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To inquire into the following:

Class/grade:

Age group:

School:

School code:

transdisciplinary theme
Title:

PYP planner

Teacher(s):
Date:
central idea

Proposed duration: number of hours

over number of weeks

Summative assessment task(s):

2. What do we want to learn?

What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?

What are the key concepts (form, function, causation, change, connection, perspective,
responsibility, reflection) to be emphasized within this inquiry?

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?

The PYP planner

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1. What is our purpose?

4. How best might we learn?

This column should be used in conjunction with How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage the
students to engage with the inquiries and address the driving questions?

What are the possible ways of assessing student learning in the context of the lines
of inquiry? What evidence will we look for?

What opportunities will occur for transdisciplinary skills development and for the development
of the attributes of the learner profile?

5. What resources need to be gathered?


What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

The PYP planner

What are the possible ways of assessing students prior knowledge and skills?
What evidence will we look for?

rr tt r ts

3. How might we know what we have learned?

7. To what extent did we include the elements of the PYP?

Assess the outcome of the inquiry by providing evidence of students understanding


of the central idea. The reflections of all teachers involved in the planning and
teaching of the inquiry should be included.

What were the learning experiences that enabled students to:

In each case, explain your selection.

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How you could improve on the assessment task(s) so that you would have a more
accurate picture of each students understanding of the central idea.

What was the evidence that connections were made between the central idea and
the transdisciplinary theme?

The PYP planner

6. To what extent did we achieve our purpose?

9. Teacher notes

At this point teachers should go back to box 2 What do we want to learn? and
highlight the teacher questions/provocations that were most effective in driving the
inquiries.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability
to reflect, to choose and to act.

The PYP planner

Record a range of student-initiated inquiries and student questions and highlight any
that were incorporated into the teaching and learning.

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8. What student-initiated inquiries arose from the learning?

transdisciplinary theme

central idea

Summative assessment task(s):

Early in the collaborative planning process the


definition of the transdisciplinary theme
should be revisited to ensure that appropriate
connections are made between it and the
central idea.

Class/grade:

Age group:

School:

School code:

Title:

PYP planner

Teacher(s):

The central idea should be written in one


sentence that expresses concisely an enduring
understanding. It should be substantial enough
to generate in-depth inquiries, be conceptdriven and promote the ability to think
critically. It should challenge and extend
students prior knowledge, and should be a
means of extending students understanding of
the transdisciplinary theme.

Date:
Proposed duration: number of hours

over number of weeks

2. What do we want to learn?


What are the key concepts (form, function, causation, change, connection, perspective,
responsibility, reflection) to be emphasized within this inquiry?

What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?

After discussing the relevance of the key concepts to the central idea, no more than three of the
key concepts should be selected to focus on in this inquiry. Related concepts, which may be
subject-specific but related to the key concepts, could also be listed here.

These questions should be addressed immediately after formulating the central idea. If
there is no effective way that students can demonstrate their understanding of the
central idea, the central idea will need to be revised so that students understanding of
it can be shown. The articulation between the central idea and the summative
assessment task(s) needs to be resolved before further planning takes place.

What lines of inquiry will define the scope of the inquiry into the central idea?
There should be three or four lines of inquiry that clarify the central idea and define the
scope of the inquiry. These contributing aspects of the central idea extend the inquiry,
focus student research, and deepen students understanding. Connections should be
made as appropriate between the lines of inquiry, as well as with the central idea.

Teachers need to be mindful of the diverse forms of evidence that may indicate
understanding of the central idea. Student-initiated action may well be one form of
this evidence. Teachers may find it helpful to anticipate the possible student-initiated
actions that could take place.

What teacher questions/provocations will drive these inquiries?

The teachers have the responsibility of framing the inquiries at the beginning of the unit through the
questions they ask and/or the provocations they provide (for example, rearranging the learning
environment). This is also the opportunity for them to model explicitly the asking of open-ended,
driving questions that will promote conceptual development.

The PYP bubble planner

As the collaborative planning process is ongoing, the planner will be revisited during the inquiry.

