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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

Transdisciplinary theme

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Last updated 2 years ago

Schools design a programme of inquiry that consists of six units of inquiry—one for each transdisciplinary theme—at each year or grade level, except for students from 3–6 years, where the school may choose to offer a minimum of four units at each year or grade level, two of which must be within the themes of 'Who we are' and 'How we express ourselves'. -PYP Transition Guide 2018

A school’s comprehensive programme of inquiry is structured around six transdisciplinary themes, each with their own robust and comprehensive descriptor:

  • Who we are

  • Where we are in place and time

  • How we express ourselves

  • How the world works

  • How we organize ourselves

  • Sharing the planet

When planning a unit of inquiry, it is important to identify the specific aspect of the theme descriptor to which it connects. It is recommended that all aspects of the transdisciplinary theme be addressed throughout the entire programme of inquiry. This allows for schools to intentionally plan a written curriculum that is vertically aligned and provides a varied experience for students.

Transdisciplinary Theme
This image shows how grade levels may identify their focus within each transdisciplinary theme, ensuring vertical articulation within the programme of inquiry.