be identified and recorded for each unit on the programme of inquiry. All PYP subject areas should be represented within the programme of inquiry at each grade/year level. Additionally, there should be a balance of PYP subject areas identified to support understanding of each transdisciplinary theme (this does not mean that each subject area must be represented under each transdisciplinary theme).
The scope and sequence documents represent the planned learning within the subject areas. They inform the order of the units of inquiry and the teaching of any further knowledge, concepts and skills within each grade/year level. Depending on the circumstances of the individual school, these scope and sequence documents may be those published by the IB or adaptations thereof; they may be required content as specified by national, state or regional governing agencies; they may be developed entirely by the school; or they may be a combination of these things.
Developing a transdisciplinary programme of inquiry 9
Developing a transdisciplinary programme of inquiry
There should be a process of mapping the scope and sequence documents (whether they are mandated by the state, region or nation or developed by the school) with the programme of inquiry. This cross-referencing should continue between the documents throughout the ongoing development of the programme of inquiry. The scope and sequence documents should also be cross-referenced with each other as well as with the programme of inquiry.
The subject-specific strand descriptors in the annex of Making the PYP happen: A curriculum framework for international primary education (IB 2009) and the PYP subject-specific scope and sequence documents may be used as a tool to ensure that the balance of subject-specific knowledge and skills is purposefully integrated.
Note: The IB would encourage independent schools functioning with considerable autonomy to use the PYP subject-specific scope and sequence documents and not spend unnecessary time developing their own.
Refining a programme of inquiryThe PYP requirement under practice C2.9 states that:
The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).
a. There is a system for regular review and refinement of the programme of inquiry, individual units of inquiry and the subject-specific scope and sequences.
IB Programme standards and practices: Practice C2.9 (IB 2010)
The development of the school’s programme of inquiry and the accompanying scope and sequence documents will differ in each setting due to the nature of the school and any locally or regionally determined subject requirements. The transdisciplinary themes provide the basis for much discussion and interpretation within a school, and allow for both local and global perspectives to be explored in the units. Consequently, it would be inappropriate for the PYP to attempt to produce a definitive programme of inquiry to be used by all schools. However, two sample programmes of inquiry are included in this publication for schools to use and adapt as they wish.
The PYP philosophy and practices have more of an impact on a school’s culture when the individuals in the school work collaboratively to develop a transdisciplinary programme of inquiry designed to meet the school’s needs and predetermined requirements. Schools should explore the possibilities for links between the units taught at each year level, and also across the different age ranges, so that the programme of inquiry is articulated both vertically and horizontally.
The units of inquiry that are chosen and developed should illuminate the transdisciplinary theme under which they are placed. A rigorous central idea that is conceptually rich will be targeted specifically to a particular transdisciplinary theme. The lines of inquiry will help to identify and clarify the direction the unit will take and, consequently, make the choice of transdisciplinary theme clearer. The concepts that drive the inquiry will also match the appropriate transdisciplinary theme for each grade/year level.
When schools have completed their first draft of a programme of inquiry, they should check for breadth and balance both vertically (down each transdisciplinary theme) and horizontally (across the year or grade level). This will ensure that a balance of subject-specific knowledge, concepts and skills has been included in the programme of inquiry, allowing the learner to build conceptual understanding and explore the essence of each transdisciplinary theme (see Figure 3).
Developing a transdisciplinary programme of inquiry10
Developing a transdisciplinary programme of inquiry
Balance and articulation within a programme of inquiry
Age Theme Theme Theme Theme Theme Theme
3–4
4–5
5–6
6–7
7–8
8–9
9–10
10–11
11–12
Ensure balance throughout the entire programme of inquiry by:
• checking that all eight PYP key concepts are represented at each grade/year level
• making sure that a balance of PYP key concepts are used throughout each transdisciplinary theme
• cross-referencing between units to check for repetitions in central ideas and lines of inquiry
• mapping with subject-specific scope and sequence documents
• checking that all PYP subject areas are represented at each grade/year level
• checking the balance of PYP subject areas identified to support understanding of each transdisciplinary theme
• checking that all aspects of the descriptions of the transdisciplinary themes are explored at some point.
Figure 3
Look for a balance of essential elements across the units of inquiry at each year level—horizontal alignment
Look for clear developmental progression under each theme, and check for repetitions or omissions—vertical alignment
Developing a transdisciplinary programme of inquiry 11
Developing a transdisciplinary programme of inquiry
Teaching using the programme of inquiryThe PYP requirement under practice B2.10 states that:
The student schedule or timetable allows for the requirements of the programme(s) to be met.
a. The schedule or timetable allows for in-depth inquiry into the transdisciplinary and disciplinary dimensions of the curriculum.
IB Programme standards and practices: Practice B2.10 (IB 2010)
All teachers, including single-subject teachers whenever appropriate, have a responsibility for developing planners to accompany the units of inquiry documented on the programme of inquiry. Sample planners are available in other PYP publications on the online curriculum centre (OCC).
The central ideas indicate the concepts and knowledge that will be documented on the planners. It is then the responsibility of the teachers to define the learning experiences and assessments they feel will allow students to come to an understanding of the central idea. Summative assessment tasks and the evidence of understanding that students will need to produce also need to be documented on the accompanying planners. Schools should bear this in mind when developing central ideas.
Teachers of 3–5 year olds (early childhood) must plan and teach a minimum of four units of inquiry, which include a unit under the transdisciplinary theme “Who we are”, and another under the theme “How we express ourselves”. These two themes, in particular, are considered fundamentally relevant to all young students.
In the early childhood years, a substantial degree of flexibility is offered in terms of the length of the required four units of inquiry. Due to the nature of development and learning during early childhood (3–5 years), it is acknowledged that some units may be year-long and, consequently, more than one unit may be addressed at the same time. The same degree of flexibility regarding the length of the units for 3–5 year olds is considered appropriate for 5–6 year olds. However, for students aged 5 years and older, all six transdisciplinary themes need to be addressed during the year. This flexibility is outlined in Making the PYP happen: A curriculum framework for international primary education (IB 2009).
Teaching and learning, whenever possible and appropriate, should be within the school’s programme of inquiry. However, there are occasions when this is not practical. During these times, teachers may use a number of the following models to teach subject-specific knowledge, concepts and skills.
• Subject-specific inquiry: There are times when teachers will teach subject-specific knowledge, concepts and skills, outside the programme of inquiry, using purposeful inquiry. They should use the PYP planner to structure their planning for this type of inquiry. Teachers should still ensure that authentic connections are made with the essential elements of the programme while maintaining the integrity of the subject area.
• Preparing for or following on from a unit within the programme of inquiry: The direct teaching of subject-specific knowledge, concepts and skills in a unit of inquiry may not always be feasible but, where appropriate, introductory or follow-up learning experiences may be useful to help students make connections across the curriculum. Teachers plan and teach learning experiences that prepare the students to participate in a unit of inquiry. Following on from a unit, students may demonstrate their understanding of the central idea in a subject-specific activity.
• Skills-based teaching: This refers to the teaching of subject-specific skills not directly related to a unit of inquiry but to support mastery and increase students’ skills base in areas such as literacy, numeracy, arts and PSPE. Nevertheless, teachers should be mindful that it is appropriate to develop and use subject-specific skills in the context of units of inquiry. In fact, it could be argued, that this authentic, contextualized learning is preferable.
Developing a transdisciplinary programme of inquiry12
Developing a transdisciplinary programme of inquiry
Evaluating a programme of inquiryThe PYP requirement under practice C2.9 states that:
The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).
a. There is a system for regular review and refinement of the programme of inquiry, individual units of inquiry and the subject-specific scope and sequences.
IB Programme standards and practices: Practice C2.9 (IB 2010)
Schools should review and refine their programme of inquiry and scope and sequence documents regularly. As they continue to develop and refine their programme of inquiry, there should be continual cross-referencing with the scope and sequence documents.
Many schools choose to have a large printout of their programme of inquiry in a communal area that allows teachers (and often parents and students) to make comments about the units of inquiry and the overall programme of inquiry. The reflection on the relative success of the units of inquiry and the integration of the units throughout the programme of inquiry are important aspects of evaluating how well the programme of inquiry is working.
After teachers have spent some time teaching the programme of inquiry, there are likely to be changes that they wish to make to the units of inquiry. The school should determine the process it wishes to use for incorporating these changes. For example, in some schools a request to change the units of inquiry is made at the end of the year and the whole staff reviews the requests in order to identify any possible redundancies or omissions these changes may cause in the school’s programme of inquiry.
It is a useful habit to revisit regularly the theme descriptions under the transdisciplinary theme as a prompt for expanding the scope of the central idea and making it more substantial.
The criteria in Figure 4 have been developed by the IB as a result of piloting a review service to provide schools with feedback on their programme of inquiry. Schools will find these criteria useful in helping them self-assess their programme of inquiry. A rubric that includes these criteria has been developed by the IB to support the self-assessment process in schools. The rubric can be found in the annex of this publication.
Developing a transdisciplinary programme of inquiry 13
Developing a transdisciplinary programme of inquiry
Criteria for reviewing a school’s programme of inquiryCe
ntra
l ide
as
There are six central ideas for all grade/year levels (other than 3–5 year olds).
There are at least four central ideas at each grade/year level for 3–5 year olds including “Who we are” and “How we express ourselves”.
Each central idea is written as one sentence.
The PYP key concepts have been identified (no more than three) for each unit of inquiry.
Central ideas are written in a neutral voice that does not convey a specific or particular value of an individual.
Central ideas are written in such a way to invite student inquiry, so that a range of responses is possible.
Central ideas are relevant to the transdisciplinary themes under which they have been placed.
Central ideas are written in such a manner as to develop conceptual understanding supported by the identified PYP key concepts.
Central ideas are globally significant addressing the commonalities of human experience.
Line
s of
inqu
iry
Three or four lines of inquiry have been identified for each unit.
The lines of inquiry are written as statements or phrases, not questions, topics or tasks.
The lines of inquiry develop understanding of the central idea.
The lines of inquiry offer opportunities to develop understanding through multiple perspectives.
The lines of inquiry develop understanding of aspects of the designated transdisciplinary theme.
The lines of inquiry are relevant to the experience of the students within a particular developmental range.
Within the unit, the lines of inquiry are distinctive yet connected to one another.
The lines of inquiry are written in such a manner as to develop conceptual understanding supported by the identified PYP key concepts and related concepts.
Bala
nce
and
artic
ulat
ion
with
in th
e pr
ogra
mm
e of
inqu
iry
All eight PYP key concepts are represented at each grade/year level.
There is a balance of PYP key concepts used throughout each transdisciplinary theme.
The related concepts are derived from the subject areas and connect to the PYP key concepts.
All the planned science and social studies content is incorporated into the programme of inquiry.
The school has mapped its subject-specific scope and sequences with its programme of inquiry.
Two or three PYP subject area focuses are recorded for each unit.
All PYP subject areas are represented within the programme of inquiry at each grade/year level.
There is a balance of PYP subject areas identified to support understanding of each transdisciplinary theme.
All aspects of the descriptions of the transdisciplinary themes are explored at some point in the programme of inquiry.
The PYP subject areas identified will support students’ understanding of the central idea.
The units throughout the programme of inquiry challenge and extend students’ understanding.
Figure 4
Developing a transdisciplinary programme of inquiry14
Developing a transdisciplinary programme of inquiry
How the PYP sample programme of inquiry (2012) was developedThe development of a programme of inquiry within a school is an ongoing process. Teachers’ understanding of concept-based, transdisciplinary inquiry is being strengthened through discussions with colleagues as part of a school’s professional development activities and through regular collaborative planning sessions. Therefore each time a unit of inquiry is planned, taught and reflected upon, ways to improve the unit are identified and this in turn informs the development of the entire programme of inquiry.
In order to support teachers in understanding the changes that have been incorporated into the PYP sample programme of inquiry, a number of examples have been described here in more detail. Examples 1 and 2 are examples of units of inquiry where central ideas have been revised. Examples 3 and 4 are examples of units of inquiry where issues pertaining to lines of inquiry have been addressed. Examples 5 and 6 illustrate how units have been revised to strengthen balance and articulation across and within the programme of inquiry.
Each example includes an explanation of the changes that were made utilizing the criteria listed in Figure 4, as well as the units from both the 2008 sample (on the left-hand side) and the 2012 sample (on the right-hand side).
Example 1The central idea in the 2008 sample is value-laden, in that it conveys the idea that our lives are enriched by friendships. The central idea was broadened to incorporate other types of relationships that may be significant to the students, eg classmates and neighbours. The new central idea does not convey a specific value and is also more open to student inquiry, ensuring a range of responses is possible. The related concepts and lines of inquiry were revised in light of the changes to the central idea.
2008 2012
Who we are
4–5 years
Central idea: Friendships enrich our lives and require nurturing in order to develop.
Key concepts: causation, responsibility
Related concepts: conflict or cooperation, interdependence
Lines of inquiry
• How friends are made and kept• Why friends are needed• Characteristics that develop healthy
friendships
Who we are4–5 years
Central idea: People’s relationships with each other can have an impact on well-being.
Key concepts: function, connection, responsibility
Related concepts: cooperation, friendship, balance
Lines of inquiry
• How we develop relationships • How relationships affect us• Roles and behaviours within
relationships
Example 1
Developing a transdisciplinary programme of inquiry 15
Developing a transdisciplinary programme of inquiry
Example 2The central idea in the 2008 sample was not written in such a way as to be open to student inquiry, ensuring a range of responses was possible. Limiting the focus to “a workplace” didn’t allow for students to transfer the understanding embedded in the central idea to other contexts. The lines of inquiry were also narrow in focus and did not offer opportunities to explore multiple perspectives. When revising this unit, it became clear that the aspect in the transdisciplinary theme that needed focusing on was “the structure and function of organizations”.
2008 2012
How we organize ourselves
7–8 years
Central idea: In a workplace people share responsibility towards a common purpose.
Key concepts: function, causation connection
Related concepts: cooperation, employment
Lines of inquiry
• Purpose of a workplace• Interconnectedness of people in a
workplace• Importance of a shared vision or
common purpose
How we organize ourselves
7–8 years
Central idea: People create organizations to solve problems and support human endeavour and enterprise.
Key concepts: function, connection, responsibility
Related concepts: work, collaboration, entrepreneurship, service
Lines of inquiry
• Purpose of organizations• Why people join organizations• Strategies for problem solving within an
organization• What makes an organization successful
Example 2
Example 3The lines of inquiry in the 2008 sample were not written in such a way as to develop conceptual understanding supported by the identified key and related concepts. In addition, the second line of inquiry was too narrow in focus and would not allow for the exploration of multiple perspectives: not all places on Earth experience seasonal changes. As a result of the discussion about the global significance of the lines of inquiry, the central idea was revised to encompass other living things.
2008 2012
How the world works
3–4 years
Central idea: Our activity is usually connected to the Earth’s natural cycles.
Key concepts: change, connection
Related concepts: cycles, interaction
Lines of inquiry
• Night and day cycles (dark and light)• Seasonal changes• Health and safety as related to climate
and seasonal changes
How the world works
3–4 years
Central idea: The Earth’s natural cycles influence the activity of living things.
