Primary Years Program (PYP)

(IBO, 2012, p. 1)IB. (2012). Developing a transdisciplinary programme of inquiry. Retrieved fromhttps://resources.ibo.org/data/p_0_pypxx_poi_1202_1_e.pdf

"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." (IB, 2012, p. 1) (used on other side too)"The written curriculum provides opportunities for student learning that is significant, relevant, engaging and challenging. IB Programme standards and practices: Practice C2.6 (IB 2010)" (IB, 2012, p. 3)

Figure 1 Image retrieved from IB PYP Learning and teaching document. Retrieved from https://resources.ibo.org/pyp/works/pyp_11162-51465?root=1.6.2.6.13&view=div&lang=en&odd=ibo.oddFigure 2 the core of the PYP that supports transdisciplinary learning (IB, 2007, p. 2)

Definition:"Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding." (IB, 2009, p. 10)

Definition:"The transdisciplinary themes mark the starting point of student inquiries. It is within the context of each theme that students explore related central ideas and assimilate knowledge."(IB, 2018b, p.10)REFER TO BOYER (week 3)Boyer, E. (1995). The educated person. In J. Beane (Ed.). Towards a coherent curriculum. The ASCS Year Book (pp. 21-25). USA, Virginia: Association for Supervision and Curriculum Development.his themes are aligned to IBcurriculum that acknowledges that while each individual is different and unique, we all share common experiences of what it means to be human “shared humanity”knowledge should be connected in larger contexts, subjects to be integrated"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." (used on other side too) (IBO, 2012, p. 1) "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 culturesoffer students the opportunity to explore the commonalities of human experienceare 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 learningwill be revisited throughout the students’ years of schooling, so that the end result is immersion in broad-ranging, in-depth, articulated curriculum contentcontribute to the common ground that unifies the curriculums in all PYP schools."(IBO, 2012, p. 1)

subjects (integrated): developing basic understandings of disciplines including 6 subject knowledge areas, literacies and thinking methodologies to give students the confidence to collaborate and contribute. Scope and sequence guidance provides the basic outline of discipline-specific knowledge but teachers integrate it when relevant."While the PYP model espouses transdisciplinary learning, it is important to acknowledge that “the disciplines of knowledge are not the enemy. Instead, they are a useful and necessary ally” (Beane 1995: 616). So, the question is not whether there is a place for subject knowledge, but how to bring knowledge into the transdisciplinary unit in a compelling and authentic way." (IB, 2018b, p.12)If I were to add a 7th, I think I would add technology, including this all human inventions, the creation of tools and the use of them. I think this can be incorporated in all the subjects as well but it's always implemented in a way that doesn't highlight the tools, their necessity and/or relevance. This would include learning methods of "shop class" in addition to computers and coding. This is the current state of our world and I know I myself know way too little about this subject because I was never exposed to it and didn't venture to follow any curiosities to figure it out on my own. As Boyer said, we have become consumers, (not only of goods but of information) and we need more producers. This would allow students a glimpse of vocational work as well and learn to value creating things beyond art pieces and essays.

Definition:"Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding." (IB, 2009, p. 10)see Week 4 readingsErickson-synergistic thinkingStern, J-concept based curriculum designpresentation from intro with Leanne-concept based learning

7 key concepts: (causation, responsibility, change, perspective, form, function, connection) to link knowledge across and beyond disciplines and cultural/national boundaries. Also, multiple related concepts.Concept-based inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas. This is central to the Primary Years Programme (PYP) philosophy. (IB, 2018b, p. 48) 

Definition:"Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature." (IB, 2009, p. 10)Approaches to learning (ATL) are an integral part of an IB education and complement the learner profile, knowledge, conceptual understanding and inquiry. Formerly known as “transdisciplinary skills” in the Primary Years Programme (PYP), these skills will now be referred to as “approaches to learning”. These skills are grounded in the belief that learning how to learn is fundamental to a student’s education. Five categories of interrelated skills aim to support students of all ages to become self-regulated learners who know how to ask good questions, set effective goals and pursue their aspirations with the determination to achieve them.(IB, 2018b, p.26)IB. (2018). Learning and Teaching. Retrieved athttps://resources.ibo.org/data/pyp_11162-51465-en_id-c787def5-b393-4408-a7c5-8846d43b8300.pdf"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." (IBO, 2012, p. 11)

