# Lines of inquiry

Each unit will have three or four lines of inquiry, written to narrow and focus the scope of the inquiry. Lines of inquiry are written as short phrases, not questions, and are often connected to the identified key concepts. In addition to connecting with key concepts, each line of inquiry should also have a direct connection to the central idea and can serve the purpose of breaking down the learning into smaller, more manageable chunks.

Do the lines of inquiry within each unit of inquiry:

* clarify and develop understanding of the central idea?
* define the scope of the inquiry and help to focus learning and teaching?
* remain distinctive, yet connected to one another, to support student understanding of the central ideas?
* invite student inquiries?
* provide opportunities for students to develop their understandings through multiple perspectives?
* relate to the experience of the students within a particular developmental range?

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

{% hint style="success" %}
When writing lines of inquiry, consider the sentence starter 'An inquiry into…'. Once the line of inquiry is determined, the sentence starter should be eliminated.
{% endhint %}

{% embed url="<https://youtu.be/Tqajmh3cA6A>" %}
Lines of Inquiry
{% endembed %}


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