Developing A Programme of Inquiry

Developing a programme of inquiry

Primary Years Programme
Published October 2018
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IB learner profile
profile IB learner
arner profile IB le
ile IB learner prof
IB learner profile H E IB L E AR
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er profile IB learn
PROFILE
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and ideas that have local and global significance. in the lives of others and in the world around us.
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International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Early years programme of inquiry
Setting the scene
Learning goals • To gain insights into the process of developing a programme of inquiry
• To gain an understanding of the different contexts in which a programme
of inquiry is developed
• To reflect on and further develop your current process of developing a
programme of inquiry
Learn about A transdisciplinary programme of inquiry
PDF School A: Early years programme of inquiry
This is the School A example of the Developing a programme of inquiry series of teacher support
material (TSM).
The series comprises three different examples.
a. An early years programme of inquiry
b. A Primary Years Programme (PYP) scope and sequence programme of inquiry
c. A national curriculum programme of inquiry
The series has been designed to illustrate the processes, thinking, discussions and reflections that take
place during the collaborative creation and/or review of a school’s programme of inquiry (POI). Schools are
encouraged to explore all three examples in the series to connect with aspects of each different context
and to experience a wider range of ideas and possibilities for constructing/refining a POI.
The development of the POI is an organic process that is revisited and researched throughout the year. It is
the starting point for the students’ learning, not the final outcome. This process values the teacher as
researcher, as well as the importance of monitoring, documenting and reflecting in order to inform next
steps in learning.
Note: Accompanying each TSM is a downloadable example of a partially completed POI. Each has an
accompanying explanation of the process and decision-making involved, with key ideas and patterns
drawn out for discussion and further reflection. Schools should use each POI example as a starting point for
the design of their own unique POI.
School A context
School A is a private stand-alone early learning centre in central Europe, welcoming children aged 3–6. The
school has been implementing the PYP for a number of years and is now in the process of reflecting on
their current practice to inform the development of their POI. The pedagogical leadership team look to the
Reggio Emilia approach to inform, guide and challenge their practice. Their socio-constructivist approach to
learning and teaching affects the way in which the POI is considered and designed.
Our starting points

We started by creating a shared understanding of how we view children by asking the following questions.
• What is our image of the child?
• How does this impact on the way we design the POI in our context?
We agreed that our planning would lead from the child—not from the content.
We reflected on what we knew about our students: their big ideas, interests and burning questions. We
have observed that young learners visit and revisit the same questions over time, but through different
Developing a programme of inquiry 1

Setting the scene
lenses. Their questions are often conceptually based—around themes of identity, relationships, exploration,
change, etc. Once we had noted their interests and wonderings, we looked for connections to the
transdisciplinary themes and key concepts.
Developing the central ideas

Based on our socio-constructivist philosophy, we felt that our POI and central ideas should reflect the
relationship between how children learn, and how they build theories about the world around them
through connecting concepts, ideas, people and their environment. The conscious and deliberate choice of
the collective voice in the central ideas and lines of inquiry (“we”) reflects the ways in which both children
and adults co-construct experiences and understandings. The central ideas were written to engage
teachers in the concepts and would not necessarily be shared with students using this language.
When constructing central ideas for each transdisciplinary theme, we spent a lot of time discussing,
reflecting and questioning.
• How are we connecting to the child?
• How can we build depth through the lines of inquiry?
• How do we consider the learning through the lens of each age group?
For example, we constructed a “Who we are” central idea that could be explored and re-explored in each
year group through different lines of inquiry. Through this process, we are analysing different aspects of the
transdisciplinary theme descriptors while unlocking children’s conceptual understandings with increasing
depth and complexity.
Developing the lines of inquiry

As we developed the lines of inquiry across the year groups for “Who we are”, we examined the recurring
central idea by inquiring into the following.
1. The self through the other
2. The small group through each group member
3. The group within a wider community.
We also reflected on how the lines of inquiry were related to each other and the respective central ideas—
ensuring they were connected for breadth and depth of learning. These will evolve further once the
inquiries begin, and as children’s theories develop. The balance of key concepts was considered
horizontally, across the transdisciplinary themes.
In “How we organize ourselves”, we made a conscious choice to repeat the same line of inquiry in each of
the three year groups. This stemmed from the centrality of essential agreements to the organization of the
class community—something that is developed daily, and throughout every school year.
Through our discussions, we reflected on the importance of action. In our POI, action is embedded in the
lines of inquiry and is developed through the concept of children’s rights. When you give space to inquire
into these rights, you are creating space for action.
2 Developing a programme of inquiry

