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application of reflection within all areas, new learning for (some) teachers to continually purposefully reflect with students

There are an unlimited number of related concepts.

Some key questions related to key concepts have shifted slightly e.g. Change 'why is it transforming?', Responsibility 'What are our obligations?'

Strategies provided, such as 'sketch the concept', 'exit ticket', etc

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increased flexibility for schools

less is more - fewer key concepts (by even one) will allow a focus on others within and across the programme of inquiry and discipline areas

increased depth of pedagogical information and application available within PYP: Principles into Practice documentation

Direct connection made between concepts and conceptual understandings

Section on concepts links to integration of student agency

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1. Reflection is ongoing and embedded
2. purposeful inquiry is supported by a concept-driven curriculum
3. key concepts (& questions) drive learning experiences and help to frame a unit of inquiry
4. related concepts explore key concepts in greater detail, are connected to subject areas, and can be connected to state/national/provincial curricula.
5. Concepts facilitate depth and complexity in learning with the exploration and re-exploration of ideas and transcendance of disciplinary boundaries
6. All learning and teaching, including subject knowledge acquisition, is through concept-based inquiry.