|
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. |
Examples of related
concepts |
Properties, structure,
similarities, differences, pattern. |
| |
|
|
Function
|
| Key question |
How does it work? |
| 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 analyse function, role,
behaviour and the ways in which things work is
fundamental to learning within and across all
disciplines. |
| Examples of related concepts |
Behaviour, communication,
pattern, role, systems. |
|
Causation
|
| Key question |
Why is it like it is? |
| 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 concepts |
Consequences, sequences,
pattern, impact. |
| |
|
|
Change
|
| Key question |
How is it changing? |
| 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
|
| Key question |
What are the points of view? |
| Definition |
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. |
| Rationale |
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 view of
others, and towards developing defensible
interpretations. |
| Examples of related concepts |
Subjectivity, truth, beliefs,
opinion, prejudice. |
|
Responsibility
|
| Key question |
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 |
How do we know? |
| 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 |
Review, interpretation,
evidence, responsibility, behaviour. |
| |
Language Strands from
‘Primary Years Programme - Making it Happen’,
International Baccalaureate Organization 2007 |
