Making the PYP Happen: a Curriculum Framework for Internationalprimary Education
Transdisciplinary Themes/ Units of Inquiry (6)
(same, just reworded) / Global Context (6)
(same, just reworded)
1.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. / 1.Identities and
Relationships-
Who am I? Who are we?
An inquiry into the nature of the self; beliefs andvalues; personal, physical, mental, social and spiritual health; human relationships includingfamilies, friends, communities and cultures; rights and responsibilities; what it means to be human.
2.Where we are in place and time
An inquiry into orientation in place and time;
personal histories; homes and journeys; thediscoveries, explorations and migrations of
humankind; the relationships between, andthe interconnectedness of, individuals and
civilizations, from local and global perspectives. / 2.Orientation in space and time-
Inquiry into meaning of “where” and “when”?
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.
3.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; ourappreciation of the aesthetic. / 3.Personal and cultural
Expression
What is the nature and purpose of creative expression?
Students will explore 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.
4.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 ofscientific principles; the impact of scientific andtechnological advances on society and on theenvironment. / 4.Scientific and technicalinnovation
How do we understand the world in which we live?
Students will explore the natural world and its laws; the interaction between people and the natural
world; how humans use their understanding of scientific principles; the impact of scientific
and technological advances on communities and environments; the impact of environments on
human activity; how humans adapt
environments to their needs.
5.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 theirimpact on humankind and the environment. / 5.Globalization and
Sustainability
How is everything connected?
Students will explore the
interconnectedness of human-made systems and communities; the
relationship between local and global processes; how local experiences mediate the global; the opportunities
and tensions provided by world interconnectedness;
the impact of decision-making on humankind
6.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. / 6.Fairness and development
What are the consequences of our common humanity?
Students will explore rights and responsibilities; the relationship between communities; sharing finite
resources with other people and with other living things; access to equal
opportunities; peace and conflict resolution.
Central Idea/ Inquiry Into / Central Idea/ Statement of Inquiry
A central idea is a statement that …
• is an enduring understanding.
• relates and connects concepts.
• transfers through time and across cultures. / Teachers construct the statement of inquiry for a unit by combining a key concept, one or more related concepts, and a global context for the unit into a meaningful statement that students can understand.
Key Concepts (8) / Key Concepts (16)
1.Form- What is it like?
The understanding that everything has a form with recognizable features
that can be observed, identified, described and categorized. / 1.Formis the shape and underlying structure of an entity or piece of work, including its organization,
essential nature and external appearance.
2.Change-How is it changing? The understanding that change is the process of movement from one state
to another. It is universal and inevitable. / 2.Changeis a conversion, transformation or movement from one form, state or value to another.Inquiry into the concept of change involves understanding and evaluating causes, processes and
consequences.
3.Connections- How is it connected to other things? The understanding that we live in a world of interacting systems in which the actions of any individual element affect others. / 3.Connectionsare links, bonds and relationships among people, objects, organisms or ideas.
4.Perspective- What are the points of view?
The understanding that knowledge is moderated by perspectives; different
perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary. / 4.Perspectiveis the position from which we observe situations, objects, facts, ideas and opinions.Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives
often lead to multiple representations and interpretations.
5.Function- How does it work? The understanding that everything has a purpose, a role or a way of behaving that can be investigated. / 5.Aestheticsdeals with the characteristics, creation, meaning and perception of beauty and taste. Thestudy of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.
6.Causation- Why is it like it is? The understanding that things do not just happen, that there are causal
relationships at work, and that actions have consequences. / 6.Communicationis the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, amessage and an intended receiver. Communication involves the activity of conveying information ormeaning. Effective communication requires a common “language” (which may be written, spoken or
non-verbal).
7.Responsibility- What is our responsibility?
The understanding that people make choices based on their understandings,
and the actions they take as a result do make a difference. / 7. Creativityis the process of generating novel ideas and considering existing ideas from new perspectives.Creativity includes the ability to recognize the value of ideas when developing innovative responses
to problems; it may be evident in process as well as outcomes, products or solutions.
8.Reflection- How do we know? The understanding that there are different ways of knowing, and that
it is important to reflect on our conclusions, to consider our methods of
reasoning, and the quality and the reliability of the evidence we have
considered. / 8.Global interactions, as a concept, focuses on the connections among individuals and communities, aswell as their relationships with built and natural environments, from the perspective of the world as awhole.
