# data[].attributes.body
Read more to find out what the five essential elements of our PYP Programme are.

# data[].attributes.body
Use this Google Doc to gain access to all of our units of inquiry. (Grades K-5 and Specialists)

# data[].attributes.body
This is the heart of the Primary Years Programme. These attributes are what we strive to be. These are what makes an "internationally-minded" person.

# data[].attributes.body
The International Baccalaureate Primary Years Program (PYP) is driven by eight key concepts which give the inquiries direction and meaning.

# data[].attributes.attachment_link.readable_text
KEY QUESTION DEFINITION

The understanding that everything has a form With recognizable features that can be observed, identified, described and categorized.
RATIONALE

This concept was selected because the ability to observe, identify, describe and categorize is fundamental to human learning within and across all disciplines.
EXAMPLES OF RELATED CONCEPTS

Properties, structure, similarities, differences, patterns

FUNCTION:
KEY QUESTION DEFINITION

The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
RATIONALE

This concept was selected because the ability to analyze function, role, behavior and the way in which things work is fundamental to learning within and across all disciplines.
EXAMPLES OF RELATED CONCEPTS

Behavior, communication, pattern, role, systems.

CAUSATION:
KEY QUESTION DEFINITION

The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
RATIONALE

This concept was selected because of the importance of prompting students to ask "why?" and of helping them to recognize that actions and events have reasons and consequences. The analysis of causal relationships is significant within and across all disciplines
EXAMPLES OF RELATED

Consequences, sequences, pattern, impact

CHANGE:
KEY QUESTIONS DEFINITION

The understanding that change is the process of movement from one state to another. It is universal and inevitable.
RATIONALE

This concept was selected, not only because it is such a universal feature of all existence, but also because it has particular relevance to students developing international- mindedness who are growing up in a world in which the pace of change, both local and global, is accelerating.
EXAMPLES OF RELATED CONCEPTS

Adaptation, growth, cycles, sequences, transformation

CONNECTION:
KEY QUESTION

How is it connected to other things?
DEFINITION

The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
RATIONALE

This concept was selected because of the importance of appreciating that nothing exists in a vacuum but, rather, as an element in a system; that the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of far- reaching decisions affecting environments and communities.
EXAMPLES OF RELATED CONCEPTS

Systems, relationships, networks, homeostasis, interdependence.

PERSPECTIVE:

What are the points of view?

The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary.

This concept was selected because of the compelling need to develop in students the disposition towards rejecting simplistic, biased interpretations, towards seeking and considering the points of views of others, and towards developing defensible interpretations.

Subjectivity, truths, beliefs, opinions, prejudice.

RESPONSIBILITY:
KEY QUESTIONS

What is our responsibility
DEFINITION

The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.
RATIONALE

This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.
EXAMPLES OF RELATED CONCEPTS

Rights, citizenship, values, justice, initiative.

REFLECTION:
KEY QUESTION DEFINITION

The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.
RATIONALE

This concept was selected for a series of interrelated reasons. It challenges the students to examine their evidence, methods and conclusions. In doing so, it extends their thinking into the higher order of metacognition, begins to acquaint them with what it means to know in different disciplines, and encourages them to be rigorous in examining evidence for potential bias or other inaccuracy.
EXAMPLES OF RELATED CONCEPTS

Reviews, interpretations, evidence, responsibility, behavior

copyright of the IBO.

# data[].attributes.attachment_link.title
PYP Key Concepts and Related Questions - Vidyatree Modern World College

# data[].attributes.attachment_link.description
FORM: KEY QUESTION What is it like? DEFINITION The understanding that everything has a form With recognizable features that can be observed, identified, described and categorized. RATIONALE This concept was selected because the ability to observe, identify, describe and categorize is fundamental to human learning within and across all disciplines.

# data[].attributes.body
The attitudes are what we "show" when we are exhibiting the Learner Profile.

# data[].attributes.body
These skills are how we approach our learning. They are transdisciplinary - learning that is authentic and relevant to the real world. Learning is not confined by traditional subjects but is supported and enriched by them. .

# data[].attributes.body
Here is the IB Primary Years Programme Planner Template. It is formatted with notes so we can understand each box and its contents.

# data[].attributes.body
After each unit of inquiry, we ask, "What can we do?".

# data[].attributes.attachment_link.description
Taking action is an integral conclusion to the learning that incorporates students making connections to what they have learned, applying a variety of real l...

# data[].attributes.headline
What an IB PYP Classroom Might Look Like...

# data[].attributes.subject
What an IB PYP Classroom Might Look Like...

# data[].attributes.body
Get some ideas for your classroom here!