Early years programme of inquiry
Questions
First impressions
a. Reflecting on the process this school went through to develop their POI, what stands out for you?
b. What opportunities and challenges does their approach offer for teachers and for student learning?
c. How does this POI build depth of conceptual understandings over time? How could you continue to
build on this?
Deepening your understanding

1. The school starts with considering their view of the child as a learner. What is your view, and how does
this impact on the decisions you make about children’s learning?
2. What would be the impact on learning of connecting central ideas, lines of inquiry and concepts
across two transdisciplinary themes?

Primary Years Programme (PYP) scope and sequence programme of inquiry
Setting the scene
PDF Scope and sequence programme of inquiry development
This is the School B example of the Developing a programme of inquiry series of teacher support
material (TSM).
steps in learning.
School B context
School B is an international school in a city in China, with a population of 600 students from early years to
year 5; approximately 70% are local and 30% international. The school has undergone PYP authorization
and follows the PYP scope and sequence for all subject content. A co-teaching model offers daily
opportunities for students to learn in both Mandarin and English. English as an Additional Language (EAL)
teachers are assigned to each year level.
Our starting points

Our starting point was in developing familiarity with the transdisciplinary theme descriptors and in
generating a list of related conceptual understandings that connect to each one. We identified the big
issues that have local and global significance and that explore the commonalities of the human experience.
Focusing on one theme at a time, we then turned our attention to the PYP scope and sequence documents
to identify subject content. We decided to include the exhibition in our POI to replace one of our planned-
for units. We agreed “How we express ourselves” would allow opportunities for greater creativity and self-

Setting the scene
expression to be developed in students. Also, the single-subject specialists could take the lead, offering
additional opportunities for support and collaboration within our school.
We decided to choose a guiding conceptual through-line for each year/grade level—the through-line
consists of “big ideas” for our students to investigate through the different transdisciplinary themes.
• Early years 3: Identity
• Early years 4: Relationships (The Us)
• Kindergarten: Community (The Bigger Us)
• Year 1: Interconnectedness
• Year 2: Systems
• Year 3: Exploration and discovery
• Year 4: Influences
• Year 5: Rights and responsibilities
Within each year/grade level, our final goal was to create a sequence of units that built upon one
another—from the standpoint of deepening students’ conceptual understandings across the
transdisciplinary themes.
Developing the central ideas

We developed the central ideas vertically for all themes, beginning in year 5, and incorporating the guiding
conceptual through-line for each central idea. Next, we examined the strands within the PYP scope and
sequence documents to identify the concepts to develop within the transdisciplinary themes. Central ideas
began to emerge through our conversations.
Developing the lines of inquiry

We decided to repeat some lines of inquiry from the younger year levels in the older year levels to support
cognitive development within concepts, spiralling the curriculum and reinforcing the vertical thread. To
ensure transdisciplinarity within each unit, we developed lines of inquiry that reflected content from across
two or more subjects.
We asked ourselves a question: What needs to be inquired into before each unit begins to gain a deeper
understanding of a more complex concept? Our intention was that students would be able to use their
prior learning and inquiries to support their understanding of the increasingly complex conceptual
understandings in the following year level.
Further questions we posed to challenge our thinking included the following.
• What are our students really fascinated about at this age?
• Is this transdisciplinary, and how do we know?
• Is there progression in the learning?
• What opportunities are there for authentic student inquiry?
• Is our central idea topical? Can we make it more conceptual?
• Are students just developing a bank of knowledge rather than applying new learning that encourages
transfer and ownership of the learning?
Our next steps

Once the matrix is complete we will create a year-level POI to show the sequential order of units. We will
then create a timeline showing the school calendar and the duration of each unit in order to identify those
units that:
• run concurrently for a few weeks, or possibly all year in the early years
• are dipped into several times throughout a year
• connect and build on each other
• may have a different duration

Setting the scene
• students can inquire into over a sustained period.

Primary Years Programme (PYP) scope and sequence programme of inquiry
Questions
First impressions
1. What is the purpose of identifying learner profile attributes within a POI?
2. How are transdisciplinary theme descriptors interrelated?

1. What are the opportunities and challenges of using year-level guiding conceptual through-lines?
2. How can your POI support a continuous learning flow rather than the “stops and starts” of unrelated
learning?
3. How can you support students to understand that related concepts can be explored through more
than one transdisciplinary theme?

