For example, caring students help peers in need, while inquirers ask insightful questions, exploring topics deeply to understand the world.

Inquiring is another significant key word of IB mission statement which ensures sustainable self-learning and lifelong learning by asking question and exploring the answers. For example PTR, KWL

For example-students of Grade 1 inquired about timeline of communication systems, prepared questions, researched and made a time from research findinds.

• Asking questions signals curiosity and attentiveness, showing that someone values and respects another's experiences.

Genuine inquiries help create bonds, and facilitate problem-solving.

Example- (Helping a Peer): A student notices a classmate struggling with a task and offers to help explain the concept.

Inquirer Attribute: Inquirers nurture their curiosity and develop skills for inquiry and research. They are lifelong learners who love exploring new ideas and concepts.

Example - (Personal Projects): Exploring topics like robotics beyond the classroom curriculum through self-study.

This quality promotes the development of solid social and emotional bonds among pupils, which in turn cultivates a sense of belonging and accountability.

Example: During playtime, a first-graders' group talks about how to make their classmates feel included.

Inquirers: Being an inquirer entails cultivating a sense of worldly curiosity as well as mastering research and self-directed learning techniques. It cultivates a passion for critical thinking and lifelong learning. The PYP's transdisciplinary themes, in which students investigate concepts and ideas from other subjects, is supported by this feature.

Example: Developing Curiosity Through Play: A child asks, "Why do tall towers fall over?" while using blocks. and tries out several designs in order to create a sturdy structure.

example Learners of Grade1 showed caring attribute while makinga a project on modes of transportation, showed each other caring y helpng each other, sharing knowledge.

Caring attributes make students empathetic which is important for being compassionate human being and needed for positive learning.

Caring: Empathy and connection, global significance.

Inquirers: problem solving, curiosity and lifelong learning.

 For an example. As inquirers my students complete a VTR after the watching a video, they ask question and  they express their opinion.

Fostering International-mindedness may face challenges such as language barriers, cultural biases, and resistance to unfamiliar perspectives. To overcome them, educators can encourage open dialogue, integrate diverse cultural materials, use translation tools, and create safe spaces for students to share and explore differing viewpoints.

Solution-language support programme-simplify the task, gesture

Resistance to change-Some individuals may resist adopting global perspective.solution-Foster open dialogue.Digital divide-Not al students have access to technology which can limit participation.solution-Provide equitable access to technology, provide support system.

Provide students with cultural artifacts (e.g., clothing, tools, or art). Align with the key concept Form and ask them to create questions like:

• "What are its features?"

• "How does its design reflect cultural identity?"

Learning Objectives:

Students will be able to 

Understand that discoveries and explorations bring changes to places over time.

Develop research skills by comparing a place's past and present.

Present findings creatively through a poster or digital presentation.

Opening activity

Teacher will begin with gallery walk/video showing how a famous city (e.g., Paris/Dubai) looked in the past versus now.

Teacher will ask guiding questions:

• "What do you notice about the old and new pictures?"

• "Why do you think these changes happened?"

Research: Teacher will Provide students with resources(pictures)to research a place (Paris/Dubai and Old Dhaka and New Dhaka

Guided Discussion:Teacher will  Discuss what the place was known for in the past and its features today.

Creative Task:

Students create a "Then and Now" poster or digital presentation.and they they will reflect their understanding through Venn diagram too.(Visible thinking routine)They will Include images, labels, and brief explanations of how the place has changed.

Grade: Playgroup

Task: When it's clean up time Homeroom teacher will play the song and learners will clean the classroom while the song is going on. This way they will grow responsibility and also establish a connection between the song and the task.

Station 1 by Monjori Modhurima (Nishuti) and Meem