the related skills copied from > (IBO, 2018b, p. 29)IBO. (2018b). Learning and Teaching. Cardiff, Wales: Author. Retrieved from https://resources.ibo.org/data/learning-and-teaching_899fc563-3f16-4ad6-89c7-f60983c9d6d3/PRC-learning-and-teaching-en_bffd8f20-78b3-4d6e-83dc-7255d1bf1c29.pdf"Approaches to learning (ATL) are an integral part of an IB education and complement the learner profile, knowledge, conceptual understanding and inquiry. Formerly known as “transdisciplinary skills” in the Primary Years Programme (PYP), these skills will now be referred to as “approaches to learning”. These skills are grounded in the belief that learning how to learn is fundamental to a student’s education. Five categories of interrelated skills aim to support students of all ages to become self-regulated learners who know how to ask good questions, set effective goals and pursue their aspirations with the determination to achieve them. These skills also help to support students’ sense of agency, encouraging them to see their learning as an active and dynamic process (IBO 2017). Although the ATL are relevant from 3 to 19 years of age, it is particularly important for PYP teachers to interpret these skills in ways that are appropriate for early and primary years learners. All teachers foster and support the development of these skills by providing opportunities embedded in authentic learning experiences." (IBO, 2018b, p. 26)"By combining ATL and the attributes of the learner profile, PYP students become self-regulated learners. Self-regulated learners are agents of their own learning. They know how to: • set learning goals• ask open-ended questions • generate motivation and perseverance • reflect on achievement • try out different learning processes • self-assess as they learn • adjust their learning processes where necessary (Zimmerman and Schunk 2001; de Bruin et al. 2012; Wolters 2011)." (IBO, 2018b, p. 28)

Definition:"Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people." (IB, 2009, p. 10)

Definition:"Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements." (IB, 2009, p. 10)Action, the core of student agency, is integral to the Primary Years Programme (PYP) learning process and to the programme’s overarching outcome of international-mindedness. Through taking individual and collective action, students come to understand the responsibilities associated with being internationally minded and to appreciate the benefits of working with others for a shared purpose.(The Learner, IB, p.29)

CollaborationIt must exist between and within all levels of the learning community for inquiry and overall positive growth to occur.Examples:collaborative planning among teachers of one grade level (including specialist teachers)collaborative planning with all teachers and supporting administration to develop the school inquiry planning matrix with vertical alignmentcollaboration with students to identify learning objectives, interests, and questions and plan accordinglyconstant communication, meetings and collaboration with parents and members of the learning community providing them agency and opportunities to be a part of the decision process"Collaboration enables lateral, imaginative and creative thinking about solutions to problems, and about ooportunities that are not imaginable within the confines of one field." (IB, 2018b, p. 16) IB. (2018). Learning and Teaching. Retrieved athttps://resources.ibo.org/data/pyp_11162-51465-en_id-c787def5-b393-4408-a7c5-8846d43b8300.pdfValuing collaboration  Formal planning with all teachers happens at the beginning, middle and the end of a unit of inquiry. Single-subject teachers negotiate with year-level teachers on how their subjects can either drive or support a unit of inquiry. We also allocate time for collaborative planning every week, modifying the student timetable so that inquiries end 30 minutes earlier that day. All our planning materials are shared in Google Drive to make collaboration visible.Collaboration with members of the learning community is key to providing authentic learning experiences and helping students make connections to their learning in the wider world. We collaborate with our Parent Support Group to identify family members who can help develop our units of inquiry based on their expertise. We also create opportunities for students to learn through the wider community, including outreach and excursions beyond school to get information from primary sources. The learning from these community connections feeds back into the review of our programme of inquiry for the following year.https://blogs.ibo.org/sharingpyp/2018/12/04/reviewing-and-revising-the-programme-of-inquiry/

"There is a systematic approach to integration of the subject-specific scope and sequences and the programme of inquiry." (IBO, 2012, p. 3)"-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”. -The school ensures that there is a coherent, horizontally and vertically articulated programme of inquiry." (IBO, 2012, p. 3)"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." (IBO, 2012, p. 4)"The 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." (IBO, 2012, p. 4)

"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." (IBO, 2012, p. 12)

"Look for clear developmental progression under each theme, and check for repetitions or omissions—vertical alignment" "checking that all aspects of the descriptions of the transdisciplinary themes are explored at some point."(IBO, 2012, p. 10)

"Look for a balance of essential elements across the units of inquiry at each year level— horizontal alignment""checking that all eight PYP key concepts are represented at each grade/ year levelmaking sure that a balance of PYP key concepts are used throughout each transdisciplinary themecross-referencing between units to check for repetitions in central ideas and lines of inquirymapping with subject-specific scope and sequence documentschecking that all PYP subject areas are represented at each grade/year levelchecking the balance of PYP subject areas identified to support understanding of each transdisciplinary theme"(IBO, 2012, p. 10)

