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Primary Years Programme

Developing a transdisciplinaryprogramme of inquiry

Primary Years Programme

Developing a transdisciplinary programme of inquiry

Published February 2012

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Primary Years ProgrammeDeveloping a transdisciplinary programme of inquiry

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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


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


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


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



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.


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.


The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives.


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.


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.




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:


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



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.



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 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.


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.



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.


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.



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.


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).



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



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.



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.


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.



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



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



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


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


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



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


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


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



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



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.


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].


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


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


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



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).


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


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


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.


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.


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).


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

.


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

.


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

Documents

Developing a transdisciplinary programme of inquiryibpypworkshop.weebly.com/uploads/5/5/7/7/55777311/...Where we are in place and time An inquiry into orientation in place and time;