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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 1Introduction 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 19Sample programme of inquiry (2012) 20
Sample programme of inquiry (2008) 24
Annex 27PYP 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 i
nqui
ry
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 keptWhy friends are neededCharacteristics 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 usRoles 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 workplaceInterconnectedness of people in a workplaceImportance 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 organizationsWhy people join organizationsStrategies for problem solving within an organizationWhat 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 changesHealth 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 cyclesPatterns 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 governancePrinciples of human rights and social justiceThe 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 rightsImpact of government on citizensThe 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 themWhy we should develop our own gifts, talents and interestsHow 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 valuesHow and why role models are chosenInfluence 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
A
n i
nq
uir
y i
nto
:
Wh
o w
e a
re
An
in
qu
iry i
nto
:
Wh
ere
we
are
in
pla
ce
an
d t
ime
An
in
qu
iry i
nto
:
Ho
w w
e e
xp
re
ss
ou
rs
elv
es
An
in
qu
iry i
nto
:
Ho
w t
he
wo
rld
wo
rk
s
An
in
qu
iry i
nto
:
Ho
w w
e o
rg
an
ize
ou
rs
elv
es
An
in
qu
iry i
nto
:
Sh
arin
g t
he
pla
ne
t
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
Ce
ntr
al
ide
a
Fam
ily re
latio
nshi
ps c
ontri
bute
to s
hapi
ng
our i
dent
ity.
Ke
y c
on
ce
pts
: for
m, r
espo
nsib
ility
, re
flect
ion
Re
late
d c
on
ce
pts
: sim
ilarit
ies
and
diffe
renc
es, b
elon
ging
, rol
es
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Spac
es a
nd fa
cilit
ies
in a
nd a
roun
d bu
ildin
gs
dete
rmin
e ho
w p
eopl
e us
e th
em.
Ke
y c
on
ce
pts
: for
m, f
unct
ion,
cau
satio
n R
ela
ted
co
nc
ep
ts: s
pace
, stru
ctur
e, d
esig
n,
safe
ty
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Thro
ugh
play
we
expr
ess
our f
eelin
gs a
nd
idea
s an
d co
me
to n
ew u
nder
stan
ding
s.
Ke
y c
on
ce
pts
: fun
ctio
n, c
onne
ctio
n,
pers
pect
ive
Re
late
d c
on
ce
pts
: im
agin
atio
n, c
reat
ivity
, co
mm
unic
atio
n L
ine
s o
f in
qu
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
Ce
ntr
al
ide
a
The
Earth
’s n
atur
al c
ycle
s in
fluen
ce th
e ac
tivity
of l
ivin
g th
ings
. K
ey c
on
ce
pts
: cau
satio
n, c
hang
e,
conn
ectio
n R
ela
ted
co
nc
ep
ts: c
ycle
s, in
tera
ctio
n,
patte
rn
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Peop
le p
lay
diffe
rent
role
s in
the
com
mun
ities
to w
hich
they
bel
ong.
K
ey c
on
ce
pts
: for
m, f
unct
ion,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: c
omm
unity
, rul
es,
inte
ract
ion
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Anim
als
and
peop
le in
tera
ct in
diff
eren
t w
ays
in d
iffer
ent c
onte
xts.
K
ey c
on
ce
pts
: con
nect
ion,
per
spec
tive,
re
spon
sibi
lity
Re
late
d c
on
ce
pts
: cha
ract
eris
tics,
re
latio
nshi
ps, n
eeds
L
ine
s o
f in
qu
iry
• 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
Ce
ntr
al
ide
a
Peop
le’s
rela
tions
hips
with
eac
h ot
her c
an
have
an
impa
ct o
n w
ell-b
eing
. K
ey c
on
ce
pts
: fun
ctio
n, c
onne
ctio
n,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: c
oope
ratio
n, fr
iend
ship
, ba
lanc
e L
ine
s o
f in
qu
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
Ce
ntr
al
ide
a
Inte
rpre
tatio
n of
arti
fact
s co
ntrib
utes
to o
ur
unde
rsta
ndin
g of
peo
ples
’ his
torie
s.
Ke
y c
on
ce
pts
: for
m, f
unct
ion,
refle
ctio
n R
ela
ted
co
nc
ep
ts: a
rtifa
ct, h
isto
ry, v
alue
L
ine
s o
f in
qu
iry
• 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
Ce
ntr
al
ide
a
Stor
ies
can
enga
ge th
eir a
udie
nce
and
com
mun
icat
e m
eani
ng.
Ke
y c
on
ce
pts
: for
m, c
onne
ctio
n,
pers
pect
ive
Re
late
d c
on
ce
pts
: com
mun
icat
ion,
ch
arac
teriz
atio
n, e
xpre
ssio
n L
ine
s o
f in
qu
iry
• 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
Ce
ntr
al
ide
a
Mat
eria
ls b
ehav
e an
d in
tera
ct in
cer
tain
w
ays,
whi
ch d
eter
min
e ho
w p
eopl
e us
e th
em.
Ke
y c
on
ce
pts
: fun
ctio
n, c
ausa
tion,
cha
nge
Re
late
d c
on
ce
pts
: beh
avio
ur, p
redi
ctio
n,
inno
vatio
n L
ine
s o
f in
qu
iry
• 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
Ce
ntr
al
ide
a
Man
y pr
oduc
ts g
o th
roug
h a
proc
ess
of
chan
ge b
efor
e th
ey a
re c
onsu
med
or u
sed.
K
ey c
on
ce
pts
: cha
nge,
con
nect
ion,
re
spon
sibi
lity
Rela
ted
co
ncep
ts: c
ompo
nent
s, p
roce
ss,
choi
ce
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Plan
ts s
usta
in li
fe o
n Ea
rth a
nd p
lay
a ro
le in
ou
r liv
es.
Ke
y c
on
ce
pts
: cau
satio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: i
nter
depe
nden
ce,
appr
ecia
tion
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Awar
enes
s of
our
cha
ract
eris
tics,
abi
litie
s an
d in
tere
sts
info
rms
our l
earn
ing
and
deve
lopm
ent.
Ke
y c
on
ce
pts
: for
m, p
ersp
ectiv
e, re
flect
ion
Re
late
d c
on
ce
pts
: ide
ntity
, sim
ilarit
ies
and
diffe
renc
es
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Hom
es re
flect
cul
tura
l inf
luen
ces
and
loca
l co
nditi
ons.
K
ey c
on
ce
pts
: for
m, c
onne
ctio
n,
pers
pect
ive
Re
late
d c
on
ce
pts
: cul
ture
, nee
ds,
owne
rshi
p, lo
calit
y L
ine
s o
f in
qu
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
Ce
ntr
al
ide
a
Cel
ebra
tions
and
trad
ition
s ar
e ex
pres
sion
s of
sha
red
belie
fs a
nd v
alue
s.
Key c
on
cep
ts: f
orm
, con
nect
ion,
per
spec
tive
Re
late
d c
on
ce
pts
: bel
iefs
, val
ues,
be
long
ing,
cul
ture
L
ine
s o
f in
qu
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
Ce
ntr
al
ide
a
All l
ivin
g th
ings
go
thro
ugh
a pr
oces
s of
ch
ange
. K
ey c
on
ce
pts
: cau
satio
n, c
hang
e,
conn
ectio
n R
ela
ted
co
nc
ep
ts: c
ycle
s, tr
ansf
orm
atio
n,
sim
ilarit
ies
and
diffe
renc
es
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Com
mun
ities
mak
e ef
forts
to c
reat
e tra
nspo
rtatio
n sy
stem
s th
at m
eet t
heir
need
s.
Ke
y c
on
ce
pts
: for
m, f
unct
ion,
cha
nge
Re
late
d c
on
ce
pts
: net
wor
k, te
chno
logy
, su
stai
nabi
lity
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Peop
le in
tera
ct w
ith, u
se a
nd v
alue
loca
l en
viro
nmen
ts in
diff
eren
t way
s.