Key concepts: causation, change, connection
Related concepts: cycles, interaction, pattern
Lines of inquiry
• Natural cycles (eg night and day, weather patterns, seasons)
• The actions people take in response to Earth’s natural cycles
• Patterns of behaviour in living things related to Earth’s natural cycles
Example 3
Developing a transdisciplinary programme of inquiry16
Developing a transdisciplinary programme of inquiry
Example 4In the 2008 sample, the first two lines of inquiry were not written in such a way as to develop conceptual understanding supported by the identified key and related concepts. For example, an inquiry into “Types of governance” could result in students developing a list rather than a deeper understanding of “How government systems function”. In order to ensure that the unit was inquiring more directly into aspects of the transdisciplinary theme description of “How we organize ourselves”, the central idea and lines of inquiry were revised.
2008 2012
How we organize ourselves
10–11 years
Central idea: Governmental systems and decisions can promote or deny equal opportunities and social justice.
Key concepts: function, responsibility
Related concepts: equality, government or governance
Lines of inquiry
• Types of governance• Principles of human rights and social justice• The effect of institutional behaviours and
attitudes on social justice
How we organize ourselves
11–12 years
Central idea: Government systems influence the lives of citizens.
Key concepts: function, perspective, responsibility
Related concepts: equality, citizenship, governance, law, politics
Lines of inquiry
• How government systems function • How decision-making practices reflect
human rights• Impact of government on citizens• The rights and responsibilities of citizenship
Example 4
Example 5This unit of inquiry was not thought rigorous enough to challenge learners at the 9–10 year level. In addition, it was decided that the central idea would be more appropriately placed under the transdisciplinary theme “Who we are”. The central idea was revised to better reflect its new position under the transdisciplinary theme “Who we are”. The lines of inquiry were reworked in order to ensure that they provided opportunities for developing understanding of the revised central idea.
2008 2012
How we express ourselves
9–10 years
Central idea: Choices of role models reflect the characteristics that societies and individuals value.
Key concepts: causation, perspective, reflection
Related concepts: self-fulfillment, influence
Lines of inquiry
• Role models and why we value them• Why we should develop our own gifts,
talents and interests• How personal strengths can be applied
to help others
Who we are
7–8 years
Central idea: Choices of role models reflect the beliefs and values of individuals and societies.
Key concepts: causation, perspective, reflection
Related concepts: identity, peer pressure, opinion
Lines of inquiry
• What determines our beliefs and values• How and why role models are chosen• Influence of role models on our choices
and actions
Example 5
Developing a transdisciplinary programme of inquiry 17
Developing a transdisciplinary programme of inquiry
Example 6The final example is the analysis of balance and articulation within and across transdisciplinary themes.
As part of the vertical analysis of the 2008 sample programme of inquiry, it was recognized that not all aspects of all transdisciplinary theme descriptions were explored. For example, in the units of inquiry under “Sharing the planet”, there was repeated exploration of “living things” and limited prospects for exploring “access to equal opportunities”. In the units of inquiry under “How we organize ourselves”, there were overlapping inquiries into “human-made systems and communities” and fewer opportunities for inquiry into “economic activities and their impact on humankind and the environment”. In response to this, several units were revised, and some were removed with new units introduced in their place.
It was also decided that several units of inquiry would be better placed under different transdisciplinary themes. For example, in the 2008 sample the 8–9 year unit of inquiry under “How we express ourselves” with the central idea “A variety of signs and symbols facilitates local and global communication” was really felt to be exploring systems of communication and therefore belonged under “How we organize ourselves”.
Finally, there were a few units of inquiry that did not challenge and extend students’ understanding. In some instances these units were improved or moved to a different age level. In other instances, they were replaced with a completely new unit. For example, under the transdisciplinary theme “Where we are in place and time”, the 3–4 year unit with the central idea “Documenting personal histories allows us to reflect on and celebrate who we are and where we’ve come from” was not deemed appropriate to the experience of this young age group and was replaced by a new unit with the central idea “Spaces and facilities in and around buildings determine how people use them”. Under the transdisciplinary theme “Sharing the planet”, the 8–9 year unit with the central idea “Water is essential to life, and is a limited resource for many people” was removed. It was felt that water as a resource could be explored in several other units under this transdisciplinary theme.
Example 6
Developing a transdisciplinary programme of inquiry18
Developing a transdisciplinary programme of inquiry
ResourcesBoyer, EL. 1995. The Basic School: A Community for Learning. Princeton, NJ. Carnegie Foundation for the Advancement of Teaching.
Bredekamp, S and Copple, C (eds). 1997. Developmentally Appropriate Practice in Early Childhood Programs. Washington, DC. National Association for the Education of Young Children.
Erickson, HL. 2001. Stirring the Head, Heart, and Soul: Redefining Curriculum and Instruction. Thousand Oaks, California. Corwin Press.
Erickson, HL. 2007. Concept-based Curriculum and Instruction for the Thinking Classroom. Thousand Oaks, California. Corwin Press.
IB Programme standards and practices. October 2010. Cardiff, UK. International Baccalaureate.
Making the PYP happen: A curriculum framework for international primary education. December 2009. Cardiff, UK. International Baccalaureate.
Pink, DH. 2005. A Whole New Mind: Moving from the Information Age to the Conceptual Age. New York. Riverhead Books.
Science scope and sequence. July 2008. Cardiff, UK. International Baccalaureate.
Social studies scope and sequence. July 2008. Cardiff, UK. International Baccalaureate.
The PYP as a model for transdisciplinary learning. February 2010. Cardiff, UK. International Baccalaureate.
Tomlinson, CA. 2005. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, Virginia. Association for Supervision and Curriculum Development.
Wells Lindfor, J. 1999. Children’s Inquiry: Using Language to Make Sense of the World. New York. Teachers College Press.
Wiggins, G and McTighe, J. 1998. Understanding by Design. Alexandria, Virginia. Association for Supervision and Curriculum Development.
Zhao, Y. 2009. Catching Up or Leading the Way: American Education in the Age of Globalization. Alexandria, Virginia. Association for Supervision and Curriculum Development.
Developing a transdisciplinary programme of inquiry 19
Samples
There are two sample programmes of inquiry included in this publication, one published in 2008 and one developed for this publication in 2012.
The 2012 sample provides a starting point for schools when developing their own programmes of inquiry. Schools are required to address the transdisciplinary themes, maintain both a vertical and horizontal balance, and be able to defend the rationale for the inclusion of units in their programme of inquiry. The specific units of inquiry in this sample programme of inquiry are not mandated and schools are free to make use of them in any way that suits their particular needs. It is highly unlikely that this sample programme of inquiry will fully meet the needs of any individual school. For many reasons, including availability of resources, some units in the sample may not be appropriate for some schools.
The 2008 sample is included in this publication as it contains content that articulates with the Science scope and sequence (IB 2008) and Social studies scope and sequence (IB 2008). Because of the changes incorporated into the 2012 sample, it is not as closely aligned with these scope and sequences.
In addition to the information included in this publication, further support for understanding all aspects of a programme of inquiry can be found in Making the PYP happen: A curriculum framework for international primary education (IB 2009) and The PYP as a model for transdisciplinary learning (IB 2010).
The IB has attempted to make this sample programme of inquiry as balanced, complete and user-friendly as possible. The PYP curriculum development team would appreciate your feedback on the 2012 sample. Schools are invited to send programmes of inquiry to the IB to inform future curriculum development: [email protected].
Developing a transdisciplinary programme of inquiry20
Sam
ple
prog
ram
me
of in
quiry
(201
2) A
ge
An
inqu
iry in
to:
Who
we
are
An
inqu
iry in
to:
Whe
re w
e ar
e in
pla
ce a
nd ti
me
An
inqu
iry in
to:
How
we
expr
ess
ours
elve
s A
n in
quiry
into
: H
ow th
e w
orld
wor
ks
An
inqu
iry in
to:
How
we
orga
nize
our
selv
es
An
inqu
iry in
to:
Shar
ing
the
plan
et
An
inqu
iry in
to th
e na
ture
of t
he s
elf;
belie
fs
and
valu
es; p
erso
nal,
phys
ical
, men
tal,
soci
al a
nd s
pirit
ual h
ealth
; hum
an
rela
tions
hips
incl
udin
g fa
milie
s, fr
iend
s,
com
mun
ities
and
cul
ture
s; ri
ghts
and
re
spon
sibi
litie
s; w
hat i
t mea
ns to
be
hum
an.
An in
quiry
into
orie
ntat
ion
in p
lace
and
tim
e;
pers
onal
his
torie
s; h
omes
and
jour
neys
; the
di
scov
erie
s, e
xplo
ratio
ns a
nd m
igra
tions
of
hum
ankin
d; th
e re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f ind
ivid
uals
and
ci
viliz
atio
ns, f
rom
loca
l and
glo
bal
pers
pect
ives
.
An in
quiry
into
the
way
s in
whi
ch w
e di
scov
er a
nd e
xpre
ss id
eas,
feel
ings
, na
ture
, cul
ture
, bel
iefs
and
val
ues;
the
way
s in
whi
ch w
e re
flect
on,
ext
end
and
enjo
y ou
r cr
eativ
ity; o
ur a
ppre
ciat
ion
of th
e ae
sthe
tic.
An in
quiry
into
the
natu
ral w
orld
and
its
law
s;
the
inte
ract
ion
betw
een
the
natu
ral w
orld
(p
hysi
cal a
nd b
iolo
gica
l) an
d hu
man
soc
ietie
s;
how
hum
ans
use
thei
r und
erst
andi
ng o
f sc
ient
ific p
rinci
ples
; the
impa
ct o
f sci
entif
ic an
d te
chno
logi
cal a
dvan
ces
on s
ocie
ty a
nd o
n th
e en
viron
men
t.
An in
quiry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es; t
he
stru
ctur
e an
d fu
nctio
n of
org
aniz
atio
ns;
soci
etal
dec
isio
n-m
akin
g; e
cono
mic
ac
tiviti
es a
nd th
eir i
mpa
ct o
n hu
man
kind
and
th
e en
viro
nmen
t.
An in
quiry
into
righ
ts a
nd re
spon
sibi
litie
s in
th
e st
rugg
le to
sha
re fi
nite
reso
urce
s w
ith
othe
r peo
ple
and
with
oth
er li
ving
thin
gs;
com
mun
ities
and
the
rela
tions
hips
with
in
and
betw
een
them
; acc
ess
to e
qual
op
portu
nitie
s; p
eace
and
con
flict
reso
lutio
n.
3–4
Cen
tral
idea
Fa
mily
rela
tions
hips
con
tribu
te to
sha
ping
ou
r ide
ntity
. K
ey c
once
pts:
form
, res
pons
ibili
ty,
refle
ctio
n R
elat
ed c
once
pts:
sim
ilarit
ies
and
diffe
renc
es, b
elon
ging
, rol
es
Line
s of
inqu
iry
• D
iver
sity
of f
amili
es
• R
espo
nsib
ilitie
s w
ithin
the
fam
ily
• H
ow fa
mili
es in
fluen
ce w
ho w
e be
com
e
Cen
tral
idea
Sp
aces
and
faci
litie
s in
and
aro
und
build
ings
de
term
ine
how
peo
ple
use
them
. K
ey c
once
pts:
form
, fun
ctio
n, c
ausa
tion
Rel
ated
con
cept
s: s
pace
, stru
ctur
e, d
esig
n,
safe
ty
Line
s of
inqu
iry
• C
hara
cter
istic
s an
d ar
rang
emen
ts o
f ph
ysic
al s
pace
s
• H
ow p
eopl
e us
e di
ffere
nt s
pace
s
• O
ur re
spon
sibi
lity
in s
harin
g sp
aces
with
ot
hers
Cen
tral
idea
Th
roug
h pl
ay w
e ex
pres
s ou
r fee
lings
and
id
eas
and
com
e to
new
und
erst
andi
ngs.
K
ey c
once
pts:
func
tion,
con
nect
ion,
pe
rspe
ctiv
e R
elat
ed c
once
pts:
imag
inat
ion,
cre
ativ
ity,
com
mun
icat
ion
Line
s of
inqu
iry
• C
omm
unic
atin
g th
roug
h pl
ay
• Im
agin
ativ
e us
e of
mat
eria
ls
• Th
e ro
le o
f toy
s in
pla
y
Cen
tral
idea
Th
e Ea
rth’s
nat
ural
cyc
les
influ
ence
the
activ
ity o
f liv
ing
thin
gs.
Key
con
cept
s: c
ausa
tion,
cha
nge,
co
nnec
tion
Rel
ated
con
cept
s: c
ycle
s, in
tera
ctio
n,
patte
rn
Line
s of
inqu
iry
• N
atur
al c
ycle
s (e
g ni
ght a
nd d
ay,
wea
ther
pat
tern
s, s
easo
ns)
• Th
e ac
tions
peo
ple
take
in re
spon
se to
Ea
rth’s
nat
ural
cyc
les
• Pa
ttern
s of
beh
avio
ur in
livi
ng th
ings
re
late
d to
Ear
th’s
nat
ural
cyc
les
Cen
tral
idea
Pe
ople
pla
y di
ffere
nt ro
les
in th
e co
mm
uniti
es to
whi
ch th
ey b
elon
g.
Key
con
cept
s: fo
rm, f
unct
ion,
resp
onsi
bilit
y R
elat
ed c
once
pts:
com
mun
ity, r
ules
, in
tera
ctio
n Li
nes
of in
quiry
• Va
rious
com
mun
ities
we
belo
ng to
• R
oles
of p
eopl
e w
ho a
re p
art o
f our
co
mm
uniti
es
• H
ow c
omm
uniti
es a
re o
rgan
ized
Cen
tral
idea
An
imal
s an
d pe
ople
inte
ract
in d
iffer
ent
way
s in
diff
eren
t con
text
s.
Key
con
cept
s: c
onne
ctio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y R
elat
ed c
once
pts:
cha
ract
eris
tics,
re
latio
nshi
ps, n
eeds
Li
nes
of in
quiry
• Th
e di
ffere
nt ro
les
anim
als
play
in
peop
les’
live
s
• Su
itabi
lity
of p
artic
ular
ani
mal
s fo
r sp
ecifi
c fu
nctio
ns
• O
ur re
spon
sibi
lity
for t
he w
ell-b
eing
of
anim
als
4–5
Cen
tral
idea
Pe
ople
’s re
latio
nshi
ps w
ith e
ach
othe
r can
ha
ve a
n im
pact
on
wel
l-bei
ng.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n,
resp
onsi
bilit
y R
elat
ed c
once
pts:
coo
pera
tion,
frie
ndsh
ip,
bala
nce
Line
s of
inqu
iry
• H
ow w
e de
velo
p re
latio
nshi
ps
• H
ow re
latio
nshi
ps a
ffect
us
• R
oles
and
beh
avio
urs
with
in
rela
tions
hips
Cen
tral
idea
In
terp
reta
tion
of a
rtifa
cts
cont
ribut
es to
our
un
ders
tand
ing
of p
eopl
es’ h
isto
ries.
