POI

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First Steps
**How we organize ourselves** **__Unit F1 - School, Glorious School__** Schools are organized to enable people to learn together · People and places in our school · Classroom routines and expectations · How our school day is organized
 * Central Idea**
 * Key concepts: ** form, function, responsibility
 * Related concepts: ** community, systems, interaction
 * Lines of Inquiry **

**How we express ourselves** **__Unit F2 - Let's Play__** Play takes many forms and enables people to express themselves in different ways
 * Central Idea**

Pretending, rules of play, cooperation, enjoyment · Different forms of play · Play tools and materials · Play with others
 * Key concepts: ** Form, Function, Connection
 * Related concepts **
 * Lines of Inquiry **

**Who we are** **__Unit F3 - All By Myself__** As people grow older they learn how to do new things and become more independent · Things we can do   · Changes in what we can do over time · Ways to learn new things
 * Central Idea**
 * Key concepts: ** form, change, causation
 * Related concepts:** independence, growth, attitude
 * Lines of Inquiry **

**Where We are In Place and Time** **__Unit F4 (Whole Year) A Sense of Change__** People use their senses to learn about the changing world around them Discovery, exploration · The five senses · Changes in our environment · Things we do differently as the seasons change · Ways we can use our senses to find things out
 * Central Idea**
 * Key concepts: f ** unction, change, reflection
 * Related concepts **
 * Lines of Inquiry **

Pre-Primary
**How we express ourselves** **__Unit PP1 - Once Upon a Story__** Stories inform us, engage our feelings and can be shared in many ways. · How stories are connected to our lives and experiences · How stories make us feel · Ways of telling stories
 * Central Idea**
 * Key concepts: ** connection, causation, perspective, function,
 * Related concepts: ** communication, performance
 * Lines of Inquiry **

**How the world works** **__Unit PP2 - Move It!__** Force can be applied to make things move, change speed and direction, or stop. · Ways we can make toys and equipment move · Ways that we can change how things move
 * Central Idea**
 * Key concepts: ** function, change, connection
 * Related concepts: ** movement, force, motion
 * Lines of Inquiry **

**Who we are** **__Unit PP3 - Many People, One Community__** **Central Idea** Our commonalities unite us as a community **Key concepts**: form, function, connection **Related concepts**: identity, community **Lines of Inquiry** · Physical characteristics · Likes, dislikes and experiences · Commonalities

**Sharing the planet** **__Unit PP4 - Staying Alive__** When responsible for living things, knowing about their needs enables us to care for them properly Classification, living things, needs · Different kinds of living things · Characteristics and needs of living things · Our responsibilities for the well being of living things
 * Central Idea**
 * Key concepts: ** form, function, responsibility
 * Related concepts **
 * Lines of Inquiry **

Primary
** How the world works ** **__Unit P1 - Water__** Water can be used in many different ways and for different purposes
 * Central Idea**

· The properties of water · How water behaves and changes · Ways that water is used
 * Key concepts: ** form, change, function
 * Related concepts: ** changes of state
 * Lines of Inquiry **

**Sharing the planet** **__Unit P2 - Getting Along__**

The choices we make affect how we get along with others. · Our relationships · Choices within our relationships · Attitudes and skills that support relationships · Consequences of our choices
 * Central Idea**
 * Key concepts: ** causation, responsibility, reflection
 * Related concepts:** conflict, cooperation, interdependence
 * Lines of Inquiry **

**How we organize ourselves** **__Unit P3 - Getting Organised__** Achievement of a shared goal is dependent on a variety of skills, understandings and individual contributions · Creating a shared goal · The skills, strategies, knowledge and attitudes needed to achieve the goal · Ways individuals can contribute to achieving the shared goal
 * Central Idea**
 * Key concepts: ** form, function, connection
 * Related concepts: ** interdependence, contribution
 * Lines of Inquiry **

**How we express ourselves** **__Unit P4 - Create It__** People use creativity to express ideas and meet physical and emotional needs
 * Central Idea**


 * Key concepts: ** perspective, causation, function
 * Related concepts: ** design, self-expression

· Needs in our lives · Ways that people meet needs · Things we can create to meet needs
 * Lines of Inquiry **

**Where we are in place and time** **__Unit P5 - Outside Our Backdoor__** Exploring the local environment deepens our understanding of place
 * Central Idea**
 * Key concepts: ** form, connection, reflection
 * Related concepts: ** geography, locality