Ke
y c
on
ce
pts
: cau
satio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: c
onse
rvat
ion,
de
velo
pmen
t, in
terd
epen
denc
e L
ine
s o
f in
qu
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
Ag
e
An
in
qu
iry i
nto
:
Wh
o w
e a
re
An
in
qu
iry i
nto
:
Wh
ere
we
are
in
pla
ce
an
d t
ime
An
in
qu
iry i
nto
:
Ho
w w
e e
xp
re
ss
ou
rs
elv
es
An
in
qu
iry i
nto
:
Ho
w t
he
wo
rld
wo
rk
s
An
in
qu
iry i
nto
:
Ho
w w
e o
rg
an
ize
ou
rs
elv
es
An
in
qu
iry i
nto
:
Sh
arin
g t
he
pla
ne
t
6–
7
Ce
ntr
al
ide
a
Th
e c
hoic
es p
eo
ple
ma
ke
aff
ect
the
ir h
ealth
an
d w
ell-b
ein
g.
Ke
y c
on
ce
pts
: ca
usa
tio
n, re
sp
on
sib
ility,
refle
ctio
n
Re
late
d c
on
ce
pts
: cho
ice
, in
flu
en
ce
,
ba
lan
ce
Lin
es
of
inq
uir
y
• W
ha
t it m
ea
ns t
o h
ave
a b
ala
nce
d
life
sty
le
• H
ow
th
e c
ho
ice
s w
e m
ake
aff
ect
ou
r
he
alth
• D
iffe
ren
t sou
rce
s o
f in
form
atio
n th
at
help
us m
ake
ch
oic
es
Ce
ntr
al
ide
a
Le
arn
ing
ab
ou
t p
revio
us g
en
era
tio
ns h
elp
s
us u
nd
ers
tan
d t
he
rela
tio
nship
be
twe
en
th
e
pa
st
an
d th
e p
rese
nt.
Ke
y c
on
ce
pts
: ca
usa
tio
n,
cha
ng
e,
co
nn
ectio
n
Re
late
d c
on
ce
pts
: tim
e,
co
ntinuity,
heri
tag
e
Lin
es
of
inq
uir
y
• W
ays t
o fin
d o
ut a
bo
ut th
e p
ast
• H
ow
asp
ects
of
the
pa
st
still influ
en
ce
us
tod
ay
• W
hy s
om
e b
eh
avio
urs
an
d p
ractice
s
ha
ve
ch
an
ge
d o
r re
ma
ine
d th
e s
am
e
ove
r tim
e
Ce
ntr
al
ide
a
Ima
ge
s c
om
mu
nic
ate
id
ea
s a
nd
in
form
atio
n.
Ke
y c
on
ce
pts
: fu
nctio
n,
con
ne
ctio
n,
pe
rsp
ective
Re
late
d c
on
ce
pts
: cre
ativity,
co
mm
un
ica
tio
n, im
ag
ery
Lin
es
of
inq
uir
y
• T
he
use
of
sta
tic a
nd
mo
vin
g im
ag
es in
diffe
ren
t m
ed
ia
• H
ow
de
sig
n e
lem
en
ts o
f im
ag
es s
up
po
rt
co
mm
un
ica
tio
n
• H
ow
we
in
terp
ret
and
re
spo
nd
to
im
ag
es
Ce
ntr
al
ide
a
Pe
op
le a
pply
th
eir
un
de
rsta
nd
ing
of
forc
es
an
d e
nerg
y t
o in
ve
nt
and
cre
ate
.
Ke
y c
on
ce
pts
: fo
rm,
fun
ctio
n,
ca
usa
tio
n
Re
late
d c
on
ce
pts
: in
ge
nuity,
tech
nolo
gy,
en
erg
y,
forc
es
Lin
es
of
inq
uir
y
• In
ve
ntio
ns t
ha
t im
pa
ct
pe
op
le’s
liv
es
• H
ow
cir
cu
msta
nce
s le
ad
to t
he
cre
atio
n
of
imp
ort
an
t in
ven
tio
ns
• H
ow
un
de
rsta
ndin
g fo
rce
s a
nd
en
erg
y
he
lps in
ve
nto
rs
Ce
ntr
al
ide
a
Ph
ysic
al a
nd v
irtu
al p
ublic s
pa
ce
s p
rovid
e
pe
ople
with
op
po
rtu
nitie
s t
o m
ake
co
nn
ectio
ns a
nd
esta
blish
a s
en
se
of
co
mm
un
ity.
Ke
y c
on
ce
pts
: fu
nctio
n,
con
ne
ctio
n,
resp
on
sib
ility
Re
late
d c
on
ce
pts
: co
mm
un
ity,
en
vir
on
me
nt,
pa
rtic
ipa
tio
n,
acce
ss
Lin
es
of
inq
uir
y
• P
urp
ose
s o
f pu
blic s
pa
ce
s
• C
ha
racte
ristics o
f diffe
ren
t pu
blic s
pa
ce
s
• H
ow
pe
op
le u
se p
ublic s
pa
ce
s
Ce
ntr
al
ide
a
Pe
op
le c
an
ma
ke
ch
oic
es to
su
pp
ort
the
su
sta
ina
bility o
f th
e E
art
h’s
re
so
urc
es.
Ke
y c
on
ce
pts
: p
ers
pe
ctive
, re
sp
on
sib
ility,
refle
ctio
n
Re
late
d c
on
ce
pts
: life
sty
le,
resou
rce
s,
wa
ste
Lin
es
of
inq
uir
y
• E
art
h’s
fin
ite
and
in
finite
re
so
urc
es
• T
he
im
pa
ct
of
pe
ople
’s c
hoic
es o
n t
he
en
vir
on
me
nt
• T
he
bala
nce
be
twe
en
me
etin
g h
um
an
ne
ed
s a
nd t
he
use
of lim
ite
d r
esou
rce
s
7–
8
Ce
ntr
al
ide
a
Ch
oic
es o
f ro
le m
od
els
re
fle
ct th
e b
elie
fs
an
d v
alu
es o
f in
div
idu
als
an
d s
ocie
tie
s.
Ke
y c
on
ce
pts
: ca
usa
tio
n,
pe
rsp
ective
,
refle
ctio
n
Re
late
d c
on
ce
pts
: id
en
tity
, p
ee
r pre
ssu
re,
op
inio
n
Lin
es
of
inq
uir
y
• W
ha
t d
ete
rmin
es o
ur
belie
fs a
nd
valu
es
• H
ow
an
d w
hy r
ole
mo
de
ls a
re c
ho
se
n
• In
flue
nce
of ro
le m
od
els
on
ou
r ch
oic
es
an
d a
ctio
ns
Ce
ntr
al
ide
a
Th
e E
art
h’s
ph
ysic
al g
eog
raph
y h
as a
n
imp
act
on
hu
ma
n in
tera
ctio
ns a
nd
se
ttle
me
nts
.
Ke
y c
on
ce
pts
: fo
rm,
ca
usa
tio
n,
co
nn
ection
Re
late
d c
on
ce
pts
: ge
og
rap
hy,
se
ttle
me
nt,
mo
dific
atio
n
Lin
es
of
inq
uir
y
• V
ari
ability o
f p
hysic
al ge
og
rap
hy a
rou
nd
the
wo
rld
• T
he
rela
tio
nship
be
twe
en
lo
ca
tio
n a
nd
se
ttle
me
nt
• Im
pa
ct
of
hu
ma
n in
tera
ctio
n o
n t
he
ph
ysic
al e
nvir
on
me
nt
Ce
ntr
al
ide
a
Th
roug
h t
he
art
s p
eo
ple
use
diffe
ren
t fo
rms
of
exp
ressio
n t
o c
on
ve
y t
heir
uniq
uen
ess a
s
hu
ma
n b
ein
gs.
