Planning the inquiry

1. What is our purpose? Class/grade: KG3-grade 1 Age group: 5-7

To inquire into the following:
School: LWIS School code:
 Transdisciplinary theme
Title:
Who we are
PYP planner
An inquiry into the nature of the self ; beliefs and values ; personal, Teacher(s):
physical, mental, social and spiritual health ; human relationships
Date:
including families, friends, communities and culture ; rights and
responsibilities; what it means to be human. Proposed duration: number of hours over number of weeks
ّ ‫بحث في طبيعة‬
‫ والصّحة ال ّشخصيّة والبدنيّة( والعقليّة‬،‫ والمعتقدات والقيم‬،‫الذات‬
،‫ والعالقات اإلنسانية بما فيها العائالت واألصدقاء‬،‫واالجتماعيّة والرّوحيّة‬
‫ وماذا يعني أن نكون بشرًا‬،‫ والحقوق والمسؤوليات‬،‫ والثّقفات‬،‫والمجتمعات‬
 central idea 2. What do we want to learn?
Friendship contributes in shaping one’s personal journey. What are the key concepts (form, function, causation, change, connection,
 ‫تساهم الصّداقة في صياغة ال ّرحلة الشخصيّة‬ perspective, and responsibility, reflection) to be emphasized within this inquiry?
 Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central
Change
idea? What evidence, including student-initiated actions, will we look for? Connection
After choosing their friend learners will be writing about a characteristic they like or
Perspective
don’t like in their friend.

‫أرسم صديقي وأضع إطارًا له وأحدد له صفتين‬ What lines of inquiry will define the scope of the inquiry into the central idea?

- How friendships develop

-How friendships affect our personality
-How to maintain friendships
What teacher questions/provocations will drive these inquiries?

1. How does a good friend act?

2. What do you do to make new friends?
3. What do you look for in a friend?
4. How do you choose your friends?
5. Who is a friend?
6. How does my friend affect my life?
Planning the inquiry

3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?” 4. How best might we learn?
What are the possible ways of assessing students’ prior knowledge and skills? What are the learning experiences suggested by the teacher and/or students to
What evidence will we look for? encourage the students to engage with the inquiries and address the driving
questions?
While we discuss the class room agreement we will brainstorm the characteristics of a
good student. This discussion will lead to conclude that the classmates can be good Tuning in:‫عنها‬ ‫ من خالل قصّة شجار كبيلر وبدأت المحادثة‬،‫مرحلة االنطالق‬
friends and the learners will be sharing their own stories on how to act to make new
friends. Finding out:

After sharing how to make new friends, the learners will choose to talk and write about Sorting out: Art:
their best friend and what they will like to do together. P.E:
Music:
Going further:
What are the possible ways of assessing student learning in the context of the Making conclusions:
lines of inquiry? What evidence will we look for?
Taking action:
Learners should be able to know how to act to keep your friends and what do you
do?
strategy tool

Formative: ( ‫أرسم وأحدد صديقي المفضل‬

Formative:
What opportunities will occur for transdisciplinary skills development and for the
Summative: development of the attributes of the learner profile?
‫أرسم صديقي وأضع إطا ًرا له وأحدد له‬
‫صفتين‬

© International Baccalaureate Organization 2007

5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Books: The rainbow fish ( online story ), Chrysanthemum,

‫ من هو صديقين صديق مختلف‬،‫ قصة شجار كبير‬،

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

‫ عن تأثير الصديق‬i‫ مشاهدة فيديوهات متعددة‬،‫االستماع إلى أغان عن األصدقاء‬

Reflecting on the inquiry

6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students’ What were the learning experiences that enabled students to:
understanding of the central idea. The reflections of all teachers involved in the
 develop an understanding of the concepts identified in “What do we want to
planning and teaching of the inquiry should be included.
learn?”
Art:
 demonstrate the learning and application of particular transdisciplinary skills?
P.E:
 develop particular attributes of the learner profile and/or attitudes?
French:
In each case, explain your selection.
‫ الرسم وكتابة كلمات المحور‬،‫من خالل المحادثة‬

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

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

‫تقصى المتعلمون عن االصدقاء وربطوها برحلتهم الشخصية‬

© International Baccalaureate Organization 2007

Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning? 9. Teacher notes

Record a range of student-initiated inquiries and student questions and highlight any ‫محور غني باالفكار واألنشطة ةال ّتقصي وال ّتفكير‬
that were incorporated into the teaching and learning.

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.

© International Baccalaureate Organization 2007

© International Baccalaureate Organization 2007