K
ey c
once
pts:
form
, fun
ctio
n, re
flect
ion
Rel
ated
con
cept
s: a
rtifa
ct, h
isto
ry, v
alue
Li
nes
of in
quiry
• H
ow p
eopl
e an
alys
e ar
tifac
ts
• H
ow a
rtifa
cts
cont
ribut
e to
our
un
ders
tand
ing
of th
e pa
st
• W
hy p
eopl
e ke
ep o
r dis
card
arti
fact
s
Cen
tral
idea
St
orie
s ca
n en
gage
thei
r aud
ienc
e an
d co
mm
unic
ate
mea
ning
. K
ey c
once
pts:
form
, con
nect
ion,
pe
rspe
ctiv
e R
elat
ed c
once
pts:
com
mun
icat
ion,
ch
arac
teriz
atio
n, e
xpre
ssio
n Li
nes
of in
quiry
• H
ow to
con
stru
ct a
n ef
fect
ive
stor
y
• W
hat s
torie
s ca
n co
nvey
• H
ow s
torie
s ar
e cr
eate
d an
d sh
ared
• Fe
elin
gs a
nd e
mot
ions
that
sto
ries
evok
e
Cen
tral
idea
M
ater
ials
beh
ave
and
inte
ract
in c
erta
in
way
s, w
hich
det
erm
ine
how
peo
ple
use
them
. K
ey c
once
pts:
func
tion,
cau
satio
n, c
hang
e R
elat
ed c
once
pts:
beh
avio
ur, p
redi
ctio
n,
inno
vatio
n Li
nes
of in
quiry
• Be
havi
our o
f mat
eria
ls
• C
hang
ing
prop
ertie
s of
mat
eria
ls
• M
anip
ulat
ion
and
appl
icat
ion
of
mat
eria
ls to
new
pur
pose
s
Cen
tral
idea
M
any
prod
ucts
go
thro
ugh
a pr
oces
s of
ch
ange
bef
ore
they
are
con
sum
ed o
r use
d.
Key
con
cept
s: c
hang
e, c
onne
ctio
n,
resp
onsi
bilit
y Re
late
d co
ncep
ts: c
ompo
nent
s, p
roce
ss,
choi
ce
Line
s of
inqu
iry
• O
rigin
s of
pro
duct
s
• C
hang
es p
rodu
cts
go th
roug
h
• D
istri
butio
n of
pro
duct
s
• H
ow p
eopl
e se
lect
the
prod
ucts
they
use
Cen
tral
idea
Pl
ants
sus
tain
life
on
Earth
and
pla
y a
role
in
our l
ives
. K
ey c
once
pts:
cau
satio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y R
elat
ed c
once
pts:
inte
rdep
ende
nce,
ap
prec
iatio
n Li
nes
of in
quiry
• C
arin
g fo
r pla
nts
• Pr
oduc
ts w
e de
rive
from
pla
nts
• H
ow p
lant
s co
ntrib
ute
to li
fe o
n Ea
rth
5–6
Cen
tral
idea
Aw
aren
ess
of o
ur c
hara
cter
istic
s, a
bilit
ies
and
inte
rest
s in
form
s ou
r lea
rnin
g an
d de
velo
pmen
t. K
ey c
once
pts:
form
, per
spec
tive,
refle
ctio
n R
elat
ed c
once
pts:
iden
tity,
sim
ilarit
ies
and
diffe
renc
es
Line
s of
inqu
iry
• Ph
ysic
al, s
ocia
l and
em
otio
nal
char
acte
ristic
s
• Si
mila
ritie
s an
d di
ffere
nces
bet
wee
n ou
rsel
ves
and
othe
rs
• Pe
rson
al a
bilit
ies
and
inte
rest
s
Cen
tral
idea
H
omes
refle
ct c
ultu
ral i
nflu
ence
s an
d lo
cal
cond
ition
s.
Key
con
cept
s: fo
rm, c
onne
ctio
n,
pers
pect
ive
Rel
ated
con
cept
s: c
ultu
re, n
eeds
, ow
ners
hip,
loca
lity
Line
s of
inqu
iry
• W
hat c
onst
itute
s a
hom
e
• H
ow h
omes
refle
ct fa
mily
val
ues
• H
ow h
omes
refle
ct lo
cal c
ultu
re
• Fa
ctor
s th
at d
eter
min
e w
here
peo
ple
live
Cen
tral
idea
C
eleb
ratio
ns a
nd tr
aditi
ons
are
expr
essi
ons
of s
hare
d be
liefs
and
val
ues.
K
ey c
once
pts:
form
, con
nect
ion,
per
spec
tive
Rel
ated
con
cept
s: b
elie
fs, v
alue
s,
belo
ngin
g, c
ultu
re
Line
s of
inqu
iry
• W
hy p
eopl
e ce
lebr
ate
• Fe
atur
es o
f tra
ditio
ns a
nd c
eleb
ratio
ns
• Sy
mbo
lic re
pres
enta
tions
of c
eleb
ratio
ns
and
tradi
tions
• W
hat m
eani
ng p
eopl
e as
sign
to
cele
brat
ions
and
trad
ition
s
Cen
tral
idea
Al
l liv
ing
thin
gs g
o th
roug
h a
proc
ess
of
chan
ge.
Key
con
cept
s: c
ausa
tion,
cha
nge,
co
nnec
tion
Rel
ated
con
cept
s: c
ycle
s, tr
ansf
orm
atio
n,
sim
ilarit
ies
and
diffe
renc
es
Line
s of
inqu
iry
• Pa
ttern
s of
gro
wth
• H
ow li
ving
thin
gs c
hang
e ov
er th
eir
lifet
ime
• Fa
ctor
s th
at c
an in
fluen
ce li
fe c
ycle
s
Cen
tral
idea
C
omm
uniti
es m
ake
effo
rts to
cre
ate
trans
porta
tion
syst
ems
that
mee
t the
ir ne
eds.
K
ey c
once
pts:
form
, fun
ctio
n, c
hang
e R
elat
ed c
once
pts:
net
wor
k, te
chno
logy
, su
stai
nabi
lity
Line
s of
inqu
iry
• Fe
atur
es o
f tra
nspo
rtatio
n sy
stem
s
• D
ecis
ions
invo
lved
in u
sing
tra
nspo
rtatio
n
• H
ow s
yste
ms
of tr
ansp
orta
tion
resp
ond
to c
hang
ing
need
s
Cen
tral
idea
Pe
ople
inte
ract
with
, use
and
val
ue lo
cal
envi
ronm
ents
in d
iffer
ent w
ays.
K
ey c
once
pts:
cau
satio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y R
elat
ed c
once
pts:
con
serv
atio
n,
deve
lopm
ent,
inte
rdep
ende
nce
Line
s of
inqu
iry
• N
atur
al a
nd h
uman
-mad
e el
emen
ts o
f lo
cal e
nviro
nmen
ts
• H
ow lo
cal e
nviro
nmen
ts a
ddre
sses
pe
ople
’s n
eeds
• H
ow n
atur
al s
pace
s ar
e va
lued
in lo
cal
envi
ronm
ents
Developing a transdisciplinary programme of inquiry 21
Age
A
n in
quiry
into
: W
ho w
e ar
e A
n in
quiry
into
: W
here
we
are
in p
lace
and
tim
e A
n in
quiry
into
: H
ow w
e ex
pres
s ou
rsel
ves
An
inqu
iry in
to:
How
the
wor
ld w
orks
A
n in
quiry
into
: H
ow w
e or
gani
ze o
urse
lves
A
n in
quiry
into
: Sh
arin
g th
e pl
anet
6–7
Cen
tral
idea
Th
e ch
oice
s pe
ople
mak
e af
fect
thei
r hea
lth
and
wel
l-bei
ng.
Key
con
cept
s: c
ausa
tion,
resp
onsi
bilit
y,
refle
ctio
n
Rel
ated
con
cept
s: c
hoic
e, in
fluen
ce,
bala
nce
Line
s of
inqu
iry
• W
hat i
t mea
ns to
hav
e a
bala
nced
lif
esty
le
• H
ow th
e ch
oice
s w
e m
ake
affe
ct o
ur
heal
th
• D
iffer
ent s
ourc
es o
f inf
orm
atio
n th
at h
elp
us m
ake
choi
ces
Cen
tral
idea
Le
arni
ng a
bout
pre
viou
s ge
nera
tions
hel
ps
us u
nder
stan
d th
e re
latio
nshi
p be
twee
n th
e pa
st a
nd th
e pr
esen
t. K
ey c
once
pts:
cau
satio
n, c
hang
e,
conn
ectio
n R
elat
ed c
once
pts:
tim
e, c
ontin
uity
, her
itage
Li
nes
of in
quiry
• W
ays
to fi
nd o
ut a
bout
the
past
• H
ow a
spec
ts o
f the
pas
t stil
l inf
luen
ce u
s to
day
• W
hy s
ome
beha
viou
rs a
nd p
ract
ices
ha
ve c
hang
ed o
r rem
aine
d th
e sa
me
over
tim
e
Cen
tral
idea
Im
ages
com
mun
icat
e id
eas
and
info
rmat
ion.
K
ey c
once
pts:
func
tion,
con
nect
ion,
pe
rspe
ctiv
e R
elat
ed c
once
pts:
cre
ativ
ity,
com
mun
icat
ion,
imag
ery
Line
s of
inqu
iry
• Th
e us
e of
sta
tic a
nd m
ovin
g im
ages
in
diffe
rent
med
ia
• H
ow d
esig
n el
emen
ts o
f im
ages
sup
port
com
mun
icat
ion
• H
ow w
e in
terp
ret a
nd re
spon
d to
imag
es
Cen
tral
idea
Pe
ople
app
ly th
eir u
nder
stan
ding
of f
orce
s an
d en
ergy
to in
vent
and
cre
ate.
K
ey c
once
pts:
form
, fun
ctio
n, c
ausa
tion
Rel
ated
con
cept
s: in
genu
ity, t
echn
olog
y,
ener
gy, f
orce
s Li
nes
of in
quiry
• In
vent
ions
that
impa
ct p
eopl
e’s
lives
• H
ow c
ircum
stan
ces
lead
to th
e cr
eatio
n of
impo
rtant
inve
ntio
ns
• H
ow u
nder
stan
ding
forc
es a
nd e
nerg
y he
lps
inve
ntor
s
Cen
tral
idea
Ph
ysic
al a
nd v
irtua
l pub
lic s
pace
s pr
ovid
e pe
ople
with
opp
ortu
nitie
s to
mak
e co
nnec
tions
and
est
ablis
h a
sens
e of
co
mm
unity
. K
ey c
once
pts:
func
tion,
con
nect
ion,
re
spon
sibi
lity
Rel
ated
con
cept
s: c
omm
unity
, en
viro
nmen
t, pa
rtici
patio
n, a
cces
s Li
nes
of in
quiry
• Pu
rpos
es o
f pub
lic s
pace
s
• C
hara
cter
istic
s of
diff
eren
t pub
lic s
pace
s
• H
ow p
eopl
e us
e pu
blic
spa
ces
Cen
tral
idea
Pe
ople
can
mak
e ch
oice
s to
sup
port
the
sust
aina
bilit
y of
the
Earth
’s re
sour
ces.
K
ey c
once
pts:
per
spec
tive,
resp
onsi
bilit
y,
refle
ctio
n R
elat
ed c
once
pts:
life
styl
e, re
sour
ces,
w
aste
Li
nes
of in
quiry
• Ea
rth’s
fini
te a
nd in
finite
reso
urce
s
• Th
e im
pact
of p
eopl
e’s
choi
ces
on th
e en
viro
nmen
t
• Th
e ba
lanc
e be
twee
n m
eetin
g hu
man
ne
eds
and
the
use
of li
mite
d re
sour
ces
7–8
Cen
tral
idea
C
hoic
es o
f rol
e m
odel
s re
flect
the
belie
fs
and
valu
es o
f ind
ivid
uals
and
soc
ietie
s.
Key
con
cept
s: c
ausa
tion,
per
spec
tive,
re
flect
ion
Rel
ated
con
cept
s: id
entit
y, p
eer p
ress
ure,
op
inio
n Li
nes
of in
quiry
• W
hat d
eter
min
es o
ur b
elie
fs a
nd v
alue
s
• H
ow a
nd w
hy ro
le m
odel
s ar
e ch
osen
• In
fluen
ce o
f rol
e m
odel
s on
our
cho
ices
an
d ac
tions
Cen
tral
idea
Th
e Ea
rth’s
phy
sica
l geo
grap
hy h
as a
n im
pact
on
hum
an in
tera
ctio
ns a
nd
settl
emen
ts.
Key
con
cept
s: fo
rm, c
ausa
tion,
con
nect
ion
Rel
ated
con
cept
s: g
eogr
aphy
, set
tlem
ent,
mod
ifica
tion
Line
s of
inqu
iry
• Va
riabi
lity
of p
hysi
cal g
eogr
aphy
aro
und
the
wor
ld
• Th
e re
latio
nshi
p be
twee
n lo
catio
n an
d se
ttlem
ent
• Im
pact
of h
uman
inte
ract
ion
on th
e ph
ysic
al e
nviro
nmen
t
Cen
tral
idea
Th
roug
h th
e ar
ts p
eopl
e us
e di
ffere
nt fo
rms
of e
xpre
ssio
n to
con
vey
thei
r uni
quen
ess
as
hum
an b
eing
s.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n R
elat
ed c
once
pts:
per
cept
ion,
sel
f-ex
pres
sion
Li
nes
of in
quiry
• Th
e di
vers
e w
ays
in w
hich
peo
ple
expr
ess
them
selv
es
• H
ow e
very
one
can
expr
ess
thei
r un
ique
ness
thro
ugh
the
arts
• Th
e ro
le o
f art
in c
ultu
re a
nd s
ocie
ty
Cen
tral
idea
Th
e de
sign
of b
uild
ings
and
stru
ctur
es is
de
pend
ent u
pon
envi
ronm
enta
l fac
tors
, hu
man
inge
nuity
, and
ava
ilabl
e m
ater
ials
. K
ey c
once
pts:
form
, fun
ctio
n, c
onne
ctio
n R
elat
ed c
once
pts:
des
ign,
tech
nolo
gy,
sust
aina
bilit
y Li
nes
of in
quiry
• C
onsi
dera
tions
to ta
ke in
to a
ccou
nt
whe
n bu
ildin
g a
stru
ctur
e
• Th
e im
pact
of b
uild
ings
and
stru
ctur
es
on th
e en
viro
nmen
t
• Lo
cal a
rchi
tect
ure
and
its c
onne
ctio
n w
ith th
e ne
eds
of th
e co
mm
unity
and
av
aila
bilit
y of
mat
eria
ls
Cen
tral
idea
Pe
ople
cre
ate
orga
niza
tions
to s
olve
pr
oble
ms
and
supp
ort h
uman
end
eavo
ur
and
ente
rpris
e.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n,
resp
onsi
bilit
y R
elat
ed c
once
pts:
wor
k, c
olla
bora
tion,
en
trepr
eneu
rshi
p, s
ervi
ce
Line
s of
inqu
iry
• Pu
rpos
e of
org
aniz
atio
ns
• W
hy p
eopl
e jo
in o
rgan
izat
ions
• St
rate
gies
for p
robl
em s
olvi
ng w
ithin
an
orga
niza
tion
• W
hat m
akes
an
orga
niza
tion
succ
essf
ul
Cen
tral
idea
W
hen
inte
ract
ing
with
nat
ural
hab
itats
, hu
man
s m
ake
choi
ces
that
hav
e an
impa
ct
on o
ther
livi
ng th
ings
. K
ey c
once
pts:
cau
satio
n, c
hang
e,
resp
onsi
bilit
y R
elat
ed c
once
pts:
hab
itat,
inte
rdep
ende
nce,
beh
avio
ural
ada
ptat
ions
, di
vers
ity
Line
s of
inqu
iry
• Ba
lanc
e be
twee
n rig
hts
and
resp
onsi
bili-
ties
whe
n in
tera
ctin
g w
ith n
atur
al
habi
tats
• H
uman
impa
ct o
n na
tura
l hab
itats
• H
ow li
ving
thin
gs re
spon
d to
cha
ngin
g en
viro
nmen
tal c
ondi
tions
8–9
Cen
tral
idea
Th
e ef
fect
ive
inte
ract
ions
bet
wee
n hu
man
bo
dy s
yste
ms
cont
ribut
e to
hea
lth a
nd
surv
ival
. K
ey c
once
pts:
func
tion,
con
nect
ion,
re
spon
sibi
lity
Rel
ated
con
cept
s: s
yste
ms,
in
terd
epen
denc
e, h
ealth
, hom
eost
asis
Li
nes
of in
quiry
• Bo
dy s
yste
ms
and
how
they
wor
k
• H
ow b
ody
syst
ems
are
inte
rdep
ende
nt
• Im
pact
of l
ifest
yle
choi
ces
on th
e bo
dy
Cen
tral
idea
A
com
mun
ity’s
resp
onse
to s
igni
fican
t eve
nts
prov
ides
an
insig
ht in
to th
e hi
stor
y an
d va
lues
of
that
com
mun
ity.