9.Relationshipsare the connections and associations between properties, objects, people and ideas—
including the human community’s connections with the world in which we live. Any change in
relationship brings consequences—some of which may occur on a small scale, while others maybe far-reaching, affecting large networks and systems such as human societies and the planetaryecosystem.
10.Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products,
ways of knowing and patterns of behaviour created by human communities. The concept of culture is
dynamic and organic.
11.Identityis the state or fact of being the same. It refers to the particular features that define individuals,groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed,asserted and shaped by external and internal influences.
12.Communities are groups that exist in proximity defined by space, time or relationship. Communities
include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.
13.Development is the act or process of growth, progress or evolution, sometimes through iterativeimprovements.
14.Logicis a method of reasoning and a system of principles used to build arguments and reach
conclusions.
15.Systemsare sets of interacting or interdependent components. Systems provide structure and order inhuman, natural and built environments. Systems can be static or dynamic, simple or complex.
16.Time, Place & Space refers to the absolute or relative positionof people, objects and ideas. Time, place and space focuses on how we construct and use ourunderstanding of location (“where” and “when”). It is an intrinsically linked concept.
Related Concepts / Related Concepts
Based on topic, see Making the PYP Happen 2009 / Based on topic, see MYP: From principles into practice 2014 2015
PYP Subject Areas: (6) / MYP Subject Areas: (8)
1. Language
Oral, visual, written / 1.Language and
literature
2. Mathematics / 2. Language
acquisition
3. Social Studies
. / 3. Individuals and
societies
4. Science / 4.Sciences
5. Personal, Social and Physical Education (PSPE) / 5. Mathematics
6. Arts / 6.Arts
7. Physical and
health education
8. Design
Action Cycle- Choose, Act, Reflect / Action Cycle- inquiry, action and reflection.
Action- Action initiated as result
of the learning process,
which might involve
service / Action- Service as action thatleads towards a set
of developmentally
appropriate outcomes
ATL- Approaches to Learning Skills(Transdisciplinary Skills) (5) / ATL- Approaches to Learning Skills (5)
1. Communication skills- listening, speaking, reading, writing, viewing, presenting, non-verbal / 1. Communication/Communication skills- Exchanging thoughts, messages and information effectively through interaction. Reading, writing and using language to gather and communicate
Information.
2. Social skills-
Accepting responsibility, Respecting others, Cooperating, Resolving conflict, Group decision making, Adopting a variety of group roles / 2. Social/ Collaboration Skills-
Working effectively with others
3. Self-management Skills- Gross motor skills, fine motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behavior, informed choices. / 3. Self-management/ Organization skills-
Organization, Affective skills and Reflection
4. Research Skills- Formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data, presenting research findings. / 4. Research Skills- Information literacy skills, Media literacy skills…
Finding, interpreting, judging and creating information
5. Thinking Skills-acquisition of knowledge, comprehension, application, analysis, synthesis, evaluation, dialectical thought, metacognition / 5. Thinking Skills- Critical thinking, creative thinking, transferringskills and knowledge in multiple contexts
PYP Attitudes / MYP Attitudes
Appreciation Appreciating the wonder and beauty of the world and its people.
Commitment Being committed to their own learning, persevering and showing self -discipline
and responsibility.
Confidence Feeling confident in their ability as learners, having the courage to take
risks, applying what they have learned and making appropriate decisions
and choices.
Cooperation Cooperating, collaborating, and leading or following as the situation
demands.
Creativity Being creative and imaginative in their thinking and in their approach to
problems and dilemmas.
Curiosity Being curious about the nature of learning, about the world, its people and
cultures.
Empathy Imagining themselves in another’s situation in order to understand his or
her reasoning and emotions, so as to be open-minded and reflective about
the perspectives of others.
Enthusiasm Enjoying learning and willingly putting the effort into the process.
Independence Thinking and acting independently, making their own judgments based on
reasoned argument, and being able to defend their judgments.
Integrity Being honest and demonstrating a considered sense of fairness.
Respect Respecting themselves, others and the world around them.
Tolerance Being sensitive about differences and diversity in the world and being
responsive to the needs of others / NONE
PYP Learner Profile (same) / MYP Learner Profile
(same)
Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers (Courageous): We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced: We understand the importance of balancing different aspects of our lives—intellectual, physical, spiritual and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. / Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers (Courageous): We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced: We understand the importance of balancing different aspects of our lives—intellectual, physical, spiritual and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Sources:
Making the PYP happen: A curriculum framework for internationalprimary education
MYP: From principles into practiceFor use from September 2014/January 2015
Taking the MYP Forward
IBO.org 2013- 2015