Central idea

Each unit of inquiry will have a central idea, crafted during the collaborative planning process. Central ideas are written as a complete sentence and should be a statement that provides guidance for uncovering learning throughout the unit of inquiry. Central ideas are written to be globally significant, provoke student inquiry and should be broad, timeless, universal and abstract.

In developing or revising a central idea, consider the following questions:

• Does it offer students opportunities to explore the commonalities of the human experience?

• Does it promote the associated conceptual understandings?

• Is it broad enough to offer multiple lines of inquiry?

• Is it underpinned by concepts (for example, key and related concepts)?

• Is it relevant to students in all cultures and contexts?

• Will it engage students in thinking critically and creatively?

• Does it present an opportunity for students to co-construct meaning of the conceptual framework being explored?

• Is it open to a range of student responses?

-PYP From Principles into Practice 'A transdisciplinary programme of inquiry' section

When drafting the central idea for a unit of inquiry, it is common to consider and use wording from the identified related concepts to help focus the statement. Additionally, reviewing the selected wording from the theme descriptor may help focus and narrow the scope of the discussion.

A valuable question to pose might be, 'What is the big idea about which I want my students to better understand?'.

Central Idea