· Ways of exploring and documenting the local environment · Physical features and characteristics of the local environment · Living things in the local environment
 * Lines of Inquiry **

**Who we are** **__Unit P6 - Let's Celebrate__** Celebrations reflect what we value and who we are.
 * Central Idea**

· How and why people celebrate · Celebrations in our school community · Ways we can celebrate things we value
 * Key concepts: ** perspective, connection, reflection
 * Related concepts: ** beliefs, traditions
 * Lines of Inquiry **

Grade1
**Who we are** **__Unit 1-1 - Taking Care of Ourselves__**

Healthy lifestyles are the result of making informed, balanced choices.
 * Central Idea**
 * Key concepts: f ** unction, causation, responsibility, perspective
 * Related concepts: ** balance, well-being

· Daily habits and routines (hygiene, diet, exercise, play, rest) · Lifestyle choices and their consequences · Personal action I can take to develop, and maintain a healthy lifestyle
 * Lines of Inquiry **

**How we organize ourselves** **__Unit 1-2 - Start to Finish__**

The products we use go through a process from start to finish.
 * Central Idea**
 * Key concepts: f ** orm, change, connection
 * Related concepts: c ** hanges of state, production, systems

· Stages in a process · Stages in production of familiar products · Changes of state in common processes
 * Lines of Inquiry **

**How we express ourselves** **__Unit 1-3 - Create It__**

People can discover new ways to express themselves by exploring literature, art, music and dance from other places and cultures
 * Central Idea**
 * Key concepts: f ** orm, connection, function
 * Related concepts: ** culture, art forms, self expression

· The diverse ways in which people express themselves through literature and the arts across countries and cultures. · How people can express their uniqueness through the arts. · Ways in which groups work together creatively
 * Lines of Inquiry **

**How the world works** **__Unit 1-4 - Material World__**

The way materials are used is determined by their properties
 * Central Idea**
 * Key concepts: f ** orm, function, connection
 * Related concepts: ** properties of materials

· What materials are like · Where materials come from · How the properties of materials influence the way they are used in everyday objects. · Ways we can apply our understanding of materials’ properties.
 * Lines of Inquiry **

**Where we are in place and time** **__Unit 1-5 - Then and Now__**

**Central** **Idea** By comparing life now to life in the past, we see that some things change and others stay the same. **Key concepts**: reflection, change, connection **Related concepts**: traditions, history **Lines of Inquiry** · What we can learn about the past through artifacts · The commonalities and differences between children’s lives now and in the past, and how they may change in the future. · How technology has changed our lives

**Sharing the planet** **__Unit 1-6 - Habitats__**

Living things have specific characteristics and needs, and can be impacted by human activity.
 * Central Idea**


 * Key concepts: f ** orm, connection, responsibility
 * Related concepts: ** habitats, relationships

· The living things around us. · The interrelationships of living things around us. · How we can make a difference for living things in our environment
 * Lines of Inquiry **

Grade 2
**Where we are in place and time** **__Unit 2-1 - Personal Histories__** Family histories provide us with a cultural and personal identity
 * Central Idea**
 * Key concepts: ** causation, connection, reflection
 * Related concepts: f ** amily, chronology, identity

· Artifacts connected to family history · Memory and personal identity · Commonalities in human experiences
 * Lines of Inquiry **

**How we organize ourselves** **__Unit 2-2 - Off to Work__** In a workplace people take on different roles and responsibilities to achieve the mission of the organization · Defining the purpose of a workplace · Responsibilities and roles in different jobs · Interconnectedness of individual roles · The distribution of power and authority in an organization.
 * Central Idea**
 * Key concepts: f ** unction, connection, responsibility
 * Related concepts: i ** nterdependence, roles
 * Lines of Inquiry **

**__Sharing the planet__** **__Unit 2-3 - Extinction is Forever__** Once a species is extinct it can never be brought back again. · Endangered species · Circumstances that lead to extinction · Human role in conservation
 * Central Idea**
 * Key concepts: c ** ausation, responsibility, connection, change
 * Related concepts: c ** onservation, loss, interdependence
 * Lines of Inquiry: **

**How we express ourselves** **__Unit 2-4 - Just Imagine__**

Imagination is a powerful tool for extending our ability to think, create and express ourselves.
 * Central Idea**


 * Key concepts: f ** unction, reflection, perspective
 * Related concepts: c ** reativity, invention