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To inquire into the following:

PPP

1. What is our purpose?

4. How best might we learn?

This column should be used in conjunction with How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage the
students to engage with the inquiries and address the driving questions?

What are the possible ways of assessing students prior knowledge and skills?
What evidence will we look for?

Suggestions of activities from students may be in response to their own questions, as well as those
posed by the teacher. Learning experiences should also be designed so that students will have the
opportunity to develop an understanding of, and make connections between, the key concepts.
Teachers should bear in mind that a well-designed learning experience will provide data on
students knowledge, skills and understanding, and is consequently a vehicle for formative or
summative assessment.

Evidence of each students learning must be collected and presented in a manner that
allows the student to reflect on the learning and describe his/her progress to others.
Records should allow teachers and students to see progress in the development of
knowledge, skills and understandings.
Teachers should bear in mind that a well-designed assessment task becomes, in and
of itself, a learning experience because it provides opportunities to reinforce or extend
the learning.

What opportunities will occur for transdisciplinary skills development and for the development
of the attributes of the learner profile?

What are the possible ways of assessing student learning in the context of the lines
of inquiry? What evidence will we look for?

When providing students with the opportunity to develop transdisciplinary skills, the
attributes of the learner profile and/or the attitudes, teachers need to be mindful of the
difference between opportunities that arise authentically from the learning, as opposed to
explicitly targeted teaching opportunities.

5. What resources need to be gathered?


What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
List available resources that you will use to support the inquiry. Discussions need to take place between the media centre staff, including the librarian and ICT support, and the
classroom teachers to identify their roles both in the planning of the inquiry and during the extended inquiry itself. Whether or not the resources selected were adequate could be
commented on in the teacher notes section.

The PYP bubble planner

Students should be aware of the criteria used to assess their performance and regular
feedback should describe the progress of students learning and identify areas for
growth. Students should be encouraged to be reflective learners through self- and
peer-assessment.

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3. How might we know what we have learned?

7. To what extent did we include the elements of the PYP?

Assess the outcome of the inquiry by providing evidence of students understanding


of the central idea. The reflections of all teachers involved in the planning and
teaching of the inquiry should be included.

What were the learning experiences that enabled students to:

It is understood that evidence of student learning will be found in student work,


teachers anecdotal records and classroom collections such as portfolios. One or
two examples should be described here or attached to the planner.

In each case, explain your selection.


Learning experiences that were particularly engaging, relevant, challenging and significant
should be noted.
It is recognized that this planning tool cannot record all of the learning that takes place in a
PYP classroom. Teachers should use their anecdotal records in order to more fully record the
development of the attributes listed in the learner profile. This development is complemented
and supported by the development of the PYP attitudes and teachers may also discuss them
here.

How you could improve on the assessment task(s) so that you would have a more
accurate picture of each students understanding of the central idea.

This reflection not only gives the teachers the opportunity to improve the
assessments, but also to modify and strengthen the central idea.

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6. To what extent did we achieve our purpose?

What was the evidence that connections were made between the central idea and
the transdisciplinary theme?

The PYP bubble planner

Teachers should include clear and detailed examples of classroom discussions,


comments or student work that demonstrate connections made between the central
idea and the transdisciplinary theme.

Record a range of student-initiated inquiries and student questions and highlight any
that were incorporated into the teaching and learning.

A range of student questions and wonderings should be recorded as evidence


of the range of conceptual understanding in the group.

Further reflections and connections to other central ideas, transdisciplinary themes or singlesubject areas should be included where appropriate.

At this point teachers should go back to box 2 What do we want to learn? and
highlight the teacher questions/provocations that were most effective in driving the
inquiries.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability
to reflect, to choose and to act.

As the action component may develop spontaneously during the course of the
inquiry, or even after the inquiry has been completed, this section may be
revisited both during and after the inquiry.
Not every inquiry will necessarily have a student-initiated action component.

The PYP bubble planner

Some student-initiated inquiries will be particularly influential in determining


the nature of the inquiry and should be highlighted. These highlighted
examples may influence and inform planning when the inquiry is next visited.

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9. Teacher notes

8. What student-initiated inquiries arose from the learning?

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