Ke
y c
on
ce
pts
: fu
nctio
n,
pe
rsp
ective,
refle
ctio
n
Re
late
d c
on
ce
pts
: pe
rce
ption
, self-
exp
ressio
n
Lin
es
of
inq
uir
y
• T
he
div
ers
e w
ays in
wh
ich
pe
ople
exp
ress t
he
mse
lve
s
• H
ow
eve
ryo
ne
ca
n e
xp
ress t
heir
un
iqu
en
ess th
roug
h t
he
art
s
• T
he
role
of
art
in
culture
and
so
cie
ty
Ce
ntr
al
ide
a
Th
e d
esig
n o
f b
uildin
gs a
nd s
tru
ctu
res is
de
pe
nd
en
t u
po
n e
nvir
on
me
nta
l fa
cto
rs,
hu
ma
n in
ge
nuity,
an
d a
vaila
ble
ma
teri
als
.
Ke
y c
on
ce
pts
: fo
rm,
fun
ctio
n,
co
nn
ectio
n
Re
late
d c
on
ce
pts
: de
sig
n,
tech
nolo
gy,
su
sta
ina
bility
Lin
es
of
inq
uir
y
• C
on
sid
era
tio
ns t
o t
ake in
to a
ccou
nt
wh
en
bu
ildin
g a
str
uctu
re
• T
he
im
pa
ct
of
bu
ild
ing
s a
nd s
tru
ctu
res
on
th
e e
nvir
on
me
nt
• L
oca
l a
rchite
ctu
re a
nd
its
con
ne
ctio
n
with
th
e n
eed
s o
f th
e c
om
mu
nity a
nd
ava
ila
bility o
f m
ate
rials
Ce
ntr
al
ide
a
Pe
op
le c
rea
te o
rganiz
atio
ns to
solv
e
pro
ble
ms a
nd
su
pp
ort
hu
ma
n e
nd
ea
vo
ur
an
d e
nte
rpri
se
.
Ke
y c
on
ce
pts
: fu
nctio
n,
con
ne
ctio
n,
resp
on
sib
ility
Re
late
d c
on
ce
pts
: w
ork
, colla
bora
tio
n,
en
tre
pre
ne
urs
hip
, serv
ice
Lin
es
of
inq
uir
y
• P
urp
ose
of
org
aniz
atio
ns
• W
hy p
eo
ple
jo
in o
rga
niz
atio
ns
• S
tra
tegie
s f
or
pro
ble
m s
olv
ing
within
an
org
aniz
ation
• W
ha
t m
ake
s a
n o
rga
niz
atio
n s
ucce
ssfu
l
Ce
ntr
al
ide
a
Whe
n in
tera
ctin
g w
ith
natu
ral ha
bita
ts,
hu
ma
ns m
ake
ch
oic
es t
ha
t h
ave
an
im
pa
ct
on
oth
er
livin
g t
hin
gs.
Ke
y c
on
ce
pts
: ca
usa
tio
n,
cha
ng
e,
resp
on
sib
ility
Re
late
d c
on
ce
pts
: ha
bita
t,
inte
rde
pen
de
nce,
be
ha
vio
ura
l ad
ap
tation
s,
div
ers
ity
Lin
es
of
inq
uir
y
• B
ala
nce
be
twe
en
rig
hts
an
d r
esp
on
sib
ili-
tie
s w
he
n in
tera
ctin
g w
ith
na
tura
l
ha
bita
ts
• H
um
an
im
pa
ct
on
na
tura
l h
abita
ts
• H
ow
liv
ing
th
ing
s r
esp
on
d to
ch
an
gin
g
en
vir
on
me
nta
l co
nd
itio
ns
8–
9
Ce
ntr
al
ide
a
Th
e e
ffe
ctive
in
tera
ctio
ns b
etw
ee
n h
um
an
bo
dy s
yste
ms c
on
trib
ute
to
he
alth
an
d
su
rviv
al.
Ke
y c
on
ce
pts
: fu
nctio
n,
con
ne
ctio
n,
resp
on
sib
ility
Re
late
d c
on
ce
pts
: syste
ms,
inte
rde
pen
de
nce,
he
alth,
ho
me
osta
sis
Lin
es
of
inq
uir
y
• B
od
y s
yste
ms a
nd
ho
w t
he
y w
ork
• H
ow
bo
dy s
yste
ms a
re inte
rdep
en
den
t
• Im
pa
ct
of
life
sty
le c
hoic
es o
n t
he
bo
dy
Ce
ntr
al
ide
a
A c
om
munity’s
re
sp
on
se
to s
ignific
ant events
pro
vid
es a
n insig
ht in
to the h
isto
ry a
nd v
alu
es o
f
that com
munity.
Ke
y c
on
ce
pts
: ca
usa
tio
n,
pe
rsp
ective
,
resp
on
sib
ility
Re
late
d c
on
ce
pts
: im
pa
ct,
bia
s, e
vid
en
ce,
tru
th
Lin
es
of
inq
uir
y
• T
he
wa
ys in
wh
ich s
ignific
an
t e
ve
nts
ma
y b
e r
eco
gn
ized
, lo
cally a
nd/o
r
glo
bally
• H
ow
a s
ignific
an
t e
ve
nt
ha
s a
n im
pa
ct
on
a c
om
mu
nity
• W
hy v
iew
po
ints
diffe
r a
bo
ut
sig
nific
an
t
eve
nts
Ce
ntr
al
ide
a
Pe
op
le c
an
cre
ate
or
ma
nip
ula
te m
essa
ge
s
to t
arg
et
sp
ecific
aud
ien
ce
s.
Ke
y c
on
ce
pts
: fu
nctio
n,
pe
rsp
ective,
refle
ctio
n
Re
late
d c
on
ce
pts
: m
ed
ia,
ad
ve
rtis
ing
,
pro
pa
gan
da
Lin
es
of
inq
uir
y
• H
ow
im
ag
es,
text
an
d m
usic
are
use
d to
influ
en
ce
beh
avio
ur
of
targ
et
audie
nce
s
• C
ritical e
valu
atio
n o
f m
essa
ge
s
pre
se
nte
d in
th
e m
ed
ia
• H
ow
pe
op
le r
esp
on
d to
me
ssa
ge
s
Ce
ntr
al
ide
a
Ch
an
ge
s in
the
Ea
rth
an
d its
atm
osp
he
re
ha
ve
im
pa
cts
on
th
e w
ay p
eo
ple
liv
e t
heir
live
s.
Ke
y c
on
ce
pts
: ca
usa
tio
n,
cha
ng
e,
co
nn
ectio
n
Re
late
d c
on
ce
pts
: ge
olo
gy,
ad
ap
tation
,
we
ath
er,
en
erg
y
Lin
es
of
inq
uir
y
• H
ow
th
e d
iffe
ren
t co
mp
on
en
ts o
f th
e
Ea
rth
are
in
terr
ela
ted
• W
hy t
he
Ea
rth
ha
s c
ha
ng
ed
and
is
co
ntin
uin
g t
o c
ha
ng
e
• H
um
an
re
sp
on
se
to
th
e E
art
h’s
ch
ang
es
Ce
ntr
al
ide
a
Sig
ns a
nd
sym
bo
ls a
re p
art
of h
um
an
-m
ad
e
syste
ms t
ha
t fa
cilita
te lo
cal a
nd
glo
bal
co
mm
un
ica
tio
n.
Ke
y c
on
ce
pts
: fo
rm,
fun
ctio
n,
co
nn
ectio
n
Re
late
d c
on
ce
pts
: cultu
re,
me
dia
, p
att
ern
,
acce
ss
Lin
es
of
inq
uir
y
• Ic
on
og
rap
hy
• H
ow
vis
ua
l la
ng
ua
ge
fa
cilita
tes
co
mm
un
ica
tio
n
• S
pe
cia
lize
d s
yste
ms o
f com
munic
ation
Ce
ntr
al
ide
a
Dis
trib
utio
n o
f w
ealth
affe
cts
co
mm
un
itie
s
an
d in
div
idu
als
’ a
cce
ss t
o e
qu
al
op
po
rtun
itie
s.