Taken from "Criteria for reviewing a school's programme of inquiry" (IBO, 2012, p. 13)The following are examples of how the units of inquiry in the PYP Programme of Inquiry were revised to be more aligned with the transdisciplinary themes; allow for deeper conceptual understanding, context transfer while refraining from promoting specific values in the central idea; ensure a balance of concepts across the age ranges; and to ensure that the units are appropriately challenging for students' level of development and will be relevant and significant to their experiences.These excerpts are taken from the "Developing a transdiscilpinary programme of inquiry" (IBO, 2012, p. 13)Example 1 The 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. OLD Central idea: Friendships enrich our lives and require nurturing in order to develop. Key concepts: causation, responsibilityRelated concepts: conflict or cooperation, interdependenceLines of inquiry How friends are made and keptWhy friends are neededCharacteristics that develop healthy friendships NEW Central idea: People’s relationships with each other can have an impact on well-being. Key concepts: function, connection, responsibilityRelated concepts: cooperation, friendship, balanceLines of inquiry How we develop relationshipsHow relationships affect usRoles and behaviours within relationships 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”. OLDCentral idea: In a workplace people share responsibility towards a common purpose.Key concepts: function, causation connectionRelated concepts: cooperation, employmentLines of inquiry Purpose of a workplaceInterconnectedness of people in a workplaceImportance of a shared vision or common purpose NEWCentral idea: People create organizations to solve problems and support human endeavour and enterprise.Key concepts: function, connection, responsibilityRelated concepts: work, collaboration, entrepreneurship, serviceLines of inquiry Purpose of organizationsWhy people join organizationsStrategies for problem solving within an organizationWhat makes an organization successful Example 3 The 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.OLDCentral idea: Our activity is usually connected to the Earth’s natural cycles.Key concepts: change, connectionRelated concepts: cycles, interactionLines of inquiry Night and day cycles (dark and light)Seasonal changesHealth and safety as related to climateand seasonal changesNEWCentral idea: The Earth’s natural cycles influence the activity of living things.Key concepts: causation, change, connectionRelated concepts: cycles, interaction, patternLines 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 cyclesExample 4 In 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.OLDCentral idea: Governmental systems and decisions can promote or deny equal opportunities and social justice.Key concepts: function, responsibilityRelated concepts: equality, government or governanceLines of inquiry Types of governancePrinciples of human rights and social justiceThe effect of institutional behaviours and attitudes on social justice (CONFUSING)NEWCentral idea: Government systems influence the lives of citizens.Key concepts: function, perspective, responsibilityRelated concepts: equality, citizenship, governance, law, politicsLines of inquiry How government systems functionHow decision-making practices reflect human rightsImpact of government on citizensThe rights and responsibilities of citizenshipExample 5 This 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.OLDHow we express ourselves: 9–10 years Central idea: Choices of role models reflect the characteristics that societies and individuals value.Key concepts: causation, perspective, reflectionRelated concepts: self-fulfillment, influenceLines of inquiry Role models and why we value themWhy we should develop our own gifts, talents and interests How personal strengths can be applied to help others NEWWho we are: 7–8 years Central idea: Choices of role models reflect the beliefs and values of individuals and societies.Key concepts: causation, perspective, reflectionRelated concepts: identity, peer pressure, opinionLines of inquiry What determines our beliefs and valuesHow and why role models are chosenInfluence of role models on our choices and actions

We review and revise the central ideas based on tips for writing clear and powerful generalizations (Erickson, 2006). We have found these helpful in reflecting on and strengthening our central ideas.https://blogs.ibo.org/sharingpyp/2018/12/04/reviewing-and-revising-the-programme-of-inquiry/

(IBO, 2012, p. 13)

"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."(IBO, 2012, p. 11)

"'students come to understand bodies of knowledge and modes of thinking from two or more subject groups and integrate them to create new understanding' but were the learning is nevertheless 'rooted in the disciplines'" (MYP Coordinator's notes November 2009, as cited in IB, 2007, p. 1)

"Primary organizer: the subject groups integrated through the areas of interaction" (IB, 2007, p.1) human ingenuity and environments seem to function as transdisciplinary themes but approaches to learning are skills, community and service is action, and health and social education sounds like PE?

"Primary organizer: the subject groups supported by the core, which includes theory of knowledge [course]" (IB, 2007, p. 1)The focus is on the disciplines.

The 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.