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PYP Unit Planning
  • PYP Unit Planning
  • Faria Education Group
  • About the author
  • Introduction
  • IB approaches to teaching
  • Changes to PYP planner and planning process
  • Overview
    • Transdisciplinary theme
    • Central idea
    • Lines of inquiry
    • Key concepts
    • Related concepts
    • Learner profile attributes
    • Approaches to learning
    • Action
  • Reflection and planning
    • Initial reflections
    • Prior learning
    • Connections: Transdisciplinary and past
    • Learning goals and success criteria
    • Teacher questions
    • Student questions
  • Designing and implementing
    • Designing engaging learning experiences
      • Play, symbolic exploration and expression, and learning spaces in the early years
    • Supporting student agency
    • Teacher and student questions
    • Ongoing assessment
    • Making flexible use of resources
    • Student self-assessment and peer feedback
    • Ongoing reflections
    • Additional subject-specific reflections
  • Reflecting
    • Teacher reflections
    • Student reflections
    • Assessment reflections
  • Other considerations
    • Horizontal articulation
    • Duration of the units
    • Ongoing revision and development
    • Frequently asked questions
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  1. Overview

Key concepts

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Last updated 2 years ago

The PYP identifies seven key concepts that facilitate planning for a conceptual approach to transdisciplinary and subject-specific learning. Together, these key concepts form the component that drives the teacher- and/or student-constructed inquiries that lie at the heart of the PYP curriculum. -PYP From Principles into Practice 'Concepts and conceptual understanding' section

Key concepts

Key questions

Form

What is it like?

Function

How does it work?

Causation

Why is it as it is?

Change

How is it transforming?

Connection

How is it linked to other things?

Perspective

What are the points of view?

Responsibility

What are our obligations?

-PYP From Principles into Practice 'Concepts and conceptual understanding' section

Language of the key concepts is typically utilized both in and outside of the units of inquiry. While students and teachers are continuously expressing their curiosity in a variety of ways, three key concepts are typically chosen as a focus and lens with which to provide depth and breadth to a unit of inquiry.

Key concepts can be directly connected to, or used in facilitating, the crafting of the lines of inquiry for a given unit. They are meant to be used as a vehicle of significance regardless of time or place, within or across disciplines.

Key Concepts