Ke
y c
on
ce
pts
: fo
rm,
ca
usa
tio
n, re
fle
ction
Re
late
d c
on
ce
pts
: w
ea
lth
, p
ow
er,
acce
ss
Lin
es
of
inq
uir
y
• R
ela
tion
ship
be
twe
en
we
alth a
nd
po
we
r
• T
he
im
pa
ct
of
the
dis
trib
utio
n o
f w
ealth
on
co
mm
un
itie
s a
nd
in
div
idu
als
• E
qu
ita
ble
acce
ss t
o r
eso
urc
es a
nd
op
po
rtun
itie
s
Developing a transdisciplinary programme of inquiry22
Ag
e
An
in
qu
iry i
nto
:
Wh
o w
e a
re
An
in
qu
iry i
nto
:
Wh
ere
we
are
in
pla
ce
an
d t
ime
An
in
qu
iry i
nto
:
Ho
w w
e e
xp
re
ss
ou
rs
elv
es
An
in
qu
iry i
nto
:
Ho
w t
he
wo
rld
wo
rk
s
An
in
qu
iry i
nto
:
Ho
w w
e o
rg
an
ize
ou
rs
elv
es
An
in
qu
iry i
nto
:
Sh
arin
g t
he
pla
ne
t
9–10
C
en
tra
l 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
on
ce
pts
: for
m, p
ersp
ectiv
e, re
flect
ion
Re
late
d c
on
ce
pts
: div
ersi
ty, p
erce
ptio
n,
com
mitm
ent
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Expl
orat
ion
lead
s to
dis
cove
ries,
op
portu
nitie
s an
d ne
w u
nder
stan
ding
s.
Ke
y c
on
ce
pts
: cau
satio
n, p
ersp
ectiv
e,
refle
ctio
n R
ela
ted
co
nc
ep
ts: i
mpa
ct, n
avig
atio
n,
colo
nial
ism
, pow
er
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Thro
ugho
ut h
isto
ry, p
eopl
e ha
ve in
tera
cted
w
ith e
ach
othe
r and
com
mun
icat
ed u
sing
ar
ts.
Ke
y c
on
ce
pts
: cha
nge,
con
nect
ion,
pe
rspe
ctiv
e R
ela
ted
co
nc
ep
ts: a
esth
etic
s, m
etap
hor
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Ener
gy m
ay b
e co
nver
ted,
tran
sfor
med
and
us
ed to
sup
port
hum
an p
rogr
ess.
K
ey c
on
ce
pts
: for
m, c
ausa
tion,
re
spon
sibi
lity
Re
late
d c
on
ce
pts
: con
serv
atio
n,
trans
form
atio
n L
ine
s o
f in
qu
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
Ce
ntr
al
ide
a
New
dig
ital m
edia
cha
nges
the
way
in w
hich
pe
ople
acc
ess
info
rmat
ion
and
conn
ect t
o ea
ch o
ther
. K
ey c
on
ce
pts
: fun
ctio
n, c
ausa
tion,
co
nnec
tion
Re
late
d c
on
ce
pts
: net
wor
ks, a
cces
s,
ethi
cs, p
latfo
rm
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Chi
ldre
n w
orld
wid
e en
coun
ter a
rang
e of
ch
alle
nges
, ris
ks a
nd o
ppor
tuni
ties.
K
ey c
on
ce
pts
: for
m, p
ersp
ectiv
e, re
flect
ion
Re
late
d c
on
ce
pts
: equ
ality
, rig
hts,
re
silie
nce,
hea
lth
Lin
es
of
inq
uir
y
• 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
en
tra
l 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
on
ce
pts
: fun
ctio
n, c
hang
e,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: m
atur
ity, i
mag
e, w
ell-
bein
g, re
prod
uctio
n L
ine
s o
f in
qu
iry
• 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
Ce
ntr
al
ide
a
Evid
ence
of p
ast c
ivili
zatio
ns c
an b
e us
ed to
m
ake
conn
ectio
ns to
pre
sent
-day
soc
ietie
s.
Ke
y c
on
ce
pts
: for
m, c
hang
e, c
onne
ctio
n R
ela
ted
co
nc
ep
ts: c
ontin
uity
, pro
gres
s,
diffe
renc
e, v
alid
ity
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Cre
atin
g an
d re
spon
ding
to a
rt de
velo
ps
unde
rsta
ndin
g of
our
selv
es a
nd th
e w
orld
ar
ound
us.
K
ey c
on
ce
pts
: fun
ctio
n, p
ersp
ectiv
e,
refle
ctio
n R
ela
ted
co
nc
ep
ts: c
reat
ivity
, per
cept
ion,
bi
as/in
terp
reta
tion
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Nat
ural
mat
eria
ls ca
n un
derg
o ch
ange
s th
at
may
pro
vide
chal
leng
es a
nd b
enef
its fo
r soc
iety
an
d th
e en
viron
men
t. K
ey c
on
ce
pts
: fun
ctio
n, c
hang
e,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: s
usta
inab
ility
, tra
nsfo
rmat
ion,
indu
stria
lizat
ion
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Econ
omic
act
ivity
relie
s on
sys
tem
s of
pr
oduc
tion,
exc
hang
e an
d co
nsum
ptio
n of
go
ods
and
serv
ices
. K
ey c
on
ce
pts
: fun
ctio
n, c
onne
ctio
n,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: i
nter
depe
nden
ce,
ineq
uity
, fai
r tra
de
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Rea
chin
g a
reso
lutio
n du
ring
perio
ds o
r m
omen
ts o
f con
flict
is in
fluen
ced
by th
e ac
tions
and
reac
tions
of a
ll in
volv
ed.
Ke
y c
on
ce
pts
: cau
satio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: p
eace
, rec
onci
liatio
n,
expl
oita
tion,
grie
f L
ine
s o
f in
qu
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
en
tra
l 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.
Ke
y c
on
ce
pts
: for
m, c
onne
ctio
n,
pers
pect
ive
Re
late
d c
on
ce
pts
: int
erpr
etat
ion,
iden
tity,
su
bjec
tivity
L
ine
s o
f in
qu
iry
• 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
Ce
ntr
al
ide
a
Hum
an m
igra
tion
is a
resp
onse
to
chal
leng
es, r
isks
and
opp
ortu
nitie
s.
Ke
y c
on
ce
pts
: cau
satio
n, c
hang
e,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: p
opul
atio
n, s
ettle
men
t, di
vers
ity, r
efug
ees
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
A pe
rson
’s b
ehav
iour
and
how
they
cho
ose
to p
rese
nt th
emse
lves
pro
ject
asp
ects
of
thei
r ide
ntity
. K
ey c
on
ce
pts
: cha
nge,
per
spec
tive,
re
flect
ion
Re
late
d c
on
ce
pts
: ide
ntity
, sta
tus,
imag
e,
impr
essi
on
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Und
erst
andi
ng o
f sci
entif
ic k
now
ledg
e is
co
nsta
ntly
evo
lvin
g an
d ha
s an
impa
ct o
n pe
ople
’s li
ves.
K
ey c
on
ce
pts
: cha
nge,
con
nect
ion,
re
spon
sibi
lity
Re
late
d c
on
ce
pts
: ing
enui
ty, p
rogr
ess,
et
hics
, sus
tain
abili
ty
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Gov
ernm
ent s
yste
ms
influ
ence
the
lives
of
citiz
ens.
K
ey c
on
ce
pts
: fun
ctio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y R
ela
ted
co
nc
ep
ts: e
qual
ity, c
itize
nshi
p,
gove
rnan
ce, l
aw, p
oliti
cs
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Biod
iver
sity
relie
s on
mai
ntai
ning
the
inte
rdep
ende
nt b
alan
ce o
f org
anis
ms
with
in
syst
ems.
K
ey c
on
ce
pts
: cau
satio
n, c
onne
ctio
n,
resp
onsi
bilit
y R
ela
ted
co
ncep
ts: b
alan
ce, b
iodi
vers
ity,
inte
rdep
ende
nce
Lin
es
of
inq
uir
y
• 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)
Ag
e
An
in
qu
iry i
nto
:
Wh
o w
e a
re
An
in
qu
iry i
nto
:
Wh
ere
we
are
in
pla
ce
an
d t
ime
An
in
qu
iry i
nto
:
Ho
w w
e e
xp
re
ss
ou
rs
elv
es
An
in
qu
iry i
nto
:
Ho
w t
he
wo
rld
wo
rk
s
An
in
qu
iry i
nto
:
Ho
w w
e o
rg
an
ize
ou
rs
elv
es
An
in
qu
iry i
nto
:
Sh
arin
g t
he
pla
ne
t
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
Ce
ntr
al
ide
a
Incr
easi
ng a
war
enes
s of
our
per
sona
l ch
arac
teris
tics
and
abili
ties,
and
thos
e of
ot
hers
, allo
ws
our s
elf-i
dent
ity to
dev
elop
.