· How our imagination helps us to consider other perspectives. · How imagination has influenced our world today? · Using our imaginations to create and express ourselves
 * Lines of Inquiry **

**Who we are** **__Unit 2-5 - Citizens of the Earth__** Positive relationships contribute to a healthy global society · The characteristics and behaviors of humans · Human rights and responsibilities · Responsible citizenship · The earth as part of our solar system
 * Central Idea**
 * Key concepts: ** function**,** perspective, responsibility
 * Related concepts: ** community, citizenship, human rights and responsibilities.
 * Lines of Inquiry **

**How the world works** **__Unit 2-6 - Build It__** The design of buildings and structures depends on the environment and available materials and technology
 * Central Idea**

· What influences construction choices · How machines and technology help in construction · How the choice of building materials impacts a building · How structures are built to withstand natural forces.
 * Key concepts: f ** orm, causation, connection
 * Related concepts: s ** tructure, strength, stability
 * Lines of Inquiry **

Grade 3
**How we express ourselves** **__Unit 3-1 - Communication__** Our desire to communicate with one another drives us to overcome obstacles of time, distance and disability · The purpose of communication · How we use modern techniques and technology to express ourselves · How our senses allow us to receive communication
 * Central Idea**
 * Key concepts: ** form, function, connection
 * Related concepts: ** media, technology
 * Lines of Inquiry **

**Sharing the planet** **__Unit 3-2 - Reduce, Reuse, Recycle__** People can establish practices in order to sustain and maintain the Earth’s resources. · The natural resources that people rely on   · The limited nature of Earth’s resources · Personal choices that can lead to conservation
 * Central Idea**
 * Key concepts: c**hange, responsibility, reflection
 * Related Concepts: r**esources, conservation, sustainability
 * Lines of inquiry**

**How we organize ourselves** **__Unit 3-3 - Off the drawing Board__**

Inventions impact on the world of work and leisure.
 * Central Idea**
 * Key concepts: c**hange, connection, responsibility
 * Related Concepts: i**nnovation, technology

· The process of invention · Significant inventions, the circumstances that lead to their development, and their impact · Famous inventors
 * Lines of inquiry**

**Where we are in place and time** **__Unit 3-4 - Legacies of the Mediterranean__** Past civilizations shape present day systems and technologies · Reasons why systems and technologies developed · Aspects of past civilizations that have survived · Why these systems and technologies are used in modern societies · Implications for the future
 * Central Idea**
 * Key concepts: f ** orm, causation, change
 * Related concepts: c ** hange, progress, technology
 * Lines of Inquiry **

**How the world works** **__Unit 3-5 - Circle of Life__** All living things go through a process of change during their life cycle. · Common features of the life cycles of different species (plants and animals) · Developmental stages of various living things · Reproduction as part of a life cycle
 * Central Idea**
 * Key concepts: c**hange, connection
 * Related Concepts:** cycles, growth, transformation
 * Lines of inquiry**

**Who we are** **__Unit 3-6 - Hometowns__** Homes reflect personal identity and local culture · The distinctive features that give a place its identity · How a place reflects the culture of its people · The commonalities of what makes a home
 * Central Idea**
 * Key concepts: ** form, connection
 * Related concepts: ** place, belonging
 * Lines of Inquiry **

Grade 4
**Who we are** **__Unit 4-1 - A Better Me__** Individuals have innate physical and mental capabilities, which can be enhanced and developed.
 * Central Idea**


 * Key concepts: f**unction, causation, responsibility
 * Related Concepts: h**ealth, balance, well-being

· How the human body systems work · How learning, practice and skill refinement can enhance natural ability · How individual choices influence the abilities we develop
 * Lines of Inquiry**

**Where we are in place and time** **__Unit 4-2 - Settling In__** Human migration is a response to challenges, risks and opportunities.
 * Central Idea**


 * Key concepts:** causation, change, perspective


 * Related Concepts:** adaptation, migration

· The reasons why people migrate · Migration throughout history · Effects of migration on communities, cultures and individuals
 * Lines of inquiry**

**How we express ourselves** **__Unit 4-3 - Media Impact__** We use a variety of media to provoke emotions and persuade others to take action · The characteristics of media messages. · The truth in advertising · Ways media messages are used · How the presentation of a message influences an audience
 * Central Idea**
 * Key concepts:** function, perspective, reflection
 * Related Concepts: t**ruth, propaganda, communication
 * Lines of inquiry**