National curriculum programmes of inquiry
Setting the scene
PDF National curriculum programme of inquiry
This is the School C example of the Developing a programme of inquiry series of teacher support
material (TSM).
steps in learning.
School C context
Schools C is a public PYP World School with a mandated national curriculum for students in grades 1–6. The
staff has varying degrees of understanding of the programme; therefore, the elements that are considered
within the POI at different grade levels are at varying levels of complexity. All staff are involved in the
process of discussing, reviewing and refining the POI, so they hear and see what other teachers are doing
and thinking. With the introduction of agency in the PYP, this school decided to use agency as a lens for
reviewing their POI. This encourages the co-construction of understanding within and between teachers
and grade groups as they develop deeper thinking around what their POI could look like as it evolves.
Our starting points

The foundation of the refinement of our POI was to develop agency, both within the students and the
teachers. We continually returned to conversations and thinking that put the learner at the centre of all
ideas and actions: What will students take from this? Will students connect with this? What will students do
with this? Where will their voice, choice and ownership be expressed? How will this extend their
wonderment and love of learning?

Setting the scene
Our school explored all curriculum subjects and the national standards within those subjects. Standards
were rearranged from subject-specific silos into six groupings of like “topics” for the six transdisciplinary
themes. Those topics were then analysed for their importance in the lives of each age group, as well as
beyond. That discussion was the basis for turning “locked in time and place” topics into enduring,
transdisciplinary concepts. Those “big ideas” were aligned to transdisciplinary theme descriptors and
created a sketch of a whole-school POI. The POI was analysed horizontally and vertically for gaps and
redundancies, as well as to ensure that the big ideas were relevant, challenging, engaging and significant.
The notion of “teacher as researcher” is critical to us. We are there to observe, analyse, modify and refine
learning experiences for our students on an ongoing, responsive basis according to their responses to those
experiences. We agreed that the POI plan must not remain fixed.
We have intentionally placed the exhibition outside of our POI. We want students to be inquiring into issues
and opportunities in our school and local community where they can take action throughout the year. They
will share their processes at various points with our school community.
We decided to review and revise our POI through different lenses to ensure that:
• our units for grade 1 were more conceptual
• our units for grade 3 were developing international-mindedness
• our units for grade 4 were developing action
• all “Sharing the planet” units were developing students’ skills as problem-finders and problem-solvers.
Further thoughts that challenged our thinking included the following.
• Learners are at the heart of the programme. How do we ensure we enable children to lead the adults
in their learning?
• The shift of one word, usually moving from a topic to a concept, moves learning from content to
action-oriented forward thinking.
• The concepts within a central idea are not necessarily the only concepts explored—other concepts
may enhance a unit.
• Content is just one small piece of “learning”. It is crucial to consider the additional elements that make
learning holistic: the learner profile, approaches to learning, skills, dispositions, action, etc.
• Learning does not need to be found within six, individual, confined units of inquiry at each grade level.
There is plenty of room to be creative with unit configuration, both within and between grade levels.
Our process
Once all staff members agreed upon the big ideas that would be included in the school’s POI, grade-level
teachers and specialists created central ideas, lines of inquiry, key concepts and related concepts for each
unit. The whole staff came together again so they could review these changes for both horizontal and
vertical articulation before homeroom teachers and specialists began the unit planning process.
Our grade 1 and grade 2 students are inquiring into the same central idea, but through different key and
related concepts and lines of inquiry. This flexibility allows us to be able to address some of our national
curriculum content within these units rather than outside of our POI.
At grade 3, we developed a unit of inquiry that runs across two transdisciplinary themes: “Where we are in
place and time” and “How we express ourselves”. This allows greater flexibility for transdisciplinary learning
and teaching through a deeper exploration of the concepts and lines of inquiry.
We selected several units across grade levels where central ideas, concepts and lines of inquiry will be co-
constructed by teachers and students. We were purposeful in this decision so that the skills and experiences
required by learners to succeed in their learning were developed and scaffolded over several years,
gradually releasing control over creation of the various components through a constructivist approach. We
will begin with co-construction of lines of inquiry and concepts at 4, the central idea at grade 5 and all
components of the unit at grade 6.
We ensured that our revised central idea for “How the world works” in grade 1 was conceptual so that any
science curriculum could be inquired into. This also allows for transdisciplinary learning and teaching to
take place. The central idea (“People play with theories to develop their understanding of the natural