Ke
y c
on
ce
pts
: for
m, p
ersp
ectiv
e,
refle
ctio
n
Re
late
d c
on
ce
pts
: ide
ntity
, rel
atio
nshi
ps
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Doc
umen
ting
pers
onal
his
torie
s al
low
s us
to
refle
ct o
n an
d ce
lebr
ate
who
we
are
and
whe
re w
e’ve
com
e fro
m.
Ke
y c
on
ce
pts
: cau
satio
n, c
hang
e
Re
late
d c
on
ce
pts
: dev
elop
men
t (gr
owth
), fa
mily
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a*
We
use
play
to e
xpre
ss o
ur fe
elin
gs a
nd
idea
s an
d in
ord
er to
com
e to
new
un
ders
tand
ings
.
Ke
y c
on
ce
pts
: fun
ctio
n, c
onne
ctio
n,
pers
pect
ive
Re
late
d c
on
ce
pts
: bel
iefs
, rep
rese
ntat
ion
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Our
act
ivity
is u
sual
ly c
onne
cted
to th
e Ea
rth’s
nat
ural
cyc
les.
Ke
y c
on
ce
pts
: ch
ange
, con
nect
ion
Re
late
d c
on
ce
pts
: cyc
les,
inte
ract
ion
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Com
mun
ities
func
tion
mor
e ef
fect
ivel
y w
hen
rule
s an
d ro
utin
es a
re s
hare
d w
ith a
ll m
embe
rs.
Ke
y c
on
ce
pts
: cau
satio
n, re
spon
sibi
lity,
re
flect
ion
Re
late
d c
on
ce
pts
: com
mun
ity, s
yste
m
Lin
es
of
inq
uir
y
• Va
rious
com
mun
ities
we
belo
ng to
•
Purp
ose
of ru
les
and
rout
ines
•
Rea
chin
g ag
reem
ent
Ce
ntr
al
ide
a
Livi
ng th
ings
hav
e ce
rtain
requ
irem
ents
in
orde
r to
grow
and
sta
y he
alth
y.
Ke
y c
on
ce
pts
: fun
ctio
n, re
spon
sibi
lity
Re
late
d c
on
ce
pts
: cla
ssifi
catio
n, li
ving
an
d no
n-liv
ing
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Frie
ndsh
ips
enric
h ou
r liv
es a
nd re
quire
nu
rturin
g in
ord
er to
dev
elop
.
Ke
y c
on
ce
pts
: cau
satio
n, re
spon
sibi
lity
Re
late
d c
on
ce
pts
: con
flict
or c
oope
ratio
n,
inte
rdep
ende
nce
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Jour
neys
cre
ate
chan
ge a
nd c
an le
ad to
new
op
portu
nitie
s.
Ke
y c
on
ce
pts
: cau
satio
n, c
hang
e
Re
late
d c
on
ce
pt:
cho
ice
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Stor
ies
info
rm a
nd p
rovo
ke u
s, a
nd g
ive
us
plea
sure
.
Ke
y c
on
ce
pts
: con
nect
ion,
per
spec
tive,
re
flect
ion
Re
late
d c
on
ce
pt:
com
mun
icat
ion
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Und
erst
andi
ng th
e w
ay m
ater
ials
beh
ave
and
inte
ract
det
erm
ines
how
peo
ple
use
them
.
Ke
y c
on
ce
pts
: fun
ctio
n, c
hang
e
Re
late
d c
on
ce
pts
: be
havi
our,
pred
ictio
n
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Peop
le u
se a
var
iety
of s
kills
and
st
rate
gies
that
con
tribu
te to
thei
r rol
e in
a
com
mun
ity o
f lea
rner
s.
Ke
y c
on
ce
pts
: fu
nctio
n, re
spon
sibi
lity
Re
late
d c
on
ce
pts
: citi
zens
hip,
in
depe
nden
ce
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Plan
ts a
re a
life
-sus
tain
ing
reso
urce
for u
s an
d fo
r oth
er li
ving
thin
gs.
Ke
y c
on
ce
pts
: for
m, c
hang
e, c
onne
ctio
n
Re
late
d c
on
ce
pts
: int
erde
pend
ence
, sy
stem
s
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a*
Mak
ing
bala
nced
cho
ices
abo
ut d
aily
ro
utin
es e
nabl
es u
s to
hav
e a
heal
thy
lifes
tyle
.
Ke
y c
on
ce
pts
: fun
ctio
n, c
ausa
tion,
re
flect
ion
Re
late
d c
on
ce
pts
: bal
ance
, wel
l-bei
ng
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Com
mun
ities
are
enr
iche
d by
thei
r mem
bers
an
d th
e di
ffere
nt p
ersp
ectiv
es th
ey b
ring.
Ke
y c
on
ce
pts
: cha
nge,
per
spec
tive
Re
late
d c
on
ce
pts
: con
tinui
ty, d
iver
sity
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Peop
le re
cogn
ize
impo
rtant
eve
nts
thro
ugh
cele
brat
ions
and
trad
ition
s.
Ke
y c
on
ce
pts
: for
m, p
ersp
ectiv
e
Re
late
d c
on
ce
pts
: bel
iefs
, cul
ture
, val
ues
Lin
es
of
inq
uir
y
• W
hat t
radi
tions
are
•
How
and
why
peo
ple
cele
brat
e •
Sim
ilarit
ies
and
diffe
renc
es b
etw
een
vario
us c
eleb
ratio
ns
Ce
ntr
al
ide
a
All l
ivin
g th
ings
go
thro
ugh
a pr
oces
s of
ch
ange
.
Ke
y c
on
ce
pts
: ch
ange
, con
nect
ion
Re
late
d c
on
ce
pts
: cyc
les,
tran
sfor
mat
ion
Lin
es
of
inq
uir
y
• Li
fe c
ycle
s •
How
livi
ng th
ings
cha
nge
over
thei
r life
tim
e •
Dev
elop
men
tal s
tage
s of
var
ious
livi
ng
thin
gs
Ce
ntr
al
ide
a
Tran
spor
tatio
n sy
stem
s ar
e di
rect
ly re
late
d to
the
need
s of
a c
omm
unity
.
Ke
y c
on
ce
pts
: fun
ctio
n, c
onne
ctio
n
Re
late
d c
on
ce
pts
: sys
tem
s
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Peop
le in
tera
ct w
ith, u
se a
nd v
alue
the
natu
ral e
nviro
nmen
t in
diffe
rent
way
s.
Ke
y c
on
ce
pts
: ca
usat
ion,
resp
onsi
bilit
y,
refle
ctio
n
Re
late
d c
on
ce
pts
: con
serv
atio
n,
inte
rdep
ende
nce,
ord
er
Lin
es
of
inq
uir
y
• Lo
cal n
atur
al e
nviro
nmen
t •
Hum
an u
se o
f the
loca
l env
ironm
ent
• Ac
tions
that
ben
efit
or h
arm
the
loca
l en
viro
nmen
t
Developing a transdisciplinary programme of inquiry 25
A
ge
A
n i
nq
uir
y i
nto
:
Wh
o w
e a
re
An
in
qu
iry i
nto
:
Wh
ere
we
are
in
pla
ce
an
d t
ime
An
in
qu
iry i
nto
:
Ho
w w
e e
xp
re
ss
ou
rs
elv
es
An
in
qu
iry i
nto
:
Ho
w t
he
wo
rld
wo
rk
s
An
in
qu
iry i
nto
:
Ho
w w
e o
rg
an
ize
ou
rs
elv
es
An
in
qu
iry i
nto
:
Sh
arin
g t
he
pla
ne
t
6–7
Ce
ntr
al
ide
a
Hom
es re
flect
per
sona
l ide
ntity
and
loca
l cu
lture
.