**How the world works** **__Unit 4-4 - Energy__** Humans rely on various forms of energy. Conservation, sustainability, transformation · Forms of energy · The management of energy (storage, transfer, conservation, and transformation) · Human use and dependence on energy
 * Central Idea**
 * Key concepts: f**orm, function, change
 * Related Concepts**
 * Lines of inquiry**

**How we organize ourselves** **__Unit 4-5 - City Systems__** Cities provide interconnected services and systems designed to meet people’s needs.
 * Central Idea**
 * Key Concepts: f**unction, causation, responsibility
 * Related concepts: d**istribution, service

· The services and systems a city needs · The growth and change of human settlements · The people responsible for organizing the city
 * Lines of Inquiry**

**Sharing the planet** **__Unit 4-6 - Ecosystems__** Biodiversity relies on maintaining the balance of organisms within an ecosystem.
 * Central Idea**

· Interdependence within ecosystems, biomes and environments · Ways in which organisms are interconnected in nature · How human interaction with the environment affects the balance of systems
 * Key Concepts: c**onnection, responsibility
 * Related concepts:** balance, biodiversity, interdependence
 * Lines of Inquiry**

Grade 5
Where we are in place and time

Unit 5-1 - Beyond the Horizo**__n__**

Exploration leads to discovery and develops new understandings. · The challenges explorers face · The developments in technology and tools that have aided navigation · People renowned for exploration
 * Central Idea**
 * Key concepts:** change, causation
 * Related Concepts:** discovery, innovation
 * Lines of inquiry**

**How the world works** **__Unit 5-2 - Earth Works__** The natural features and phenomena of the changing earth make it unique in our solar system · The interrelated physical features of the Earth · Why the Earth changes due to natural phenomena. · Human response to the Earth’s changes
 * Central Idea**
 * Key concepts: c**hange, responsibility
 * Related Concepts:** natural forces
 * Lines of inquiry**

**Sharing the planet** **__Unit 5-3 - Weather__** Climate is governed by many factors and can be affected by human activity. · The connection between weather and climate · How humans adapt to regional weather dangers · How weather can affect the physical environment and impact human life · How human activity impacts weather and climate
 * Central Idea**
 * Key Concepts:** reflection, causation, perspective
 * Related concepts:** weather, climate, interdependence
 * Lines of Inquiry**

**How we organize ourselves** **__Unit 5-4 - Money__** Marketplaces depend on the ability to produce goods and supply services that can be exchanged. · How a market economy works · Ethics of the market place · The distribution of wealth
 * Central Idea**
 * Key Concepts:** function, causation, responsibility
 * Related concepts:** wealth, distribution, consumption
 * Lines of Inquiry**

**How we express ourselves** **__Unit 5-5 - Arts in Action__** Artists and art forms develop in the context of the society in which they exist. · The role of art and culture in society · How the art of an era reflects the society of the time · Making informed judgments about art works
 * Central Idea**
 * Key concepts:** form, connection, reflection
 * Related Concepts:** society
 * Lines of inquiry**

**__UNIT 5-6 - THE EXHIBITION__**

A culminating project, the PYP exhibition requires that each student demonstrates engagement with the five essential elements of the programme: knowledge, concepts, skills, attitudes and action. It is a transdisciplinary inquiry conducted in the spirit of personal and shared responsibility, as well as a summative assessment activity that is a celebration as students move from the PYP into the middle years of schooling. The exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP, and sharing them with the whole school community. It is an opportunity for students to exhibit the attributes of the learner profile that have been developing throughout their engagement with the PYP. In the students’ final year of the PYP, which occurs at 10–11 years old, there are five units of inquiry and the exhibition. The exhibition unit takes place under any transdisciplinary theme at the discretion of the school. Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The central idea selected must be of sufficient scope and significance to warrant a detailed investigation by all students. The PYP exhibition has a number of key purposes including the following. · For students to engage in an in-depth, collaborative inquiry · To provide students with an opportunity to demonstrate independence and responsibility for their own learning · To provide students with an opportunity to explore multiple perspectives · For students to synthesize and apply their learning of previous years, and to reflect on their journey through the PYP · To provide an authentic process for assessing student understanding · To demonstrate how students can take action as a result of their learning · To unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP · To celebrate the transition of learners from primary to middle/secondary education As the culmination of the PYP, it is required that the exhibition reflects all major features of the PYP. It must include regular and carefully planned assessment.