> For the complete documentation index, see [llms.txt](https://guide.fariaedu.com/pyp-unit-planning/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://guide.fariaedu.com/pyp-unit-planning/overview/key-concepts.md).

# Key concepts

> *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.

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Key Concepts
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