Ke
y c
on
ce
pts
: for
m, c
onne
ctio
n,
pers
pect
ive
Re
late
d c
on
ce
pts
: cre
ativ
ity, d
iver
sity
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Publ
ic a
reas
stre
ngth
en c
omm
uniti
es a
nd
prov
ide
peop
le w
ith o
ppor
tuni
ties
to c
onne
ct.
Ke
y c
on
ce
pts
: fun
ctio
n, c
onne
ctio
n
Re
late
d c
on
ce
pts
: coo
pera
tion,
ow
ners
hip
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Imag
inat
ion
is a
pow
erfu
l too
l for
ext
endi
ng
our a
bilit
y to
thin
k, c
reat
e an
d ex
pres
s ou
rsel
ves.
Ke
y c
on
ce
pts
: cau
satio
n, p
ersp
ectiv
e,
refle
ctio
n
Re
late
d c
on
ce
pts
: em
path
y, in
vent
ion,
tra
nsfo
rmat
ion
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Und
erst
andi
ng th
e pr
oper
ties
of a
ir al
low
s pe
ople
to m
ake
prac
tical
app
licat
ions
.
Ke
y c
on
ce
pts
: fu
nctio
n, c
ausa
tion
Re
late
d c
on
ce
pts
: fo
rce,
ene
rgy
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a*
Syst
ems
need
to b
e in
pla
ce to
mai
ntai
n or
gani
zatio
n in
com
mun
ities
.
Ke
y c
on
ce
pts
: co
nnec
tion,
resp
onsi
bilit
y
Re
late
d c
on
ce
pts
: int
erde
pend
ence
, or
gani
zatio
n, s
yste
ms
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Peop
le c
an e
stab
lish
prac
tices
in o
rder
to
sust
ain
and
mai
ntai
n th
e Ea
rth’s
reso
urce
s.
Ke
y c
on
ce
pts
: ch
ange
, res
pons
ibili
ty,
refle
ctio
n
Re
late
d c
on
ce
pts
: lif
esty
le, r
esou
rces
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Rel
atio
nshi
ps a
re e
nhan
ced
by le
arni
ng
abou
t oth
er p
eopl
e’s
pers
pect
ives
and
co
mm
unic
atin
g ou
r ow
n.
Ke
y c
on
ce
pts
: pe
rspe
ctiv
e, re
flect
ion
Re
late
d c
on
ce
pts
: com
mun
icat
ion,
em
path
y, o
pen-
min
dedn
ess
Lin
es
of
inq
uir
y
• So
cial
inte
ract
ions
•
Ackn
owle
dgin
g ot
hers
’ per
spec
tives
•
Man
agin
g an
d re
solv
ing
conf
lict
Ce
ntr
al
ide
a
The
deve
lopm
ent o
f glo
bal p
ersp
ectiv
es is
su
ppor
ted
thro
ugh
unde
rsta
ndin
g ou
r pla
ce in
th
e w
orld
in re
latio
n to
oth
ers.
Ke
y c
on
ce
pts
: con
nect
ion,
per
spec
tive
Re
late
d c
on
ce
pts
: con
text
, loc
atio
n,
orie
ntat
ion
Lin
es
of
inq
uir
y:
• 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
Ce
ntr
al
ide
a
Thro
ugh
the
arts
peo
ple
use
diffe
rent
fo
rms
of e
xpre
ssio
n to
con
vey
thei
r un
ique
ness
as
hum
an b
eing
s.
Ke
y c
on
ce
pts
: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n
Re
late
d c
on
ce
pts
: per
cept
ion,
sel
f-ex
pres
sion
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
The
desi
gn o
f bui
ldin
gs a
nd s
truct
ures
is
depe
nden
t upo
n th
e en
viro
nmen
t and
av
aila
ble
mat
eria
ls.
Ke
y c
on
ce
pts
: co
nnec
tion,
resp
onsi
bilit
y
Re
late
d c
on
ce
pts
: stru
ctur
e,
sust
aina
bilit
y, tr
ansf
orm
atio
n
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
In a
wor
kpla
ce p
eopl
e sh
are
resp
onsi
bilit
y to
war
ds a
com
mon
pur
pose
.
Ke
y c
on
ce
pts
: fu
nctio
n, c
ausa
tion
conn
ectio
n
Re
late
d c
on
ce
pts
: coo
pera
tion,
em
ploy
men
t
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Ove
r tim
e, li
ving
thin
gs n
eed
to a
dapt
in
orde
r to
surv
ive.
Ke
y c
on
ce
pts
: ch
ange
, con
nect
ion
Re
late
d c
on
ce
pts
: ada
ptat
ion,
evo
lutio
n
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Und
erst
andi
ng d
iffer
ent w
ays
of le
arni
ng
enab
les
peop
le to
resp
ond
to th
eir o
wn
lear
ning
nee
ds a
s w
ell a
s th
ose
of o
ther
s.
Ke
y c
on
ce
pts
: fun
ctio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y
Re
late
d c
on
ce
pts
: di
vers
ity, m
otiv
atio
n
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Fam
ily h
isto
ries
prov
ide
an in
sigh
t int
o cu
ltura
l and
per
sona
l ide
ntity
.
Ke
y c
on
ce
pts
: ch
ange
, ref
lect
ion
Re
late
d c
on
ce
pts
: chr
onol
ogy,
his
tory
, tra
ditio
n
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
A va
riety
of s
igns
and
sym
bols
faci
litat
es
loca
l and
glo
bal c
omm
unic
atio
n.
Ke
y c
on
ce
pts
: fo
rm, c
onne
ctio
n
Re
late
d c
on
ce
pts
: cul
ture
, med
ia, p
atte
rn
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a*
Hum
an s
urvi
val i
s co
nnec
ted
to
unde
rsta
ndin
g th
e co
ntin
ual c
hang
ing
natu
re o
f the
Ear
th.
Ke
y c
on
ce
pts
: ca
usat
ion,
cha
nge,
co
nnec
tion
Re
late
d c
on
ce
pts
: er
osio
n, g
eolo
gy,
tect
onic
pla
tes,
mov
emen
t
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Com
mun
ities
pro
vide
inte
rcon
nect
ed
serv
ices
des
igne
d to
mee
t peo
ple’
s ne
eds.
Ke
y c
on
ce
pts
: fun
ctio
n, c
ausa
tion,
co
nnec
tion
Re
late
d c
on
ce
pt:
net
wor
ks
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Wat
er is
ess
entia
l to
life,
and
is a
lim
ited
reso
urce
for m
any
peop
le.
Ke
y c
on
ce
pts
: fu
nctio
n, re
spon
sibi
lity
Re
late
d c
on
ce
pts
: con
serv
atio
n, e
quity
, pr
oces
ses
Lin
es
of
inq
uir
y
• So
urce
s of
wat
er a
nd h
ow w
ater
is
used
•
Wha
t hap
pens
to w
ater
afte
r we
have
us
ed it
•
Dis
tribu
tion
and
avai
labi
lity
of u
sabl
e w
ater
•
Res
pons
ibili
ties
rega
rdin
g w
ater
Developing a transdisciplinary programme of inquiry26
A
ge
A
n i
nq
uir
y i
nto
:
Wh
o w
e a
re
An
in
qu
iry i
nto
:
Wh
ere
we
are
in
pla
ce
an
d t
ime
An
in
qu
iry i
nto
:
Ho
w w
e e
xp
re
ss
ou
rs
elv
es
An
in
qu
iry i
nto
:
Ho
w t
he
wo
rld
wo
rk
s
An
in
qu
iry i
nto
:
Ho
w w
e o
rg
an
ize
ou
rs
elv
es
An
in
qu
iry i
nto
:
Sh
arin
g t
he
pla
ne
t
9–10
C
en
tra
l id
ea
Wha
t we
belie
ve is
a p
art o
f who
we
are.
