The first question, “What do we want to learn?” represents the written curriculum. This is the expression of ideas, issues and concepts on paper. The written planner consist of five essential elements:

 

• Knowledge: What do we want students to know about?

  • Students inquire into, and learn about globally significant issues in the context of units of inquiry, each of which address a central idea relevant to one of the six transdisciplinary themes. 

• Concepts: What do we want students to understand?

  • The eight key concepts, also expressed as key questions, help teachers and students consider ways of thinking and learning about the world, and act as a provocation to extend and deepen student inquiries.

• Skills: What do we want students to be able to do?

  • There are 5 sets of transdisciplinary skills acquired in the process of structured inquiry: thinking, communication, research, self-management, and social skills. 

• Attitudes: What do we want students to feel, value and demonstrate?

  • An attitude is an outward expression of an inner feeling. There are 12 learner attitudes that teachers model and look for in the daily lives of the students in order to raise an awareness and appreciation for them.

• Action: How do we want students to act?

  • An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the student as a result of the learning process. Students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff, and the wider community. This is how students demonstrate a deeper sense of learning, by applying their knowledge to service and positive action.

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