Key
con
cept
s: c
ausa
tion,
per
spec
tive,
re
spon
sibi
lity
Rel
ated
con
cept
s: im
pact
, bia
s, e
vide
nce,
tru
th
Line
s of
inqu
iry
• Th
e w
ays
in w
hich
sig
nific
ant e
vent
s m
ay b
e re
cogn
ized
, loc
ally
and
/or
glob
ally
• H
ow a
sig
nific
ant e
vent
has
an
impa
ct
on a
com
mun
ity
• W
hy v
iew
poin
ts d
iffer
abo
ut s
igni
fican
t ev
ents
Cen
tral
idea
Pe
ople
can
cre
ate
or m
anip
ulat
e m
essa
ges
to ta
rget
spe
cific
aud
ienc
es.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n R
elat
ed c
once
pts:
med
ia, a
dver
tisin
g,
prop
agan
da
Line
s of
inqu
iry
• H
ow im
ages
, tex
t and
mus
ic a
re u
sed
to
influ
ence
beh
avio
ur o
f tar
get a
udie
nces
• C
ritic
al e
valu
atio
n of
mes
sage
s pr
esen
ted
in th
e m
edia
• H
ow p
eopl
e re
spon
d to
mes
sage
s
Cen
tral
idea
C
hang
es in
the
Earth
and
its
atm
osph
ere
have
impa
cts
on th
e w
ay p
eopl
e liv
e th
eir
lives
. K
ey c
once
pts:
cau
satio
n, c
hang
e,
conn
ectio
n R
elat
ed c
once
pts:
geo
logy
, ada
ptat
ion,
w
eath
er, e
nerg
y Li
nes
of in
quiry
• H
ow th
e di
ffere
nt c
ompo
nent
s of
the
Earth
are
inte
rrela
ted
• W
hy th
e Ea
rth h
as c
hang
ed a
nd is
co
ntin
uing
to c
hang
e
• H
uman
resp
onse
to th
e Ea
rth’s
cha
nges
Cen
tral
idea
Si
gns
and
sym
bols
are
par
t of h
uman
-mad
e sy
stem
s th
at fa
cilit
ate
loca
l and
glo
bal
com
mun
icat
ion.
K
ey c
once
pts:
form
, fun
ctio
n, c
onne
ctio
n R
elat
ed c
once
pts:
cul
ture
, med
ia, p
atte
rn,
acce
ss
Line
s of
inqu
iry
• Ic
onog
raph
y
• H
ow v
isua
l lan
guag
e fa
cilit
ates
co
mm
unic
atio
n
• Sp
ecia
lized
sys
tem
s of
com
mun
icatio
n
Cen
tral
idea
D
istri
butio
n of
wea
lth a
ffect
s co
mm
uniti
es
and
indi
vidu
als’
acc
ess
to e
qual
op
portu
nitie
s.
Key
con
cept
s: fo
rm, c
ausa
tion,
refle
ctio
n R
elat
ed c
once
pts:
wea
lth, p
ower
, acc
ess
Line
s of
inqu
iry
• R
elat
ions
hip
betw
een
wea
lth a
nd p
ower
• Th
e im
pact
of t
he d
istri
butio
n of
wea
lth
on c
omm
uniti
es a
nd in
divi
dual
s
• Eq
uita
ble
acce
ss to
reso
urce
s an
d op
portu
nitie
s
Developing a transdisciplinary programme of inquiry22
Age
A
n in
quiry
into
: W
ho w
e ar
e A
n in
quiry
into
: W
here
we
are
in p
lace
and
tim
e A
n in
quiry
into
: H
ow w
e ex
pres
s ou
rsel
ves
An
inqu
iry in
to:
How
the
wor
ld w
orks
A
n in
quiry
into
: H
ow w
e or
gani
ze o
urse
lves
A
n in
quiry
into
: Sh
arin
g th
e pl
anet
9–10
C
entr
al id
ea
Syst
ems
that
def
ine
belie
fs a
nd v
alue
s of
fer
expl
anat
ions
abo
ut th
e w
orld
aro
und
us a
nd
wha
t it m
eans
to b
e hu
man
. K
ey c
once
pts:
form
, per
spec
tive,
refle
ctio
n R
elat
ed c
once
pts:
div
ersi
ty, p
erce
ptio
n,
com
mitm
ent
Line
s of
inqu
iry
• Si
mila
ritie
s an
d di
ffere
nces
bet
wee
n be
lief s
yste
ms
(sec
ular
and
faith
-bas
ed)
• H
ow b
elie
fs a
nd v
alue
s co
ntrib
ute
to th
e fo
rmat
ion
and
actio
ns o
f com
mun
ities
• Th
e im
pact
of s
pirit
ual t
radi
tions
on
soci
ety
Cen
tral
idea
Ex
plor
atio
n le
ads
to d
isco
verie
s,
oppo
rtuni
ties
and
new
und
erst
andi
ngs.
K
ey c
once
pts:
cau
satio
n, p
ersp
ectiv
e,
refle
ctio
n R
elat
ed c
once
pts:
impa
ct, n
avig
atio
n,
colo
nial
ism
, pow
er
Line
s of
inqu
iry
• R
easo
ns fo
r exp
lora
tion
(his
toric
al a
nd
pers
onal
)
• H
ow e
xplo
ratio
ns h
ave
take
n pl
ace
over
tim
e
• Th
e co
nseq
uenc
es o
f exp
lora
tion
Cen
tral
idea
Th
roug
hout
his
tory
, peo
ple
have
inte
ract
ed
with
eac
h ot
her a
nd c
omm
unic
ated
usi
ng
arts
. K
ey c
once
pts:
cha
nge,
con
nect
ion,
pe
rspe
ctiv
e R
elat
ed c
once
pts:
aes
thet
ics,
met
apho
r Li
nes
of in
quiry
• H
ow p
eopl
e co
mm
unic
ate
thro
ugh
arts
• H
ow a
rt w
orks
pro
vide
insi
ght a
nd
info
rmat
ion
• Th
e ro
le o
f arts
in d
iffer
ent c
ultu
res,
pl
aces
and
tim
es
• D
evel
opm
ent o
f art
form
s ov
er ti
me
Cen
tral
idea
En
ergy
may
be
conv
erte
d, tr
ansf
orm
ed a
nd
used
to s
uppo
rt hu
man
pro
gres
s.
Key
con
cept
s: fo
rm, c
ausa
tion,
re
spon
sibi
lity
Rel
ated
con
cept
s: c
onse
rvat
ion,
tra
nsfo
rmat
ion
Line
s of
inqu
iry
• D
iffer
ent f
orm
s of
ene
rgy
sour
ces
(ren
ewab
le a
nd n
on-re
new
able
)
• H
ow e
nerg
y is
use
d (tr
ansf
orm
atio
n)
• Su
stai
nabl
e en
ergy
pra
ctic
es
Cen
tral
idea
N
ew d
igita
l med
ia c
hang
es th
e w
ay in
whi
ch
peop
le a
cces
s in
form
atio
n an
d co
nnec
t to
each
oth
er.
Key
con
cept
s: fu
nctio
n, c
ausa
tion,
co
nnec
tion
Rel
ated
con
cept
s: n
etw
orks
, acc
ess,
et
hics
, pla
tform
Li
nes
of in
quiry
• H
ow n
ew d
igita
l med
ia is
use
d or
or
gani
zed
• Ev
alua
ting
info
rmat
ion
• O
ur re
spon
sibi
lity
in v
irtua
l env
ironm
ents
Cen
tral
idea
C
hild
ren
wor
ldw
ide
enco
unte
r a ra
nge
of
chal
leng
es, r
isks
and
opp
ortu
nitie
s.
Key
con
cept
s: fo
rm, p
ersp
ectiv
e, re
flect
ion
Rel
ated
con
cept
s: e
qual
ity, r
ight
s,
resi
lienc
e, h
ealth
Li
nes
of in
quiry
• C
halle
nges
, ris
ks a
nd o
ppor
tuni
ties
that
ch
ildre
n en
coun
ter (
loca
l and
glo
bal)
• H
ow c
hild
ren
resp
ond
to c
halle
nges
, ris
ks a
nd o
ppor
tuni
ties
• W
ays
in w
hich
indi
vidu
als
and
orga
niza
-tio
ns w
ork
to p
rote
ct c
hild
ren
from
risk
10–1
1 C
entr
al id
ea
Cha
nges
peo
ple
expe
rienc
e at
diff
eren
t st
ages
of t
heir
lives
affe
ct th
eir e
volv
ing
sens
e of
sel
f. K
ey c
once
pts:
func
tion,
cha
nge,
re
spon
sibi
lity
Rel
ated
con
cept
s: m
atur
ity, i
mag
e, w
ell-
bein
g, re
prod
uctio
n Li
nes
of in
quiry
• Th
e ph
ysic
al, s
ocia
l, em
otio
nal a
nd
inte
llect
ual c
hang
es th
at o
ccur
th
roug
hout
life
• Fa
ctor
s th
at c
ontri
bute
to w
ell-b
eing
du
ring
adol
esce
nce
• H
ow re
latio
nshi
ps c
ontri
bute
to o
ur s
elf-
conc
ept
Cen
tral
idea
Ev
iden
ce o
f pas
t civ
iliza
tions
can
be
used
to
mak
e co
nnec
tions
to p
rese
nt-d
ay s
ocie
ties.
K
ey c
once
pts:
form
, cha
nge,
con
nect
ion
Rel
ated
con
cept
s: c
ontin
uity
, pro
gres
s,
diffe
renc
e, v
alid
ity
Line
s of
inqu
iry
• C
hara
cter
istic
s of
civ
iliza
tions
and
so
ciet
ies
• C
onne
ctio
ns b
etw
een
past
and
pre
sent
• Im
plic
atio
ns fo
r the
futu
re
• Pr
oces
ses
invo
lved
in c
olle
ctin
g,
anal
ysin
g an
d va
lidat
ing
evid
ence
Cen
tral
idea
C
reat
ing
and
resp
ondi
ng to
art
deve
lops
un
ders
tand
ing
of o
urse
lves
and
the
wor
ld
arou
nd u
s.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n R
elat
ed c
once
pts:
cre
ativ
ity, p
erce
ptio
n,
bias
/inte
rpre
tatio
n Li
nes
of in
quiry
• H
ow a
rts c
an b
e a
refle
ctio
n of
soc
ieta
l va
lues
and
issu
es
• Th
e co
ntex
ts in
whi
ch a
rtwor
ks w
ere
crea
ted
• H
ow le
arni
ng a
bout
arts
dev
elop
s ap
prec
iatio
n
• Pe
rson
al p
refe
renc
e in
app
reci
atio
n of
ar
ts
Cen
tral
idea
N
atur
al m
ater
ials
can
unde
rgo
chan
ges
that
m
ay p
rovid
e ch
alle
nges
and
ben
efits
for s
ocie
ty
and
the
envir
onm
ent.
Key
con
cept
s: fu
nctio
n, c
hang
e,
resp
onsi
bilit
y R
elat
ed c
once
pts:
sus
tain
abili
ty,
trans
form
atio
n, in
dust
rializ
atio
n Li
nes
of in
quiry
• C
ondi
tions
that
cau
se re
vers
ible
and
irr
ever
sibl
e ch
ange
s in
mat
eria
ls
• H
ow s
ocie
ties
take
adv
anta
ge o
f the
pr
oper
ties
of m
ater
ials
• Th
e im
pact
of r
etrie
val,
prod
uctio
n an
d th
e us
e of
mat
eria
ls o
n th
e en
viro
nmen
t
Cen
tral
idea
Ec
onom
ic a
ctiv
ity re
lies
on s
yste
ms
of
prod
uctio
n, e
xcha
nge
and
cons
umpt
ion
of
good
s an
d se
rvic
es.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n,
resp
onsi
bilit
y R
elat
ed c
once
pts:
inte
rdep
ende
nce,
in
equi
ty, f
air t
rade
Li
nes
of in
quiry
• Th
e ro
le o
f sup
ply
and
dem
and
• Th
e di
strib
utio
n of
goo
ds a
nd s
ervi
ces
• O
ur re
spon
sibi
lity
as c
onsu
mer
s
Cen
tral
idea
R
each
ing
a re
solu
tion
durin
g pe
riods
or
mom
ents
of c
onfli
ct is
influ
ence
d by
the
actio
ns a
nd re
actio
ns o
f all
invo
lved
. K
ey c
once
pts:
cau
satio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y R
elat
ed c
once
pts:
pea
ce, r
econ
cilia
tion,
ex
ploi
tatio
n, g
rief
Line
s of
inqu
iry
• C
ause
of c
onfli
ct (l
ocal
and
glo
bal)
• H
uman
righ
ts a
nd e
quity
• St
rate
gies
use
d to
reso
lve
conf
lict
• C
onse
quen
ces
of re
solu
tions
11–1
2 C
entr
al id
ea
Peop
le’s
cul
tura
l bac
kgro
und
has
an im
pact
on
thei
r bel
iefs
, val
ues
and
actio
ns.
Key
con
cept
s: fo
rm, c
onne
ctio
n,
pers
pect
ive
Rel
ated
con
cept
s: in
terp
reta
tion,
iden
tity,
su
bjec
tivity
Li
nes
of in
quiry
• W
hat c
onst
itute
s cu
lture
• H
ow p
eopl
e us
e di
ffere
nt e
xper
ienc
es to
in
form
thei
r per
spec
tives
• Th
e co
nnec
tions
bet
wee
n be
liefs
and
va
lues
, and
the
actio
ns ta
ken
in
resp
onse
to th
em
Cen
tral
idea
H
uman
mig
ratio
n is
a re
spon
se to
ch
alle
nges
, ris
ks a
nd o
ppor
tuni
ties.