Ke
y c
on
ce
pts
: pe
rspe
ctiv
e, re
flect
ion
Re
late
d c
on
ce
pts
: div
ersi
ty, p
erce
ptio
n
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Hum
an m
igra
tion
is a
resp
onse
to c
halle
nges
, ris
ks a
nd o
ppor
tuni
ties.
Ke
y c
on
ce
pts
: cau
satio
n, c
hang
e,
pers
pect
ive
Re
late
d c
on
ce
pts
: po
pula
tion,
set
tlem
ent
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Cho
ices
of r
ole
mod
els
refle
ct th
e ch
arac
teris
tics
that
soc
ietie
s an
d in
divi
dual
s va
lue.
Ke
y c
on
ce
pts
: cau
satio
n, p
ersp
ectiv
e,
refle
ctio
n
Re
late
d c
on
ce
pts
: se
lf-fu
lfillm
ent,
influ
ence
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Ener
gy m
ay b
e co
nver
ted
from
one
form
to
anot
her a
nd s
tore
d in
var
ious
way
s.
Ke
y c
on
ce
pts
: for
m, f
unct
ion,
con
nect
ion
Re
late
d c
on
ce
pts
: co
nser
vatio
n,
trans
form
atio
n
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Mar
ketp
lace
s de
pend
on
the
abili
ty to
pr
oduc
e go
ods
and
supp
ly s
ervi
ces
that
ca
n be
exc
hang
ed.
Ke
y c
on
ce
pts
: fun
ctio
n, c
onne
ctio
n
Re
late
d c
on
ce
pts
: int
erde
pend
ence
, su
pply
and
dem
and
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Chi
ldre
n w
orld
wid
e fa
ce a
var
iety
of
chal
leng
es a
nd ri
sks.
Ke
y c
on
ce
pts
: fun
ctio
n, re
flect
ion
Re
late
d c
on
ce
pts
: equ
ality
, rig
hts
Lin
es
of
inq
uir
y
• 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
en
tra
l 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.
Ke
y c
on
ce
pts
: cau
satio
n, c
hang
e,
conn
ectio
n
Re
late
d c
on
ce
pts
: cho
ice,
sys
tem
s
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Past
civ
iliza
tions
sha
pe p
rese
nt d
ay s
yste
ms
and
tech
nolo
gies
.
Ke
y c
on
ce
pts
: cau
satio
n, c
hang
e,
pers
pect
ive
Re
late
d c
on
ce
pts
: con
tinui
ty, p
rogr
ess,
te
chno
logy
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Ritu
als,
trad
ition
s an
d ar
tifac
ts p
rovi
de a
w
indo
w in
to th
e be
liefs
and
val
ues
of
cultu
res.
Ke
y c
on
ce
pts
: fun
ctio
n, p
ersp
ectiv
e,
refle
ctio
n
Re
late
d c
on
ce
pts
: bel
iefs
, div
ersi
ty
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
The
fact
that
mat
eria
ls c
an u
nder
go
perm
anen
t or t
empo
rary
cha
nges
pos
es
chal
leng
es a
nd p
rovi
des
bene
fits
for
soci
ety
and
the
envi
ronm
ent.
Ke
y c
on
ce
pts
: fo
rm, f
unct
ion,
re
spon
sibi
lity
Re
late
d c
on
ce
pts
: m
easu
rem
ent,
trans
form
atio
n
Lin
es
of
inq
uir
y
• N
atur
e of
che
mica
l and
phy
sical
cha
nges
•
Prac
tical
app
licat
ions
and
impl
icat
ions
of
cha
nge
in m
ater
ials
•
Ethi
cal d
ilem
mas
ass
ocia
ted
with
m
anuf
actu
ring
proc
esse
s an
d by
-pr
oduc
ts
Ce
ntr
al
ide
a
Gov
ernm
enta
l sys
tem
s an
d de
cisi
ons
can
prom
ote
or d
eny
equa
l opp
ortu
nitie
s an
d so
cial
just
ice.
Ke
y c
on
ce
pts
: fu
nctio
n, re
spon
sibi
lity
Re
late
d c
on
ce
pts
: equ
ality
, gov
ernm
ent
or g
over
nanc
e
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Biod
iver
sity
relie
s on
mai
ntai
ning
the
inte
rdep
ende
nt b
alan
ce o
f org
anis
ms
with
in s
yste
ms.
Ke
y c
on
ce
pts
: con
nect
ion,
resp
onsi
bilit
y
Re
late
d c
on
ce
pts
: bal
ance
, bio
dive
rsity
, in
terd
epen
denc
e
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Pers
onal
wel
l-bei
ng is
dep
ende
nt o
n a
com
plex
bal
ance
of i
nter
conn
ecte
d fa
ctor
s.
Ke
y c
on
ce
pts
: ch
ange
, res
pons
ibili
ty
Re
late
d c
on
ce
pts
: gro
wth
, rel
atio
nshi
ps
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Expl
orat
ion
lead
s to
dis
cove
ry a
nd d
evel
ops
new
und
erst
andi
ngs.
Ke
y c
on
ce
pts
: fo
rm, p
ersp
ectiv
e, re
flect
ion
Re
late
d c
on
ce
pts
: con
sequ
ence
s,
disc
over
y, g
eogr
aphy
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Peop
le’s
out
war
d ap
pear
ance
can
lead
to
perc
eptio
ns a
nd m
isco
ncep
tions
.
Ke
y c
on
ce
pts
: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n
Re
late
d c
on
ce
pts
: cre
ativ
ity, d
iver
sity
, st
ereo
type
s
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Rep
rodu
ctio
n of
livi
ng th
ings
con
tribu
tes
to
the
cont
inua
tion
of th
e sp
ecie
s.
Ke
y c
on
ce
pts
: cha
nge,
con
nect
ion
Re
late
d c
on
ce
pts
: cyc
les,
gro
wth
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a
Tech
nolo
gy im
pact
s on
the
wor
ld o
f wor
k an
d le
isur
e.
Ke
y c
on
ce
pts
: ch
ange
, con
nect
ion,
re
spon
sibi
lity
Re
late
d c
on
ce
pts
: com
mun
icat
ion,
sy
stem
s, e
thic
s
Lin
es
of
inq
uir
y
• 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
Ce
ntr
al
ide
a*
Find
ing
peac
eful
sol
utio
ns to
con
flict
lead
s to
a b
ette
r qua
lity
of h
uman
life
.
Ke
y c
on
ce
pts
: ca
usat
ion,
per
spec
tive,
re
spon
sibi
lity
Re
late
d c
on
ce
pts
: con
flict
, div
ersi
ty,
just
ice
Lin
es
of
inq
uir
y
• 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
rub
ric
Aft
er
rea
din
g D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
(2
01
2)
it w
ou
ld b
e a
pp
rop
ria
te fo
r a
sch
oo
l to
ca
rry o
ut
a se
lf-a
ssessm
en
t o
f its p
rog
ram
me
o
f
inq
uir
y u
sin
g t
his
ru
bri
c.
Pri
or
to co
mp
letin
g th
e se
lf-a
sse
ssm
en
t, a
sch
oo
l sh
ou
ld e
nsu
re th
at
the
p
rog
ram
me
o
f in
quir
y is
pre
se
nte
d in
th
e sa
me
fo
rma
t a
s th
e P
YP
sa
mp
le p
rog
ram
me
o
f
inq
uir
y in
clu
de
d in
Dev
elop
ing
a tra
nsdi
scip
linar
y pr
ogra
mm
e of
inqu
iry (2
01
2),
with
ce
ntr
al id
ea
, ke
y c
on
ce
pts
, re
late
d c
on
ce
pts
an
d lin
es o
f in
qu
iry in
clu
de
d.
Fo
r th
e
pu
rpo
se
of
a s
ch
oo
l’s s
elf-a
sse
ssm
en
t it is im
po
rta
nt
tha
t th
e s
ch
oo
l h
as id
en
tifie
d t
he
PY
P s
ub
ject
are
as r
ele
va
nt
to e
ach
un
it o
f in
qu
iry.