Setting the scene
world”) could have been “Movement is created through energy and force”, shaped purely on curriculum
standards and thereby narrowing the focus of the unit instead of allowing for conceptual, transdisciplinary
learning to take place.
Our next steps

We will consider additional lenses that could be applied to the POI. For example, could the next lens be a
focus on student-initiated action? Development and enhancement of the approaches to learning? The
learner profile? Agency? The role of the teacher? The role of the student? We will also consider:
• where units can be made more conceptual, broadening the concepts used in the central idea and lines
of inquiry so that additional disciplines can be authentically explored within the unit of inquiry
• how our school can use student voice to assist in the review and refinement of the POI moving
forward.

National curriculum programmes of inquiry
Questions
First impressions
1. How does this partially developed POI indicate what is worthy of a student’s learning and time?
2. Does this challenge the way in which you’ve previously planned your POI? What new ways of planning
and teaching have been illuminated for you?
3. How does School C provoke your thinking on using a national curriculum as an entry point—but not
as the end possibility of where learning can go?

1. Consider that learning is not linear and doesn’t always fit succinctly inside boxes. How might we reflect
the “messiness” of spiralling and scaffolding inquiry learning in a POI?
2. Consider that not all standards are considered equal in importance. How will you prioritize what is
worth being familiar with, what is important to know and be able to do, and what is a core, conceptual
understanding?
3. Consider what falls within and outside the POI. How can you be creative in your thinking to find more
opportunities to transform content into concepts that shape a unit of inquiry?

Criteria for designing and reviewing a programme of inquiry
Setting the scene
Learning goals • To understand the process of designing a programme of inquiry

• To review a programme of inquiry using insights and questions
• To reflect upon varied approaches to collaboratively designing a programme of
inquiry

Considerations for designing a school’s programme of

inquiry
The development of a programme of inquiry (POI) is an ongoing, collaborative process, which involves
students and teachers. A well-designed POI ensures students experience a balance of subject-specific
knowledge, skills and conceptual understandings, alongside opportunities to develop the attributes of the
IB learner profile and opportunities to take action.
Schools are required to systematically (at least annually) review and refine the POI in order to look for
opportunities to expand or adjust the scope of the central ideas to make them more substantial,
interconnected and aligned with the scope and sequence documents or the local and national curriculum.
Any proposed changes that emerge as part of the review process should be considered in terms of the
impact they might have on student learning, and on the POI as a whole.
Age group Number of units Transdisciplinary themes addressed annually

3–6 years 4 Who we are
How we express ourselves
Two other themes
6–12 years 6 All six transdisciplinary themes. (In the final year of the programme,
the exhibition may fall under one of the themes.)
The following considerations for reviewing a POI are intended as a starting point for schools to build on.
Central ideas The central ideas are statements that frame the transdisciplinary unit of inquiry and
support students’ conceptual understandings of the transdisciplinary themes within
which they are situated.
They are underpinned by key and related concepts, which promote conceptual
understandings.
They present an opportunity for students to construct their own conceptual
understandings of the ideas and themes being explored.
They are globally significant and are relevant to students in all cultures and contexts.
They offer students opportunities to explore the commonalities of the human
experience.
They are value-free.
They invite student inquiry and a range of student responses.
They engage students in thinking critically and creatively.
Key concepts The key concepts are fully represented in the POI at each year/grade level.
They are used to explore each transdisciplinary theme.
They focus the direction of the inquiry and provide opportunities to make connections
across, between and beyond subjects.
They provide opportunities for students to revisit and develop their understanding of all
key concepts.
They are balanced across the POI (no more than three per unit).

Considerations for designing a school’s programme of inquiry
Related The related concepts provide opportunities to make connections across, between and
concepts beyond subjects.
They deepen understanding of a key concept or a subject.
Lines of Lines of inquiry define the scope for exploration of the central idea.
inquiry
They connect to aspects of the transdisciplinary theme being explored.
They support the development of conceptual understandings associated with the
identified key and related concepts.
They offer opportunities to develop conceptual understandings through multiple
perspectives.
They are distinct but remain connected to one another to support student
understanding of the central idea.
They consist of three or four statements or phrases identified for each unit.
They are relevant to the age and experiences of the students.
They invite student-initiated inquiries.
Balance and There is a purposeful and authentic balance of Primary Years Programme (PYP) subjects
articulation to support understanding of each transdisciplinary theme.
within the POI
All aspects of the descriptors of the transdisciplinary themes are explored at some point.
The PYP subjects identified will support students’ development of conceptual
understandings of the central idea.
The school has mapped the PYP and/or national/state/local subject-specific scope and
sequences with its POI.
More than two PYP subjects are authentically integrated into each transdisciplinary unit.
The units throughout the POI challenge and extend students’ understandings.
Each unit of inquiry is collaboratively designed, facilitated and reflected upon by the
year/grade level and specialist teachers.
Timeframes for units of inquiry are reviewed to ensure they are appropriate and fit for
purpose.