K
ey c
once
pts:
cau
satio
n, c
hang
e,
resp
onsi
bilit
y R
elat
ed c
once
pts:
pop
ulat
ion,
set
tlem
ent,
dive
rsity
, ref
ugee
s Li
nes
of in
quiry
• Th
e re
ason
s w
hy p
eopl
e m
igra
te
• M
igra
tion
thro
ugho
ut h
isto
ry
• Ef
fect
s of
mig
ratio
n on
com
mun
ities
, cu
lture
s an
d in
divi
dual
s
Cen
tral
idea
A
pers
on’s
beh
avio
ur a
nd h
ow th
ey c
hoos
e to
pre
sent
them
selv
es p
roje
ct a
spec
ts o
f th
eir i
dent
ity.
Key
con
cept
s: c
hang
e, p
ersp
ectiv
e,
refle
ctio
n R
elat
ed c
once
pts:
iden
tity,
sta
tus,
imag
e,
impr
essi
on
Line
s of
inqu
iry
• H
ow a
ppea
ranc
e an
d be
havi
our
influ
ence
our
per
cept
ion
of o
ther
s
• Th
e in
fluen
ce o
f cul
tura
l and
soc
ial
norm
s on
how
we
choo
se to
pre
sent
ou
rsel
ves
• Fa
shio
n as
a fo
rm o
f exp
ress
ion
Cen
tral
idea
U
nder
stan
ding
of s
cien
tific
kno
wle
dge
is
cons
tant
ly e
volv
ing
and
has
an im
pact
on
peop
le’s
live
s.
Key
con
cept
s: c
hang
e, c
onne
ctio
n,
resp
onsi
bilit
y R
elat
ed c
once
pts:
inge
nuity
, pro
gres
s,
ethi
cs, s
usta
inab
ility
Li
nes
of in
quiry
• W
hat l
eads
to a
dvan
ces
in s
cien
tific
kn
owle
dge
and
unde
rsta
ndin
g
• Th
e ro
le o
f tec
hnol
ogy
in s
cien
tific
un
ders
tand
ing
• Th
e ef
fect
s of
sci
entif
ic a
dvan
ces
on
peop
le a
nd th
e en
viro
nmen
t
Cen
tral
idea
G
over
nmen
t sys
tem
s in
fluen
ce th
e liv
es o
f ci
tizen
s.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y R
elat
ed c
once
pts:
equ
ality
, citi
zens
hip,
go
vern
ance
, law
, pol
itics
Li
nes
of in
quiry
• H
ow g
over
nmen
t sys
tem
s fu
nctio
n
• H
ow d
ecis
ion-
mak
ing
prac
tices
refle
ct
hum
an ri
ghts
• Im
pact
of g
over
nmen
t on
citiz
ens
• Th
e rig
hts
and
resp
onsi
bilit
ies
of
citiz
ensh
ip
Cen
tral
idea
Bi
odiv
ersi
ty re
lies
on m
aint
aini
ng th
e in
terd
epen
dent
bal
ance
of o
rgan
ism
s w
ithin
sy
stem
s.
Key
con
cept
s: c
ausa
tion,
con
nect
ion,
re
spon
sibi
lity
Rela
ted
conc
epts
: bal
ance
, bio
dive
rsity
, in
terd
epen
denc
e Li
nes
of in
quiry
• W
ays
in w
hich
eco
syst
ems,
bio
mes
and
en
viro
nmen
ts a
re in
terd
epen
dent
• H
ow h
uman
inte
ract
ion
with
the
envi
ronm
ent c
an a
ffect
the
bala
nce
of
syst
ems
• Th
e co
nseq
uenc
es o
f im
bala
nce
with
in
ecos
yste
ms
Developing a transdisciplinary programme of inquiry 23
Developing a transdisciplinary programme of inquiry
Recording the exhibition on a programme of inquiryIn schools with three or more grade/year levels, it is a requirement that students participate in a PYP exhibition in the final grade/year of the school. In the exhibition grade/year, it is advisable that the school develops six units of inquiry (one for each of the transdisciplinary themes) and records these on the programme of inquiry.
The practice of developing a unit of inquiry under each transdisciplinary theme leads to a balanced programme of inquiry where understanding of each transdisciplinary theme is developed as fully as possible across the school. Every year, the school (with student involvement) replaces one of the six units with the PYP exhibition. The transdisciplinary theme under which the exhibition sits may differ from year to year depending on the issue selected (the exhibition may strongly reflect one particular theme but it is more likely that it will synthesize aspects of some or all of the transdisciplinary themes).
Developing a transdisciplinary programme of inquiry24
Sam
ple
prog
ram
me
of in
quiry
(200
8)
Age
A
n in
quiry
into
: W
ho w
e ar
e A
n in
quiry
into
: W
here
we
are
in p
lace
and
tim
e A
n in
quiry
into
: H
ow w
e ex
pres
s ou
rsel
ves
An
inqu
iry in
to:
How
the
wor
ld w
orks
A
n in
quiry
into
: H
ow w
e or
gani
ze o
urse
lves
A
n in
quiry
into
: Sh
arin
g th
e pl
anet
An
inqu
iry in
to th
e na
ture
of t
he s
elf;
belie
fs
and
valu
es; p
erso
nal,
phys
ical
, men
tal,
soci
al a
nd s
pirit
ual h
ealth
; hum
an
rela
tions
hips
incl
udin
g fa
milie
s, fr
iend
s,
com
mun
ities
and
cul
ture
s; ri
ghts
and
re
spon
sibi
litie
s; w
hat i
t mea
ns to
be
hum
an.
An in
quiry
into
orie
ntat
ion
in p
lace
and
tim
e;
pers
onal
his
torie
s; h
omes
and
jour
neys
; the
di
scov
erie
s, e
xplo
ratio
ns a
nd m
igra
tions
of
hum
anki
nd; t
he re
latio
nshi
ps b
etw
een
and
the
inte
rcon
nect
edne
ss o
f ind
ivid
uals
and
ci
viliz
atio
ns, f
rom
loca
l and
glo
bal
pers
pect
ives
.
An in
quiry
into
the
way
s in
whi
ch w
e di
scov
er a
nd e
xpre
ss id
eas,
feel
ings
, na
ture
, cul
ture
, bel
iefs
and
val
ues;
the
way
s in
whi
ch w
e re
flect
on,
ext
end
and
enjo
y ou
r cre
ativ
ity; o
ur a
ppre
ciat
ion
of th
e ae
sthe
tic.
An in
quiry
into
the
natu
ral w
orld
and
its
law
s; th
e in
tera
ctio
n be
twee
n th
e na
tura
l w
orld
(phy
sica
l and
bio
logi
cal)
and
hum
an
soci
etie
s; h
ow h
uman
s us
e th
eir
unde
rsta
ndin
g of
sci
entif
ic p
rinci
ples
; the
im
pact
of s
cien
tific
and
tech
nolo
gica
l ad
vanc
es o
n so
ciet
y an
d on
the
envi
ronm
ent.
An in
quiry
into
the
inte
rcon
nect
edne
ss o
f hu
man
-mad
e sy
stem
s an
d co
mm
uniti
es;
the
stru
ctur
e an
d fu
nctio
n of
org
aniza
tions
; so
ciet
al d
ecis
ion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd
and
the
envi
ronm
ent.
An in
quiry
into
righ
ts a
nd re
spon
sibi
litie
s in
th
e st
rugg
le to
sha
re fi
nite
reso
urce
s w
ith
othe
r peo
ple
and
with
oth
er li
ving
thin
gs;
com
mun
ities
and
the
rela
tions
hips
with
in
and
betw
een
them
; acc
ess
to e
qual
op
portu
nitie
s; p
eace
and
con
flict
reso
lutio
n.
3–4
Cen
tral
idea
In
crea
sing
aw
aren
ess
of o
ur p
erso
nal
char
acte
ristic
s an
d ab
ilitie
s, a
nd th
ose
of
othe
rs, a
llow
s ou
r sel
f-ide
ntity
to d
evel
op.
Key
con
cept
s: fo
rm, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
s: id
entit
y, re
latio
nshi
ps
Line
s of
inqu
iry
• Ph
ysic
al, s
ocia
l and
em
otio
nal
char
acte
ristic
s •
My
role
with
in m
y fa
mily
•
Rec
ogni
zing
sim
ilarit
ies
and
diffe
renc
es b
etw
een
mys
elf a
nd o
ther
s
Cen
tral
idea
D
ocum
entin
g pe
rson
al h
isto
ries
allo
ws
us to
re
flect
on
and
cele
brat
e w
ho w
e ar
e an
d w
here
we’
ve c
ome
from
.
Key
con
cept
s: c
ausa
tion,
cha
nge
Rel
ated
con
cept
s: d
evel
opm
ent (
grow
th),
fam
ily
Line
s of
inqu
iry
• W
ays
of d
ocum
entin
g pe
rson
al h
isto
ry
• Pe
rson
al c
hang
e fro
m b
irth
to p
rese
nt:
self
and
fam
ily
• R
efle
ctin
g on
pas
t exp
erie
nce
Cen
tral
idea
* W
e us
e pl
ay to
exp
ress
our
feel
ings
and
id
eas
and
in o
rder
to c
ome
to n
ew
unde
rsta
ndin
gs.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n,
pers
pect
ive
Rel
ated
con
cept
s: b
elie
fs, r
epre
sent
atio
n
Line
s of
inqu
iry
• C
omm
unic
atin
g th
roug
h pl
ay
• Im
agin
ativ
e us
e of
eve
ryda
y m
ater
ials
•
Gam
es a
nd to
ys
Cen
tral
idea
O
ur a
ctiv
ity is
usu
ally
con
nect
ed to
the
Earth
’s n
atur
al c
ycle
s.
Key
con
cept
s: c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: c
ycle
s, in
tera
ctio
n
Line
s of
inqu
iry
• N
ight
and
day
cyc
les
(dar
k an
d lig
ht)
• Se
ason
al c
hang
es
• H
ealth
and
saf
ety
as re
late
d to
clim
ate
and
seas
onal
cha
nges
Cen
tral
idea
C
omm
uniti
es fu
nctio
n m
ore
effe
ctiv
ely
whe
n ru
les
and
rout
ines
are
sha
red
with
all
mem
bers
.
Key
con
cept
s: c
ausa
tion,
resp
onsi
bilit
y,
refle
ctio
n
Rel
ated
con
cept
s: c
omm
unity
, sys
tem
Li
nes
of in
quiry
•
Vario
us c
omm
uniti
es w
e be
long
to
• Pu
rpos
e of
rule
s an
d ro
utin
es
• R
each
ing
agre
emen
t
Cen
tral
idea
Li
ving
thin
gs h
ave
certa
in re
quire
men
ts in
or
der t
o gr
ow a
nd s
tay
heal
thy.
Key
con
cept
s: fu
nctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: c
lass
ifica
tion,
livi
ng
and
non-
livin
g
Line
s of
inqu
iry
• C
hara
cter
istic
s of
livi
ng th
ings
•
Our
nee
ds a
nd th
e ne
eds
of o
ther
liv
ing
thin
gs
• O
ur re
spon
sibi
lity
for t
he w
ell-b
eing
of
othe
r liv
ing
thin
gs
4–5
Cen
tral
idea
Fr
iend
ship
s en
rich
our l
ives
and
requ
ire
nurtu
ring
in o
rder
to d
evel
op.
Key
con
cept
s: c
ausa
tion,
resp
onsi
bilit
y
Rel
ated
con
cept
s: c
onfli
ct o
r coo
pera
tion,
in
terd
epen
denc
e
Line
s of
inqu
iry
• H
ow fr
iend
s ar
e m
ade
and
kept
•
Why
frie
nds
are
need
ed
• C
hara
cter
istic
s th
at d
evel
op h
ealth
y fri
ends
hips
Cen
tral
idea
Jo
urne
ys c
reat
e ch
ange
and
can
lead
to n
ew
oppo
rtuni
ties.
Key
con
cept
s: c
ausa
tion,
cha
nge
Rel
ated
con
cept
: cho
ice
Line
s of
inqu
iry
• Ty
pes
of jo
urne
ys p
eopl
e m
ake
• C
hoic
es a
nd d
ecis
ions
invo
lved
in
mak
ing
a jo
urne
y •
Cha
nges
exp
erie
nced
bec
ause
of a
jo
urne
y
Cen
tral
idea
St
orie
s in
form
and
pro
voke
us,
and
giv
e us
pl
easu
re.
Key
con
cept
s: c
onne
ctio
n, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
: com
mun
icat
ion
Line
s of
inqu
iry
• W
hat a
sto
ry is
•
Wha
t sto
ries
conv
ey
• H
ow s
torie
s ar
e cr
eate
d an
d sh
ared
•
Feel
ings
and
em
otio
ns th
at s
torie
s ev
oke
Cen
tral
idea
U
nder
stan
ding
the
way
mat
eria
ls b
ehav
e an
d in
tera
ct d
eter
min
es h
ow p
eopl
e us
e th
em.
Key
con
cept
s: fu
nctio
n, c
hang
e
Rel
ated
con
cept
s: b
ehav
iour
, pre
dict
ion
Line
s of
inqu
iry
• Be
havi
our a
nd u
ses
of m
ater
ials
•
Cha
ngin
g pr
oper
ties
of m
ater
ials
•
Man
ipul
atio
n of
mat
eria
ls fo
r spe
cific
pu
rpos
es
Cen
tral
idea
Pe
ople
use
a v
arie
ty o
f ski
lls a
nd
stra
tegi
es th
at c
ontri
bute
to th
eir r
ole
in a
co
mm
unity
of l
earn
ers.
Key
con
cept
s: fu
nctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: c
itize
nshi
p,
inde
pend
ence
Line
s of
inqu
iry
• Be
ing
part
of a
com
mun
ity o
f lea
rner
s •
Skill
s, s
trate
gies
and
atti
tude
s
• M
akin
g co
ntrib
utio
ns to
a c
omm
unity
Cen
tral
idea
Pl
ants
are
a li
fe-s
usta
inin
g re
sour
ce fo
r us
and
for o
ther
livi
ng th
ings
.
Key
con
cept
s: fo
rm, c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: in
terd
epen
denc
e,
syst
ems
Line
s of
inqu
iry
• W
hat p
lant
s pr
ovid
e fo
r us
and
for
othe
r liv
ing
thin
gs
• Th
e st
ruct
ure
of a
pla
nt
• C
arin
g fo
r pla
nt li
fe
5–6
Cen
tral
idea
* M
akin
g ba
lanc
ed c
hoic
es a
bout
dai
ly
rout
ines
ena
bles
us
to h
ave
a he
alth
y lif
esty
le.
Key
con
cept
s: fu
nctio
n, c
ausa
tion,
re
flect
ion
Rel
ated
con
cept
s: b
alan
ce, w
ell-b
eing
Line
s of
inqu
iry
• D
aily
hab
its a
nd ro
utin
es (h
ygie
ne,
slee
p, p
lay,
eat
ing)
•
Bala
nced
cho
ices
•
Con
sequ
ence
s of
cho
ices
Cen
tral
idea
C
omm
uniti
es a
re e
nric
hed
by th
eir m
embe
rs
and
the
diffe
rent
per
spec
tives
they
brin
g.
Key
con
cept
s: c
hang
e, p
ersp
ectiv
e
Rel
ated
con
cept
s: c
ontin
uity
, div
ersi
ty
Line
s of
inqu
iry
• W
hat a
com
mun
ity is
•
Peop
le w
ithin
a c
omm
unity
•
The
pers
onal
sto
ries
of c
omm
unity
m
embe
rs
Cen
tral
idea
Pe
ople
reco
gniz
e im
porta
nt e
vent
s th
roug
h ce
lebr
atio
ns a
nd tr
aditi
ons.
