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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. Reflection and planning

Connections: Transdisciplinary and past

PreviousPrior learningNextLearning goals and success criteria

Last updated 2 years ago

One aim of PYP learning and teaching is to help students in making connections with their learning. This is not only within the school year, but also to build bridges from past learning and to future inquiries. Spending some time and becoming familiar with the school’s programme of inquiry is an important part of this process.

WIthin each unit of inquiry, it’s important to ensure that learning engagements take place across subject areas. When a unit is strongly grounded in concepts, transdisciplinary learning can be easier to envision and conceive.

To begin this visioning, consider generating a mind or concept map to document and visualize possibilities for transdisciplinary learning. It is important to ensure that learning is authentic and not forced, every subject area may not be included when transdisciplinary learning is designed. If a natural connection is present, document the ideas as a menu for possible future learning opportunities.

Consider how multiple perspectives can be presented throughout the inquiry. We want learning to address historic and current events, and have relevance to both a local and global context.