Further reflections from PYP educators
PYP educators developed some reflective questions that can be used when reviewing a POI.
a. Transdransisciplinarity
• Are the central ideas broad enough to invite inquiry from a range of subjects?
• Do our central ideas and lines of inquiry address “learning that matters”?
• Are we creating opportunities for innovation, imagination, creativity, problem-posing and
problem-solving through the lines of inquiry?
• Are we mindful that state/national/local curriculum or scope and sequence outcomes are only an
entry point—not the end possibility for learning?
• Have we considered the connections across units of inquiry and transdisciplinary themes, for
example, by connecting central ideas, lines of inquiry and concepts across themes?
b. Collaboration
• Does our POI provide opportunities for collaborative and relational learning?
• Are all teachers included in the collaborative planning process?
• Does every teacher understand the complete journey of the POI, beyond their own year/grade
level or subject?
• Have we thought about how we can collaborate with students and the wider learning
community to review and co-construct our POI?
c. Flexibility and time
• Have we thought about appropriate and flexible timeframes for the unit of inquiry?
• Is our POI responsive and reflective—looking back to previous learning, giving value to the
learning that’s already happening, and looking forward to future learning?
• Does our POI represent an evolving, organic process, rather than a static “end product” displayed
on the wall?
• Have we created space in our POI to build depth of conceptual understandings over time?
d. Concepts and conceptual understandings
• How are we ensuring that our POI is driven by concepts, not content?
• How can we ensure that learning and teaching develops through concepts rather than topics?
• Have we checked that our lines of inquiry go beyond subjects and topics in order to be more
conceptual in nature?
• Are we looking for opportunities to transform content into concepts that shape the units of
inquiry?
• Are we looking for conceptual connections across year/grade levels, not just across an academic
year?
e. Student-centred
• Is our POI an authentic reflection of the values of our school and its learning community?
• Does our POI inspire students and teachers?
• Does the POI reflect our beliefs about learning, our beliefs about the role of the students, and our
beliefs about the role of the teachers?
• Does the design of the POI start with the students—their interests, theories, prior knowledge
and experiences?

Further reflections from PYP educators
• How are we capturing student voice in our POI?

• Are we designing the POI in a way that can be easily shared with, and understood by, students?

Developing A Programme of Inquiry

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Developing a programme of inquiry

Developing a programme of inquiry

Published October 2018

Published on behalf of the International Baccalaureate Organization, a not-for-profit

International Baccalaureate Organization (UK) Ltd

© International Baccalaureate Organization 2018

International Baccalaureate, Baccalauréat International, Bachillerato Internacional

© International Baccalaureate Organization 2017

Setting the scene

Our starting points

Developing a programme of inquiry 1

Developing the central ideas

Developing the lines of inquiry

2 Developing a programme of inquiry

Deepening your understanding

Developing a programme of inquiry 3

Setting the scene

Our starting points

4 Developing a programme of inquiry

Developing the central ideas

Developing the lines of inquiry

Our next steps

Developing a programme of inquiry 5

• students can inquire into over a sustained period.

6 Developing a programme of inquiry

Deepening your understanding

Developing a programme of inquiry 7

Setting the scene

Our starting points

8 Developing a programme of inquiry

Developing a programme of inquiry 9

Our next steps

10 Developing a programme of inquiry

Deepening your understanding

Developing a programme of inquiry 11

Setting the scene

Learning goals • To understand the process of designing a programme of inquiry

12 Developing a programme of inquiry

Considerations for designing a school’s programme of

Age group Number of units Transdisciplinary themes addressed annually

Developing a programme of inquiry 13

14 Developing a programme of inquiry

Further reflections from PYP educators

Developing a programme of inquiry 15

• How are we capturing student voice in our POI?

16 Developing a programme of inquiry

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