Key
con
cept
s: fo
rm, p
ersp
ectiv
e
Rel
ated
con
cept
s: b
elie
fs, c
ultu
re, v
alue
s Li
nes
of in
quiry
•
Wha
t tra
ditio
ns a
re
• H
ow a
nd w
hy p
eopl
e ce
lebr
ate
• Si
mila
ritie
s an
d di
ffere
nces
bet
wee
n va
rious
cel
ebra
tions
Cen
tral
idea
Al
l liv
ing
thin
gs g
o th
roug
h a
proc
ess
of
chan
ge.
Key
con
cept
s: c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: c
ycle
s, tr
ansf
orm
atio
n Li
nes
of in
quiry
•
Life
cyc
les
• H
ow li
ving
thin
gs c
hang
e ov
er th
eir l
ife
time
• D
evel
opm
enta
l sta
ges
of v
ario
us li
ving
th
ings
Cen
tral
idea
Tr
ansp
orta
tion
syst
ems
are
dire
ctly
rela
ted
to th
e ne
eds
of a
com
mun
ity.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n
Rel
ated
con
cept
s: s
yste
ms
Line
s of
inqu
iry
• Sp
ecifi
c pu
rpos
es o
f diff
eren
t tra
nspo
rtatio
n sy
stem
s •
Fact
ors
that
affe
ct th
e ki
nds
of
syst
ems
that
can
be
deve
lope
d •
Rel
atio
nshi
p be
twee
n tra
nspo
rtatio
n sy
stem
s an
d th
e en
viro
nmen
t
Cen
tral
idea
Pe
ople
inte
ract
with
, use
and
val
ue th
e na
tura
l env
ironm
ent i
n di
ffere
nt w
ays.
Key
con
cept
s: c
ausa
tion,
resp
onsi
bilit
y,
refle
ctio
n
Rel
ated
con
cept
s: c
onse
rvat
ion,
in
terd
epen
denc
e, o
rder
Li
nes
of in
quiry
•
Loca
l nat
ural
env
ironm
ent
• H
uman
use
of t
he lo
cal e
nviro
nmen
t •
Actio
ns th
at b
enef
it or
har
m th
e lo
cal
envi
ronm
ent
Developing a transdisciplinary programme of inquiry 25
A
ge
An
inqu
iry in
to:
Who
we
are
An
inqu
iry in
to:
Whe
re w
e ar
e in
pla
ce a
nd ti
me
An
inqu
iry in
to:
How
we
expr
ess
ours
elve
s A
n in
quiry
into
: H
ow th
e w
orld
wor
ks
An
inqu
iry in
to:
How
we
orga
nize
our
selv
es
An
inqu
iry in
to:
Shar
ing
the
plan
et
6–7
Cen
tral
idea
H
omes
refle
ct p
erso
nal i
dent
ity a
nd lo
cal
cultu
re.
Key
con
cept
s: fo
rm, c
onne
ctio
n,
pers
pect
ive
Rel
ated
con
cept
s: c
reat
ivity
, div
ersi
ty
Line
s of
inqu
iry
• Th
e co
ncep
t of h
ome
• D
iffer
ent t
ypes
of h
omes
•
Circ
umst
ance
s th
at d
eter
min
e w
here
pe
ople
live
Cen
tral
idea
Pu
blic
are
as s
treng
then
com
mun
ities
and
pr
ovid
e pe
ople
with
opp
ortu
nitie
s to
con
nect
.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n
Rel
ated
con
cept
s: c
oope
ratio
n, o
wne
rshi
p
Line
s of
inqu
iry
• D
iffer
ent p
ublic
are
as a
nd th
eir f
unct
ions
•
How
pub
lic a
reas
dev
elop
•
How
thes
e pl
aces
diff
er fr
om o
ur h
omes
Cen
tral
idea
Im
agin
atio
n is
a p
ower
ful t
ool f
or e
xten
ding
ou
r abi
lity
to th
ink,
cre
ate
and
expr
ess
ours
elve
s.
Key
con
cept
s: c
ausa
tion,
per
spec
tive,
re
flect
ion
Rel
ated
con
cept
s: e
mpa
thy,
inve
ntio
n,
trans
form
atio
n
Line
s of
inqu
iry
• H
ow w
e de
mon
stra
te a
nd e
njoy
our
im
agin
atio
n •
How
our
imag
inat
ion
help
s us
to
cons
ider
oth
er p
ersp
ectiv
es
• H
ow im
agin
atio
n he
lps
us to
sol
ve
prob
lem
s •
The
valu
e of
imag
inat
ion
Cen
tral
idea
U
nder
stan
ding
the
prop
ertie
s of
air
allo
ws
peop
le to
mak
e pr
actic
al a
pplic
atio
ns.
Key
con
cept
s: fu
nctio
n, c
ausa
tion
Rel
ated
con
cept
s: fo
rce,
ene
rgy
Line
s of
inqu
iry
• Th
e ev
iden
ce o
f the
exi
sten
ce o
f air
• W
hat a
ir ca
n do
and
how
we
use
it •
The
rela
tions
hip
betw
een
air,
light
and
so
und
Cen
tral
idea
* Sy
stem
s ne
ed to
be
in p
lace
to m
aint
ain
orga
niza
tion
in c
omm
uniti
es.
Key
con
cept
s: c
onne
ctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: in
terd
epen
denc
e,
orga
niza
tion,
sys
tem
s
Line
s of
inqu
iry
• Th
e co
ncep
t of o
rgan
izat
ion
• D
iffer
ent s
yste
ms
of o
rgan
izat
ion
that
w
e us
e pe
rson
ally
•
Diff
eren
t sys
tem
s of
org
aniz
atio
n in
ou
r com
mun
ity
• C
olle
ctio
n, s
tora
ge a
nd u
se o
f in
form
atio
n fo
r org
aniz
atio
n
Cen
tral
idea
Pe
ople
can
est
ablis
h pr
actic
es in
ord
er to
su
stai
n an
d m
aint
ain
the
Earth
’s re
sour
ces.
Key
con
cept
s: c
hang
e, re
spon
sibi
lity,
re
flect
ion
Rel
ated
con
cept
s: li
fest
yle,
reso
urce
s
Line
s of
inqu
iry
• Li
mite
d na
ture
of t
he E
arth
’s re
sour
ces
• Pe
rson
al c
hoic
es th
at c
an h
elp
sust
ain
the
envi
ronm
ent
• R
eusi
ng a
nd re
cycl
ing
diffe
rent
m
ater
ials
•
Red
ucin
g w
aste
7–8
Cen
tral
idea
R
elat
ions
hips
are
enh
ance
d by
lear
ning
ab
out o
ther
peo
ple’
s pe
rspe
ctiv
es a
nd
com
mun
icat
ing
our o
wn.
Key
con
cept
s: p
ersp
ectiv
e, re
flect
ion
Rel
ated
con
cept
s: c
omm
unic
atio
n,
empa
thy,
ope
n-m
inde
dnes
s
Line
s of
inqu
iry
• So
cial
inte
ract
ions
•
Ackn
owle
dgin
g ot
hers
’ per
spec
tives
•
Man
agin
g an
d re
solv
ing
conf
lict
Cen
tral
idea
Th
e de
velo
pmen
t of g
loba
l per
spec
tives
is
supp
orte
d th
roug
h un
ders
tand
ing
our p
lace
in
the
wor
ld in
rela
tion
to o
ther
s.
Key
con
cept
s: c
onne
ctio
n, p
ersp
ectiv
e
Rel
ated
con
cept
s: c
onte
xt, l
ocat
ion,
or
ient
atio
n
Line
s of
inqu
iry:
• H
ow w
e re
pres
ent p
lace
•
Rep
rese
ntat
ions
of p
lace
thro
ugh
time
• Th
e re
latio
nshi
p of
our
loca
tion
to o
ther
pa
rts o
f the
wor
ld
Cen
tral
idea
Th
roug
h th
e ar
ts p
eopl
e us
e di
ffere
nt
form
s of
exp
ress
ion
to c
onve
y th
eir
uniq
uene
ss a
s hu
man
bei
ngs.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
s: p
erce
ptio
n, s
elf-
expr
essi
on
Line
s of
inqu
iry
• Th
e di
vers
e w
ays
in w
hich
peo
ple
expr
ess
them
selv
es
• H
ow e
very
one
can
expr
ess
thei
r un
ique
ness
thro
ugh
the
arts
•
The
role
of a
rt in
cul
ture
and
soc
iety
Cen
tral
idea
Th
e de
sign
of b
uild
ings
and
stru
ctur
es is
de
pend
ent u
pon
the
envi
ronm
ent a
nd
avai
labl
e m
ater
ials
.
Key
con
cept
s: c
onne
ctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: s
truct
ure,
su
stai
nabi
lity,
tran
sfor
mat
ion
Line
s of
inqu
iry
• C
onsi
dera
tions
to ta
ke in
to a
ccou
nt
whe
n bu
ildin
g a
stru
ctur
e •
How
bui
ldin
g im
pact
s on
the
envi
ronm
ent
• In
dige
nous
arc
hite
ctur
e
Cen
tral
idea
In
a w
orkp
lace
peo
ple
shar
e re
spon
sibi
lity
tow
ards
a c
omm
on p
urpo
se.
Key
con
cept
s: fu
nctio
n, c
ausa
tion
conn
ectio
n
Rel
ated
con
cept
s: c
oope
ratio
n,
empl
oym
ent
Line
s of
inqu
iry
• Pu
rpos
e of
a w
orkp
lace
•
Inte
rcon
nect
edne
ss o
f peo
ple
in a
w
orkp
lace
•
Impo
rtanc
e of
a s
hare
d vi
sion
or
com
mon
pur
pose
Cen
tral
idea
O
ver t
ime,
livi
ng th
ings
nee
d to
ada
pt in
or
der t
o su
rviv
e.
Key
con
cept
s: c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: a
dapt
atio
n, e
volu
tion
Line
s of
inqu
iry
• C
once
pt o
f ada
ptat
ion
• C
ircum
stan
ces
that
lead
to a
dapt
atio
n •
How
pla
nts
and
anim
als
adap
t or
resp
ond
to e
nviro
nmen
tal c
ondi
tions
8–9
Cen
tral
idea
U
nder
stan
ding
diff
eren
t way
s of
lear
ning
en
able
s pe
ople
to re
spon
d to
thei
r ow
n le
arni
ng n
eeds
as
wel
l as
thos
e of
oth
ers.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y
Rel
ated
con
cept
s: d
iver
sity
, mot
ivat
ion
Line
s of
inqu
iry
• Le
arni
ng c
omm
uniti
es
• H
ow p
eopl
e co
nstru
ct k
now
ledg
e •
Diff
eren
t lea
rnin
g st
yles
•
How
lear
ning
sty
les
impa
ct th
e w
ay
peop
le e
ngag
e in
a le
arni
ng
com
mun
ity
Cen
tral
idea
Fa
mily
his
torie
s pr
ovid
e an
insi
ght i
nto
cultu
ral a
nd p
erso
nal i
dent
ity.
Key
con
cept
s: c
hang
e, re
flect
ion
Rel
ated
con
cept
s: c
hron
olog
y, h
isto
ry,
tradi
tion
Line
s of
inqu
iry
• Fa
mily
anc
estry
•
Artif
acts
, hei
rloom
s or
ritu
als
that
hav
e m
eani
ng in
a fa
mily
•
Sim
ilarit
ies
and
diffe
renc
es b
etw
een
gene
ratio
ns w
ithin
a fa
mily
Cen
tral
idea
A
varie
ty o
f sig
ns a
nd s
ymbo
ls fa
cilit
ates
lo
cal a
nd g
loba
l com
mun
icat
ion.
Key
con
cept
s: fo
rm, c
onne
ctio
n
Rel
ated
con
cept
s: c
ultu
re, m
edia
, pat
tern
Line
s of
inqu
iry
• Si
gns
and
sym
bols
•
Rea
sons
for t
he d
evel
opm
ent o
f co
mm
unic
atio
n sy
stem
s •
Spec
ializ
ed s
yste
ms
of c
omm
unic
atio
n
Cen
tral
idea
* H
uman
sur
viva
l is
conn
ecte
d to
un
ders
tand
ing
the
cont
inua
l cha
ngin
g na
ture
of t
he E
arth
.
Key
con
cept
s: c
ausa
tion,
cha
nge,
co
nnec
tion
Rel
ated
con
cept
s: e
rosi
on, g
eolo
gy,
tect
onic
pla
tes,
mov
emen
t
Line
s of
inqu
iry
• H
ow th
e di
ffere
nt c
ompo
nent
s of
the
Earth
are
inte
rrel
ated
•
How
the
Ear
th h
as c
hang
ed a
nd is
co
ntin
uing
to c
hang
e •
Why
the
Earth
cha
nges
•
Hum
an re
spon
se to
the
Earth
’s
chan
ges
Cen
tral
idea
C
omm
uniti
es p
rovi
de in
terc
onne
cted
se
rvic
es d
esig
ned
to m
eet p
eopl
e’s
need
s.
Key
con
cept
s: fu
nctio
n, c
ausa
tion,
co
nnec
tion
Rel
ated
con
cept
: net
wor
ks
Line
s of
inqu
iry
• R
easo
ns p
eopl
e liv
e in
the
loca
l co
mm
unity
•
Serv
ices
nee
ded
to s
uppo
rt a
com
mun
ity
• Pl
anni
ng s
ervi
ces
for a
com
mun
ity
Cen
tral
idea
W
ater
is e
ssen
tial t
o lif
e, a
nd is
a li
mite
d re
sour
ce fo
r man
y pe
ople
.
Key
con
cept
s: fu
nctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: c
onse
rvat
ion,
equ
ity,
proc
esse
s Li
nes
of in
quiry
•
Sour
ces
of w
ater
and
how
wat
er is
us
ed
• W
hat h
appe
ns to
wat
er a
fter w
e ha
ve
used
it
• D
istri
butio
n an
d av
aila
bilit
y of
usa
ble
wat
er
• R
espo
nsib
ilitie
s re
gard
ing
wat
er
Developing a transdisciplinary programme of inquiry26
A
ge
An
inqu
iry in
to:
Who
we
are
An
inqu
iry in
to:
Whe
re w
e ar
e in
pla
ce a
nd ti
me
An
inqu
iry in
to:
How
we
expr
ess
ours
elve
s A
n in
quiry
into
: H
ow th
e w
orld
wor
ks
An
inqu
iry in
to:
How
we
orga
nize
our
selv
es
An
inqu
iry in
to:
Shar
ing
the
plan
et
9–10
C
entr
al id
ea
Wha
t we
belie
ve is
a p
art o
f who
we
are.
Key
con
cept
s: p
ersp
ectiv
e, re
flect
ion
Rel
ated
con
cept
s: d
iver
sity
, per
cept
ion
Line
s of
inqu
iry
• W
hat w
e be
lieve
•
How
bel
iefs
influ
ence
the
way
we
beha
ve
• Th
e im
pact
of r
elig
ion
and
spiri
tual
tra
ditio
ns o
n so
ciet
y
Cen
tral
idea
H
uman
mig
ratio
n is
a re
spon
se to
cha
lleng
es,
risks
and
opp
ortu
nitie
s.