Th
e te
rms “a
ll,
or
alm
ost
all”,
“m
an
y”,
“s
om
e”
an
d “f
ew
” u
se
d in
th
e ru
bri
c h
ave
a
d
eg
ree
o
f su
bje
ctivity.
Th
e p
erc
en
tag
es b
elo
w a
re p
rovid
ed
a
s a
pp
roxim
ate
gu
ide
lin
es t
o e
nsu
re a
co
mm
on
un
de
rsta
nd
ing
. H
ow
eve
r, s
ch
oo
ls a
re e
nco
ura
ge
d t
o r
esis
t co
un
tin
g,
bu
t ra
the
r to
co
nsid
er
the
ir p
rog
ram
me
of
inq
uir
y h
olistically a
nd
to e
stim
ate
ba
se
d o
n r
ep
ea
ted
re
ad
ing
of
the
wh
ole
do
cum
en
t.
• “A
ll o
r a
lmo
st
all”
to m
ea
n m
ore
th
an
95
% (
for
exa
mp
le,
all e
xce
pt fo
r 1
or
2 u
nits o
ut
of
50
)
• “M
an
y”
to m
ea
n 6
1%
–9
5%
• “S
om
e”
to m
ea
n 1
1%
–6
0%
• “F
ew
” to
me
an
10
% o
r b
elo
w (
for
exa
mp
le,
5 o
r fe
we
r u
nits o
ut
of
50
)
A M
icro
so
ft W
ord
ve
rsio
n o
f th
is r
ub
ric c
an
be
fo
un
d in
th
e H
TM
L v
ers
ion
of
Dev
elop
ing
a tra
nsdi
scip
linar
y pr
ogra
mm
e of
inqu
iry (2
01
2).
Developing a transdisciplinary programme of inquiry 29
Annex
C
entr
al id
eas
1
a.
Th
ere
are
six
ce
ntr
al id
ea
s f
or
all g
rad
e/y
ea
r le
ve
ls (
oth
er
tha
n 3
–5
ye
ar
old
s).
Ye
s N
o
b.
Th
ere
are
at
lea
st
fou
r ce
ntr
al id
ea
s a
t e
ach
gra
de
/ye
ar
leve
l fo
r 3
–5
ye
ar
old
s in
clu
din
g “
Wh
o w
e a
re”
an
d “
Ho
w w
e e
xp
ress
ou
rse
lve
s”.
Ye
s N
o
c.
Ea
ch
ce
ntr
al id
ea
is w
ritt
en
as o
ne
se
nte
nce
. Ye
s N
o
d.
Th
e P
YP
ke
y c
on
ce
pts
ha
ve
be
en
id
en
tifie
d (
no
mo
re t
ha
n t
hre
e)
for
ea
ch
un
it o
f in
qu
iry.
Yes
No
2
All,
or
alm
ost
all, ce
ntr
al id
eas a
re
wri
tte
n in
a n
eu
tra
l vo
ice
th
at
do
es
no
t co
nve
y a
sp
ecific
or
pa
rtic
ula
r
va
lue
of
an
in
div
idu
al.
Ma
ny c
en
tra
l id
ea
s a
re w
ritt
en
in
a
ne
utr
al vo
ice
th
at
do
es n
ot
co
nve
y a
sp
ecific
or
pa
rtic
ula
r va
lue
of
an
ind
ivid
ua
l.
So
me
ce
ntr
al id
ea
s a
re w
ritt
en
in
a
ne
utr
al vo
ice
th
at
do
es n
ot
co
nve
y a
sp
ecific
or
pa
rtic
ula
r va
lue
of
an
ind
ivid
ua
l.
A f
ew
ce
ntr
al id
ea
s a
re w
ritt
en
in
a
ne
utr
al vo
ice
th
at
do
es n
ot
co
nve
y a
sp
ecific
or
pa
rtic
ula
r va
lue
of
an
ind
ivid
ua
l.
3
All,
or
alm
ost
all, ce
ntr
al id
eas a
re
wri
tte
n in
su
ch
a w
ay t
o in
vite
stu
de
nt
inq
uir
y,
so
th
at
a r
an
ge
of
resp
on
se
s is p
ossib
le.
Ma
ny c
en
tra
l id
ea
s a
re w
ritt
en
in
su
ch
a w
ay t
o in
vite
stu
de
nt
inq
uir
y,
so
th
at
a r
an
ge
of
resp
on
se
s is
po
ssib
le.
So
me
ce
ntr
al id
ea
s a
re w
ritt
en
in
su
ch
a w
ay t
o in
vite
stu
de
nt
inq
uir
y,
so
th
at
a r
an
ge
of
resp
on
se
s is
po
ssib
le.
A f
ew
ce
ntr
al id
ea
s a
re w
ritt
en
in
su
ch
a w
ay t
o in
vite
stu
de
nt
inq
uir
y,
so
th
at
a r
an
ge
of
resp
on
se
s is
po
ssib
le.
4
All,
or
alm
ost
all, ce
ntr
al id
eas a
re
rele
va
nt
to t
he
tra
nsd
iscip
lina
ry
the
me
s u
nd
er
wh
ich
th
ey h
ave
be
en
pla
ce
d.
Ma
ny c
en
tra
l id
ea
s a
re r
ele
va
nt
to
the
tra
nsd
iscip
lin
ary
th
em
es u
nd
er
wh
ich
th
ey h
ave
be
en
pla
ce
d.
So
me
ce
ntr
al id
ea
s a
re r
ele
va
nt
to
the
tra
nsd
iscip
lin
ary
th
em
es u
nd
er
wh
ich
th
ey h
ave
be
en
pla
ce
d.
A f
ew
ce
ntr
al id
ea
s a
re r
ele
va
nt
to
the
tra
nsd
iscip
lin
ary
th
em
es u
nd
er
wh
ich
th
ey h
ave
be
en
pla
ce
d.
5
All,
or
alm
ost
all, ce
ntr
al id
eas a
re
wri
tte
n in
su
ch
a m
an
ne
r a
s t
o
de
ve
lop
co
nce
ptu
al u
nd
ers
tan
din
g
su
pp
ort
ed
by t
he
id
en
tifie
d P
YP
ke
y
co
nce
pts
.
Ma
ny c
en
tra
l id
ea
s a
re w
ritt
en
in
su
ch
a m
an
ne
r a
s t
o d
eve
lop
co
nce
ptu
al u
nd
ers
tan
din
g s
up
po
rte
d
by t
he
id
en
tifie
d P
YP
ke
y c
on
ce
pts
.
So
me
ce
ntr
al id
ea
s a
re w
ritt
en
in
su
ch
a m
an
ne
r a
s t
o d
eve
lop
co
nce
ptu
al u
nd
ers
tan
din
g s
up
po
rte
d
by t
he
id
en
tifie
d P
YP
ke
y c
on
ce
pts
.
A f
ew
ce
ntr
al id
ea
s a
re w
ritt
en
in
su
ch
a m
an
ne
r a
s t
o d
eve
lop
co
nce
ptu
al u
nd
ers
tan
din
g s
up
po
rte
d
by t
he
id
en
tifie
d P
YP
ke
y c
on
ce
pts
.
6
All,
or
alm
ost
all, ce
ntr
al id
eas a
re
glo
ba
lly s
ignific
an
t a
dd
ressin
g t
he
co
mm
on
alitie
s o
f h
um
an
exp
eri
en
ce
.
Ma
ny c
en
tra
l id
ea
s a
re g
lob
ally
sig
nific
an
t a
dd
ressin
g t
he
co
mm
on
alitie
s o
f h
um
an
exp
eri
en
ce
.
So
me
ce
ntr
al id
ea
s a
re g
lob
ally
sig
nific
an
t a
dd
ressin
g t
he
co
mm
on
alitie
s o
f h
um
an
exp
eri
en
ce
.
A f
ew
ce
ntr
al id
ea
s a
re g
lob
ally
sig
nific
an
t a
dd
ressin
g t
he
co
mm
on
alitie
s o
f h
um
an
exp
eri
en
ce
.
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