Key
con
cept
s: c
ausa
tion,
cha
nge,
pe
rspe
ctiv
e
Rel
ated
con
cept
s: p
opul
atio
n, s
ettle
men
t
Line
s of
inqu
iry
• Th
e re
ason
s w
hy p
eopl
e m
igra
te
• M
igra
tion
thro
ugho
ut h
isto
ry
• Ef
fect
s of
mig
ratio
n on
com
mun
ities
, cu
lture
s an
d in
divi
dual
s
Cen
tral
idea
C
hoic
es o
f rol
e m
odel
s re
flect
the
char
acte
ristic
s th
at s
ocie
ties
and
indi
vidu
als
valu
e.
Key
con
cept
s: c
ausa
tion,
per
spec
tive,
re
flect
ion
Rel
ated
con
cept
s: s
elf-f
ulfil
lmen
t, in
fluen
ce
Line
s of
inqu
iry
• R
ole
mod
els
and
why
we
valu
e th
em
• W
hy w
e sh
ould
dev
elop
our
ow
n gi
fts,
tale
nts
and
inte
rest
s •
How
per
sona
l stre
ngth
s ca
n be
ap
plie
d to
hel
p ot
hers
Cen
tral
idea
En
ergy
may
be
conv
erte
d fro
m o
ne fo
rm to
an
othe
r and
sto
red
in v
ario
us w
ays.
Key
con
cept
s: fo
rm, f
unct
ion,
con
nect
ion
Rel
ated
con
cept
s: c
onse
rvat
ion,
tra
nsfo
rmat
ion
Line
s of
inqu
iry
• Fo
rms
of e
nerg
y •
The
stor
age
and
trans
form
atio
n of
en
ergy
•
Con
serv
atio
n of
ene
rgy
• R
enew
able
and
sus
tain
able
ene
rgy
Cen
tral
idea
M
arke
tpla
ces
depe
nd o
n th
e ab
ility
to
prod
uce
good
s an
d su
pply
ser
vice
s th
at
can
be e
xcha
nged
.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n
Rel
ated
con
cept
s: in
terd
epen
denc
e,
supp
ly a
nd d
eman
d
Line
s of
inqu
iry
• M
ediu
m o
f exc
hang
e in
var
ious
m
arke
tpla
ces
• Et
hics
of t
he m
arke
tpla
ce
• H
ow a
nd in
wha
t way
s w
e de
pend
on
peop
le in
oth
er p
lace
s •
How
glo
bal m
ovem
ent a
nd
com
mun
icat
ion
affe
ct th
e av
aila
bilit
y of
go
ods
and
serv
ices
Cen
tral
idea
C
hild
ren
wor
ldw
ide
face
a v
arie
ty o
f ch
alle
nges
and
risk
s.
Key
con
cept
s: fu
nctio
n, re
flect
ion
Rel
ated
con
cept
s: e
qual
ity, r
ight
s
Line
s of
inqu
iry
• C
halle
nges
and
risk
s th
at c
hild
ren
face
•
How
chi
ldre
n re
spon
d to
cha
lleng
es
and
risks
•
Way
s in
whi
ch in
divi
dual
s,
orga
niza
tions
and
nat
ions
wor
k to
pr
otec
t chi
ldre
n fro
m ri
sk
10–1
1 C
entr
al id
ea
Com
plex
fact
ors
cont
ribut
e to
the
proc
ess
of m
akin
g de
cisi
ons
that
hav
e im
plic
atio
ns
for o
urse
lves
and
oth
ers.
Key
con
cept
s: c
ausa
tion,
cha
nge,
co
nnec
tion
Rel
ated
con
cept
s: c
hoic
e, s
yste
ms
Line
s of
inqu
iry
• Fa
ctor
s th
at in
fluen
ce o
ur d
ecis
ions
•
Dec
isio
n-m
akin
g pr
oces
ses
for g
roup
s an
d in
divi
dual
s •
Impa
ct o
r con
sequ
ence
s th
at
deci
sion
s ca
n ha
ve
Cen
tral
idea
Pa
st c
ivili
zatio
ns s
hape
pre
sent
day
sys
tem
s an
d te
chno
logi
es.
Key
con
cept
s: c
ausa
tion,
cha
nge,
pe
rspe
ctiv
e
Rel
ated
con
cept
s: c
ontin
uity
, pro
gres
s,
tech
nolo
gy
Line
s of
inqu
iry
• As
pect
s of
pas
t civ
iliza
tions
that
hav
e su
rviv
ed
• R
easo
ns th
ese
syst
ems
and
tech
nolo
gies
de
velo
ped
• W
hy m
oder
n so
ciet
ies
cont
inue
to u
se
adap
tatio
ns o
f the
se s
yste
ms
and
tech
nolo
gies
•
Impl
icat
ions
for t
he fu
ture
Cen
tral
idea
R
itual
s, tr
aditi
ons
and
artif
acts
pro
vide
a
win
dow
into
the
belie
fs a
nd v
alue
s of
cu
lture
s.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
s: b
elie
fs, d
iver
sity
Line
s of
inqu
iry
• W
hat c
onst
itute
s a
cultu
re
• Si
gnifi
canc
e of
ritu
als
and
tradi
tions
•
How
arti
fact
s sy
mbo
lize
belie
fs a
nd
valu
es
Cen
tral
idea
Th
e fa
ct th
at m
ater
ials
can
und
ergo
pe
rman
ent o
r tem
pora
ry c
hang
es p
oses
ch
alle
nges
and
pro
vide
s be
nefit
s fo
r so
ciet
y an
d th
e en
viro
nmen
t.
Key
con
cept
s: fo
rm, f
unct
ion,
re
spon
sibi
lity
Rel
ated
con
cept
s: m
easu
rem
ent,
trans
form
atio
n Li
nes
of in
quiry
•
Nat
ure
of c
hem
ical a
nd p
hysic
al c
hang
es
• Pr
actic
al a
pplic
atio
ns a
nd im
plic
atio
ns
of c
hang
e in
mat
eria
ls
• Et
hica
l dile
mm
as a
ssoc
iate
d w
ith
man
ufac
turin
g pr
oces
ses
and
by-
prod
ucts
Cen
tral
idea
G
over
nmen
tal s
yste
ms
and
deci
sion
s ca
n pr
omot
e or
den
y eq
ual o
ppor
tuni
ties
and
soci
al ju
stic
e.
Key
con
cept
s: fu
nctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: e
qual
ity, g
over
nmen
t or
gov
erna
nce
Line
s of
inqu
iry
• Ty
pes
of g
over
nanc
e •
Prin
cipl
es o
f hum
an ri
ghts
and
soc
ial
just
ice
• Th
e ef
fect
of i
nstit
utio
nal b
ehav
iour
s an
d at
titud
es o
n so
cial
just
ice
Cen
tral
idea
Bi
odiv
ersi
ty re
lies
on m
aint
aini
ng th
e in
terd
epen
dent
bal
ance
of o
rgan
ism
s w
ithin
sys
tem
s.
Key
con
cept
s: c
onne
ctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: b
alan
ce, b
iodi
vers
ity,
inte
rdep
ende
nce
Line
s of
inqu
iry
• In
terd
epen
denc
e w
ithin
eco
syst
ems,
bi
omes
and
env
ironm
ents
•
Way
s in
whi
ch o
rgan
ism
s ar
e in
terc
onne
cted
in n
atur
e •
How
hum
an in
tera
ctio
n w
ith th
e en
viro
nmen
t can
affe
ct th
e ba
lanc
e of
sy
stem
s
11–1
2
Cen
tral
idea
Pe
rson
al w
ell-b
eing
is d
epen
dent
on
a co
mpl
ex b
alan
ce o
f int
erco
nnec
ted
fact
ors.
Key
con
cept
s: c
hang
e, re
spon
sibi
lity
Rel
ated
con
cept
s: g
row
th, r
elat
ions
hips
Line
s of
inqu
iry
• Th
e co
ncep
t of “
wel
l-bei
ng”
• Fa
ctor
s th
at c
ontri
bute
to w
ell-b
eing
(p
hysi
cal,
men
tal,
soci
al a
nd s
pirit
ual)
• Pe
rson
al is
sues
affe
ctin
g ou
r wel
l-be
ing
Cen
tral
idea
Ex
plor
atio
n le
ads
to d
isco
very
and
dev
elop
s ne
w u
nder
stan
ding
s.
Key
con
cept
s: fo
rm, p
ersp
ectiv
e, re
flect
ion
Rel
ated
con
cept
s: c
onse
quen
ces,
di
scov
ery,
geo
grap
hy
Line
s of
inqu
iry
• R
easo
ns fo
r exp
lora
tion
(his
toric
al a
nd
pers
onal
) •
Feel
ings
and
atti
tude
s as
soci
ated
with
ex
plor
atio
n •
Wha
t we
lear
n th
roug
h ex
plor
atio
n •
Met
hods
of n
avig
atio
n
Cen
tral
idea
Pe
ople
’s o
utw
ard
appe
aran
ce c
an le
ad to
pe
rcep
tions
and
mis
conc
eptio
ns.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
s: c
reat
ivity
, div
ersi
ty,
ster
eoty
pes
Line
s of
inqu
iry
• Pe
rson
al a
dorn
men
ts, c
loth
ing
and
iden
tity
• R
easo
ns fo
r wha
t peo
ple
wea
r •
Impa
ct o
f firs
t im
pres
sion
s •
Cou
nter
ing
mis
conc
eptio
ns
Cen
tral
idea
R
epro
duct
ion
of li
ving
thin
gs c
ontri
bute
s to
th
e co
ntin
uatio
n of
the
spec
ies.
Key
con
cept
s: c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: c
ycle
s, g
row
th
Line
s of
inqu
iry
• R
epro
duct
ion
as p
art o
f a li
fe c
ycle
•
Rep
rodu
ctiv
e pr
oces
ses
• G
enet
ics
and
here
dita
ry fa
ctor
s
Cen
tral
idea
Te
chno
logy
impa
cts
on th
e w
orld
of w
ork
and
leis
ure.
Key
con
cept
s: c
hang
e, c
onne
ctio
n,
resp
onsi
bilit
y
Rel
ated
con
cept
s: c
omm
unic
atio
n,
syst
ems,
eth
ics
Line
s of
inqu
iry
• Te
chno
logy
and
inve
ntio
ns o
f the
ho
me,
wor
kpla
ce a
nd le
isur
e ac
tiviti
es
• C
ircum
stan
ces
that
lead
to th
e de
velo
pmen
t of i
mpo
rtant
inve
ntio
ns
and
thei
r im
pact
•
How
tech
nolo
gy s
uppo
rts/im
pact
s su
stai
nabi
lity
Cen
tral
idea
* Fi
ndin
g pe
acef
ul s
olut
ions
to c
onfli
ct le
ads
to a
bet
ter q
ualit
y of
hum
an li
fe.
Key
con
cept
s: c
ausa
tion,
per
spec
tive,
re
spon
sibi
lity
Rel
ated
con
cept
s: c
onfli
ct, d
iver
sity
, ju
stic
e
Line
s of
inqu
iry
• C
ause
s of
con
flict
•
Con
flict
reso
lutio
n an
d m
anag
emen
t •
Livi
ng a
nd w
orki
ng to
geth
er p
eace
fully
In th
e st
uden
ts’ f
inal
yea
r of t
he P
YP, t
here
are
five
uni
ts o
f inq
uiry
and
the
exhi
bitio
n. T
he e
xhib
ition
may
be
rela
ted
to a
ny tr
ansd
isci
plin
ary
them
e at
the
disc
retio
n of
the
scho
ol. T
his
sam
ple
prog
ram
me
of in
quiry
has
incl
uded
six
uni
ts o
f inq
uiry
in th
e fin
al y
ear,
any
one
of w
hich
co
uld
be re
plac
ed b
y th
e ex
hibi
tion.
Onl
y IB
Wor
ld S
choo
ls a
re re
quire
d to
par
ticip
ate
in th
e ex
hibi
tion
alth
ough
can
dida
te s
choo
ls m
ay c
hoos
e to
do
so.
* Sam
ple
plan
ners
hav
e be
en d
evel
oped
for t
hose
uni
ts m
arke
d w
ith a
n as
teris
k.
Developing a transdisciplinary programme of inquiry 27
Annex
This PYP programme of inquiry rubric has been developed as a tool for schools to use to self-assess their programme of inquiry. The rubric contains criteria to assess central ideas, lines of inquiry, and the balance and articulation of knowledge and concepts within the programme of inquiry.
Developing a transdisciplinary programme of inquiry28
Annex
PYP
prog
ram
me
of in
quiry
rubr
ic
Afte
r re
adin
g D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
(20
12)
it w
ould
be
appr
opria
te f
or a
sch
ool t
o ca
rry o
ut a
sel
f-ass
essm
ent
of it
s pr
ogra
mm
e of
in
quiry
usi
ng th
is ru
bric
.
Prio
r to
com
plet
ing
the
self-
asse
ssm
ent,
a sc
hool
sho
uld
ensu
re th
at th
e pr
ogra
mm
e of
inqu
iry is
pre
sent
ed in
the
sam
e fo
rmat
as
the
PYP
sam
ple
prog
ram
me
of
inqu
iry in
clud
ed in
Dev
elop
ing
a tra
nsdi
scip
linar
y pr
ogra
mm
e of
inqu
iry (2
012)
, with
cen
tral i
dea,
key
con
cept
s, re
late
d co
ncep
ts a
nd li
nes
of in
quiry
incl
uded
. For
the
purp
ose
of a
sch
ool’s
sel
f-ass
essm
ent i
t is
impo
rtant
that
the
scho
ol h
as id
entif
ied
the
PYP
sub
ject
are
as re
leva
nt to
eac
h un
it of
inqu
iry.
The
term
s “a
ll, o
r al
mos
t al
l”, “
man
y”,
“som
e” a
nd “
few
” us
ed i
n th
e ru
bric
hav
e a
degr
ee o
f su
bjec
tivity
. Th
e pe
rcen
tage
s be
low
are
pro
vide
d as
app
roxi
mat
e gu
idel
ines
to e
nsur
e a
com
mon
und
erst
andi
ng. H
owev
er, s
choo
ls a
re e
ncou
rage
d to
resi
st c
ount
ing,
but
rath
er to
con
side
r the
ir pr
ogra
mm
e of
inqu
iry h
olis
tical
ly a
nd
to e
stim
ate
base
d on
repe
ated
read
ing
of th
e w
hole
doc
umen
t.
• “A
ll or
alm
ost a
ll” to
mea
n m
ore
than
95%
(for
exa
mpl
e, a
ll ex
cept
for 1
or 2
uni
ts o
ut o
f 50)
• “M
any”
to m
ean
61%
–95%
• “S
ome”
to m
ean
11%
–60%
• “F
ew” t
o m
ean
10%
or b
elow
(for
exa
mpl
e, 5
or f
ewer
uni
ts o
ut o
f 50)
A M
icro
soft
Wor
d ve
rsio
n of
this
rubr
ic c
an b
e fo
und
in th
e H
TML
vers
ion
of D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
(201
2).
Developing a transdisciplinary programme of inquiry 29
Annex
C
entr
al id
eas
1
a. T
here
are
six
cen
tral i
deas
for a
ll gr
ade/
year
leve
ls (o
ther
than
3–5
yea
r old
s).
Yes
No
b. T
here
are
at l
east
four
cen
tral i
deas
at e
ach
grad
e/ye
ar le
vel f
or 3
–5 y
ear o
lds
incl
udin
g “W
ho w
e ar
e” a
nd “H
ow w
e ex
pres
s ou
rsel
ves”
. Ye
s N
o
c.
Eac
h ce
ntra
l ide
a is
writ
ten
as o
ne s
ente
nce.
Ye
s N
o
d. T
he P
YP k
ey c
once
pts
have
bee
n id
entif
ied
(no
mor
e th
an th
ree)
for e
ach
unit
of in
quiry
. Ye
s N
o
2
All,
or a
lmos
t all,
cen
tral i
deas
are
w
ritte
n in
a n
eutra
l voi
ce th
at d
oes
not c
onve
y a
spec
ific
or p
artic
ular
va
lue
of a
n in
divi
dual
.
Man
y ce
ntra
l ide
as a
re w
ritte
n in
a
neut
ral v
oice
that
doe
s no
t con
vey
a sp
ecifi
c or
par
ticul
ar v
alue
of a
n in
divi
dual
.
Som
e ce
ntra
l ide
as a
re w
ritte
n in
a
neut
ral v
oice
that
doe
s no
t con
vey
a sp
ecifi
c or
par
ticul
ar v
alue
of a
n in
divi
dual
.
A fe
w c
entra
l ide
as a
re w
ritte
n in
a
neut
ral v
oice
that
doe
s no
t con
vey
a sp
ecifi
c or
par
ticul
ar v
alue
of a
n in
divi
dual
.
3
All,
or a
lmos
t all,
cen
tral i
deas
are
w
ritte
n in
suc
h a
way
to in
vite
st
uden
t inq
uiry
, so
that
a ra
nge
of
resp
onse
s is
pos
sibl
e.
Man
y ce
ntra
l ide
as a
re w
ritte
n in
su
ch a
way
to in
vite
stu
dent
inqu
iry,
so th
at a
rang
e of
resp
onse
s is
po
ssib
le.
Som
e ce
ntra
l ide
as a
re w
ritte
n in
su
ch a
way
to in
vite
stu
dent
inqu
iry,
so th
at a
rang
e of
resp
onse
s is
po
ssib
le.
A fe
w c
entra
l ide
as a
re w
ritte
n in
su
ch a
way
to in
vite
stu
dent
inqu
iry,
so th
at a
rang
e of
resp
onse
s is
po
ssib
le.
4
All,
or a
lmos
t all,
cen
tral i
deas
are
re
leva
nt to
the
trans
disc
iplin
ary
them
es u
nder
whi
ch th
ey h
ave
been
pl
aced
.
Man
y ce
ntra
l ide
as a
re re
leva
nt to
th
e tra
nsdi
scip
linar
y th
emes
und
er
whi
ch th
ey h
ave
been
pla
ced.
Som
e ce
ntra
l ide
as a
re re
leva
nt to
th
e tra
nsdi
scip
linar
y th
emes
und
er
whi
ch th
ey h
ave
been
pla
ced.
A fe
w c
entra
l ide
as a
re re
leva
nt to
th
e tra
nsdi
scip
linar
y th
emes
und
er
whi
ch th
ey h
ave
been
pla
ced.
5
All,
or a
lmos
t all,
cen
tral i
deas
are
w
ritte
n in
suc
h a
man
ner a
s to
de
velo
p co
ncep
tual
und
erst
andi
ng
supp
orte
d by
the
iden
tifie
d PY
P k
ey
conc
epts
.
Man
y ce
ntra
l ide
as a
re w
ritte
n in
su
ch a
man
ner a
s to
dev
elop
co
ncep
tual
und
erst
andi
ng s
uppo
rted
by th
e id
entif
ied
PYP
key
con
cept
s.
Som
e ce
ntra
l ide
as a
re w
ritte
n in
su
ch a
man
ner a
s to
dev
elop
co
ncep
tual
und
erst
andi
ng s
uppo
rted
by th
e id
entif
ied
PYP
key
con
cept
s.
A fe
w c
entra
l ide
as a
re w
ritte
n in
su
ch a
man
ner a
s to
dev
elop
co
ncep
tual
und
erst
andi
ng s
uppo
rted
by th
e id
entif
ied
PYP
key
con
cept
s.
6
All,
or a
lmos
t all,
cen
tral i
deas
are
gl
obal
ly s
igni
fican
t add
ress
ing
the
com
mon
aliti
es o
f hum
an
expe
rienc
e.
Man
y ce
ntra
l ide
as a
re g
loba
lly
sign
ifica
nt a
ddre
ssin
g th
e co
mm
onal
ities
of h
uman
ex
perie
nce.
Som
e ce
ntra
l ide
as a
re g
loba
lly
sign
ifica
nt a
ddre
ssin
g th
e co
mm
onal
ities
of h
uman
ex
perie
nce.
A fe
w c
entra
l ide
as a
re g
loba
lly
sign
ifica
nt a
ddre
ssin
g th
e co
mm
onal
ities
of h
uman
ex
perie
nce.
Developing a transdisciplinary programme of inquiry30
Annex
Li
nes
of in
quiry
7 a.
Th
ree
or fo
ur li
nes
of in
quiry
hav
e be
en id
entif
ied
for e
ach
unit.
Ye
s N
o
b. T
he li
nes
of in
quiry
are
writ
ten
as s
tate
men
ts o
r phr
ases
, not
que
stio
ns, t
opic
s or
task
s.
Yes
No
8 In
all,
or a
lmos
t all,
uni
ts th
e lin
es o
f in
quiry
dev
elop
und
erst
andi
ng o
f the
ce
ntra
l ide
as.
In m
any
units
the
lines
of i
nqui
ry
deve
lop
unde
rsta
ndin
g of
the
cent
ral
idea
s.
In s
ome
units
the
lines
of i
nqui
ry
deve
lop
unde
rsta
ndin
g of
the
cent
ral
idea
s.
In a
few
uni
ts th
e lin
es o
f inq
uiry
de
velo
p un
ders
tand
ing
of th
e ce
ntra
l id
eas.
9
In a
ll, o
r alm
ost a
ll, u
nits
the
lines
of
inqu
iry o
ffer o
ppor
tuni
ties
to d
evel
op
unde
rsta
ndin
g th
roug
h m
ultip
le
pers
pect
ives
.
In m
any
units
the
lines
of i
nqui
ry
offe
r opp
ortu
nitie
s to
dev
elop
un
ders
tand
ing
thro
ugh
mul
tiple
pe
rspe
ctiv
es.
In s
ome
units
the
lines
of i
nqui
ry
offe
r opp
ortu
nitie
s to
dev
elop
un
ders
tand
ing
thro
ugh
mul
tiple
pe
rspe
ctiv
es.
In a
few
uni
ts th
e lin
es o
f inq
uiry
of
fer o
ppor
tuni
ties
to d
evel
op
unde
rsta
ndin
g th
roug
h m
ultip
le
pers
pect
ives
.
10
In a
ll, o
r alm
ost a
ll, u
nits
the
lines
of
inqu
iry d
evel
op u
nder
stan
ding
of
aspe
cts
of th
e de
sign
ated
tra
nsdi
scip
linar
y th
eme.
In m
any
units
the
lines
of i
nqui
ry
deve
lop
unde
rsta
ndin
g of
asp
ects
of
the
desi
gnat
ed tr
ansd
isci
plin
ary
them
e.
In s
ome
units
the
lines
of i
nqui
ry
deve
lop
unde
rsta
ndin
g of
asp
ects
of
the
desi
gnat
ed tr
ansd
isci
plin
ary
them
e.
In a
few
uni
ts th
e lin
es o
f inq
uiry
de
velo
p un
ders
tand
ing
of a
spec
ts o
f th
e de
sign
ated
tran
sdis
cipl
inar
y th
eme.
11
In a
ll, o
r alm
ost a
ll, u
nits
the
lines
of
inqu
iry a
re re
leva
nt to
the
expe
rienc
e of
the
stud
ents
with
in a
pa
rticu
lar d
evel
opm
enta
l ran
ge.
In m
any
units
the
lines
of i
nqui
ry a
re
rele
vant
to th
e ex
perie
nce
of th
e st
uden
ts w
ithin
a p
artic
ular
de
velo
pmen
tal r
ange
.
In s
ome
units
the
lines
of i
nqui
ry a
re
rele
vant
to th
e ex
perie
nce
of th
e st
uden
ts w
ithin
a p
artic
ular
de
velo
pmen
tal r
ange
.
In a
few
uni
ts th
e lin
es o
f inq
uiry
are
re
leva
nt to
the
expe
rienc
e of
the
stud
ents
with
in a
par
ticul
ar
deve
lopm
enta
l ran
ge.
12
In a
ll, o
r alm
ost a
ll, u
nits
the
lines
of
inqu
iry a
re d
istin
ctiv
e ye
t con
nect
ed
to o
ne a
noth
er.
In m
any
units
the
lines
of i
nqui
ry a
re
dist
inct
ive
yet c
onne
cted
to o
ne
anot
her.
In s
ome
units
the
lines
of i
nqui
ry a
re
dist
inct
ive
yet c
onne
cted
to o
ne
anot
her.
In a
few
uni
ts th
e lin
es o
f inq
uiry
are
di
stin
ctiv
e ye
t con
nect
ed to
one
an
othe
r.
13
In a
ll, o
r alm
ost a
ll, u
nits
the
lines
of
inqu
iry a
re w
ritte
n in
suc
h a
man
ner
as to
dev
elop
con
cept
ual
unde
rsta
ndin
g su
ppor
ted
by th
e id
entif
ied
PYP
key
con
cept
s an
d re
late
d co
ncep
ts.
In m
any
units
the
lines
of i
nqui
ry a
re
writ
ten
in s
uch
a m
anne
r as
to
deve
lop
conc
eptu
al u
nder
stan
ding
su
ppor
ted
by th
e id
entif
ied
PYP
key
co
ncep
ts a
nd re
late
d co
ncep
ts.
In s
ome
units
the
lines
of i
nqui
ry a
re
writ
ten
in s
uch
a m
anne
r as
to
deve
lop
conc
eptu
al u
nder
stan
ding
su
ppor
ted
by th
e id
entif
ied
PYP
key
co
ncep
ts a
nd re
late
d co
ncep
ts.
In a
few
uni
ts th
e lin
es o
f inq
uiry
are
w
ritte
n in
suc
h a
man
ner a
s to
de
velo
p co
ncep
tual
und
erst
andi
ng
supp
orte
d by
the
iden
tifie
d PY
P k
ey
conc
epts
and
rela
ted
conc
epts
.
Developing a transdisciplinary programme of inquiry 31
Annex
Bal
ance
and
art
icul
atio
n w
ithin
the
prog
ram
me
of in
quiry
14
a. A
ll ei
ght P
YP k
ey c
once
pts
are
repr
esen
ted
at e
ach
grad
e/ye
ar le
vel.
Yes
No
b. T
here
is a
bal
ance
of P
YP k
ey c
once
pts
used
thro
ugho
ut e
ach
trans
disc
iplin
ary
them
e.*
(Thi
s do
es n
ot m
ean
that
eac
h ke
y co
ncep
t mus
t be
repr
esen
ted
unde
r eac
h tra
nsdi
scip
linar
y th
eme.
) Ye
s N
o
c.
The
rela
ted
conc
epts
are
der
ived
from
the
subj
ect a
reas
and
con
nect
to th
e P
YP k
ey c
once
pts.
Ye
s N
o
d. A
ll th
e pl
anne
d sc
ienc
e an
d so
cial
stu
dies
con
tent
is in
corp
orat
ed in
to th
e pr
ogra
mm
e of
inqu
iry.
Yes
No
e. T
he s
choo
l has
map
ped
its s
ubje
ct-s
peci
fic s
cope
and
seq
uenc
es w
ith it
s pr
ogra
mm
e of
inqu
iry.
Yes
No
f. Tw
o or
thre
e P
YP s
ubje
ct a
rea
focu
ses
are
reco
rded
for e
ach
unit.
Ye
s N
o
g. A
ll P
YP s
ubje
ct a
reas
are
repr
esen
ted
with
in th
e pr
ogra
mm
e of
inqu
iry a
t eac
h gr
ade/
year
leve
l. Ye
s N
o
h.
Ther
e is
a b
alan
ce o
f PYP
sub
ject
are
as id
entif
ied
to s
uppo
rt un
ders
tand
ing
of e
ach
trans
disc
iplin
ary
them
e.
(Thi
s do
es n
ot m
ean
that
eac
h su
bjec
t are
a m
ust b
e re
pres
ente
d un
der e
ach
trans
disc
iplin
ary
them
e.)
Yes
No
15
All,
or a
lmos
t all,
asp
ects
of t
he
desc
riptio
ns o
f the
tran
sdis
cipl
inar
y th
emes
are
exp
lore
d at
som
e po
int
in th
e pr
ogra
mm
e of
inqu
iry.
Man
y as
pect
s of
the
desc
riptio
ns o
f th
e tra
nsdi
scip
linar
y th
emes
are
ex
plor
ed a
t som
e po
int i
n th
e pr
ogra
mm
e of
inqu
iry
Som
e as
pect
s of
the
desc
riptio
ns o
f th
e tra
nsdi
scip
linar
y th
emes
are
ex
plor
ed a
t som
e po
inin
the
prog
ram
me
of in
quiry
.
A fe
w a
spec
ts o
f the
des
crip
tions
of
the
trans
disc
iplin
ary
them
es a
re
expl
ored
at s
ome
poin
t in
the
prog
ram
me
of in
quiry
.
16
In a
ll, o
r alm
ost a
ll, u
nits
the
PYP
su
bjec
t are
as id
entif
ied
will
sup
port
stud
ents
’ und
erst
andi
ng o
f the
ce
ntra
l ide
a.
In m
any
units
the
PYP
sub
ject
are
as
iden
tifie
d w
ill s
uppo
rt st
uden
ts’
unde
rsta
ndin
g of
the
cent
ral i
dea.
In s
ome
units
the
PYP
sub
ject
are
as
iden
tifie
d w
ill s
uppo
rt st
uden
ts’
unde
rsta
ndin
g of
the
cent
ral i
dea.
In a
few
uni
ts th
e P
YP s
ubje
ct a
reas
id
entif
ied
will
sup
port
stud
ents
’ un
ders
tand
ing
of th
e ce
ntra
l ide
a.
17
All,
or a
lmos
t all,
uni
ts th
roug
hout
th
e pr
ogra
mm
e of
inqu
iry c
halle
nge
and
exte
nd s
tude
nts’
und
erst
andi
ng.
Man
y un
its th
roug
hout
the
prog
ram
me
of in
quiry
cha
lleng
e an
d ex
tend
stu
dent
s’ u
nder
stan
ding
.
Som
e un
its th
roug
hout
the
prog
ram
me
of in
quiry
cha
lleng
e an
d ex
tend
stu
dent
s’ u
nder
stan
ding
.
A fe
w u
nits
thro
ugho
ut th
e pr
ogra
mm
e of
inqu
iry c
halle
nge
and
exte
nd s
tude
nts’
und
erst
andi
ng.
Not
e
14b.
* A
pplie
s on
ly to
sch
ools
with
at l
east
five
con
secu
tive
grad
e/ye
ar le
vels