toddle
Your Go-to List of PYP Related Concepts
By Maggie Hos-McGrane
Maggie Hos-McGrane
Maggie has been an educator for over 30 years, 25
of these in international schools in Europe and Asia.
She has taught students from age 3 to 18 in the IB
PYP, MYP and DP programmes and is also an IB
consultant, school visitor and workshop leader,
facilitating both online, face-to-face regional
workshops and in-school workshops. Maggie has
presented at international conferences including
ISTE, Learning2, ECIS, AASSA and EARCOS, in Asia,
Europe, Africa, North and South America. She is
passionate about the power of coaching to
transform teaching and learning in schools.
Disclaimer - The ideas presented in this resource have been developed independently
from and are not endorsed by the International Baccalaureate (IB).
Where do Related Concepts come from?
Related Concepts are often treated as a mystical element of the PYP. Most PYP
educators I've worked with wonder where Related Concepts come from and how
to use them.
The IB PYP documentation, From Principles to Practice states "In the PYP, conceptual understandings are the aim of the unit of inquiry and form
the central idea. Related Concepts provide a lens for conceptual understandings
within a specific subject.
Clearly then, Related Concepts are drawn from subjects. There are currently 6
subject scope and sequence documents and these form a useful starting point
for identifying subject-specific Related Concepts.
How do the Related Concepts work with the six Transdisciplinary Themes?
Related Concepts and the Transdisciplinary Themes go hand-in-hand. To illustrate exactly
how, let us walk through my process of creating this list of subject-wise Related Concepts:
1.
I started by dividing up the descriptors of the Transdisciplinary Themes. As teachers
develop a Unit of Inquiry they focus on a specific part of the descriptor - not the whole
thing. The idea is that all parts of the descriptor are addressed throughout the
Programme of Inquiry, but in each grade only a small part will form the focus of the
units. Therefore, I began creating this tool by first focusing on the descriptors of each
Transdisciplinary Theme. These descriptors make the guiding lens of this tool.
Figure 6. Learning and Teaching, From Principles to Practice
2.
My next step was to look through each of the Scope and Sequence documents,
particularly at the strands. I matched these strands to the part of the Transdisciplinary
Theme that supported. This information helped create a bridge between the
Transdisciplinary Theme and Subjects. This makes up the central column in this tool.
Page 11, PSPE Scope and Sequence
3.
Finally, I looked deeper into the strands to determine what stood out. This is where
I discovered meaningful subject-specific Related Concepts!
Page 12, PSPE Scope and Sequence
What do you do with Related Concepts?
Now that the Related Concepts have been identified, the next question is how to use them!
Generally I would choose two of these, or perhaps three with the older students, in order to
develop a Central Idea for the unit. For example, let’s take the Where We Are in Place and Time Transdisciplinary Theme, and let’s
imagine that a group of teachers have decided the focus will be on the relationship between
and the interconnectedness of individuals and civilizations, from local and global perspectives.
There are a number of strands from different Scope and Sequence documents that can help
build this unit further. Since we are developing a Transdisciplinary unit, I try to ensure that more
than one subject is represented, wherever possible.
From the Social Studies Scope and Sequence we could look at Continuity and Change
through Time, Resources, and the Environment From the PSPE Scope and Sequence documents the Interactions strand might be useful. Related Concepts that teachers might want to use when developing their Central Idea
could then be identified as History, Artifacts, Civilizations, Interdependence,
Community and so on.
It’s time to now look at the table!
Descriptor
Subject and Strand
Related Concepts
What I tend to do at that point is to narrow down these Related Concepts and write them on
sticky notes so we can move them around easily to wordsmith the Central Idea. In collaborative
planning meetings I like to have teachers divide up into pairs, and then using some of the
identified Related Concepts, they can have a go at building a number of Central Ideas. These can
then be discussed and teachers can decide which Central Idea they want to move forward with.
What if you follow State or National Standards?
I often get asked
during workshops and
consultancies about
identifying Related
Concepts when a
school has to follow
a specific curriculum
mandated by the state
or country. To answer
this question, let's look
at the NGSS Science
Curriculum used by
many schools around
the world.
NGSS Standards Grade 2
Step 1:
Step 2:
Step 3:
While planning for Grade 2, one of the topics we see is Earth’s Systems:
Processes that Shape the Earth.
Now looking at the six Transdisciplinary Themes, this will fit best with How the
World Works, and on looking further, we can conclude that it will fall under
the part of the descriptor, 'An inquiry into the natural world and it's laws'.
Turning back to the NGSS curriculum, we can identify the core ideas for
Grade 2 students:
The history of planet Earth
Earth materials and systems Plate tectonics and large scale system interactions
The role of water in Earth’s surface processes
Optimizing the design solution.
Step 4:
Looking at these core ideas it is
already possible to identify the
Related Concepts: Systems, Plate
Tectonics, Processes and so on. These concepts can be used to
develop a Central Idea using the
same collaborative process
outlined in the previous section.
In fact the NGSS even suggests
a statement that could be the
starting point for teachers to
develop a Central Idea:
'Patterns in the natural world can
be observed'.
NGSS Standards Grade 2
The use of the concept pattern here can broaden the unit from just being a science unit, and,
for example, it could allow authentic connections with maths. To build a deeper Central Idea we might need to ask questions like: What patterns and cycles can be observed in the natural world and how do they work?
These questions would then call upon an understanding of the Key Concepts, Form and
Function, which in turn can be used to write the Lines of Inquiry.
Why is it important for humans to understand these patterns and cycles (the “so what”
question - what would happen if we did not take account of these natural patterns which may lead students into a design thinking challenge).
As you can see, we have used Related Concepts to highlight what is essential for students to
understand within a discipline. Not only do they deepen disciplinary understanding, the
Related Concepts also allow us to build understanding across and between the disciplines,
ensuring that our units are truly transdisciplinary.
A Quick Guide to Using Related Concepts
Decide which part of the descriptor of the Transdisciplinary Theme you are
focusing on in a unit.
Refer to the Scope and Sequence or other curriculum documents and
identify the Related Concepts that can be used to support that focus.
Narrow down the Related Concepts until you have 2 or 3 that are most
relevant to your inquiry.
Use strong verbs to link the Related Concepts into a statement that will form
the Central Idea.
Your Go-to List
of PYP Related
Concepts
Who We Are
Descriptor (An inquiry into)
Subject and Strand
Related Concepts
The nature of self
PSPE: Identity
Character, Diversity, Ethnicity, Gender, Sexuality
PSPE: Identity
Spirituality
Social studies: Social organisation & culture
Beliefs, Values
Beliefs and values
Wellness, Health, Needs, Nutrition, Exercise,
PSPE: Active living
Personal, physical, mental,
social and spiritual health
Relationships including
families, friends,
Growth, Leisure, Rest
PSPE: Identity
Spirituality
Science: Living things
Body systems
Social studies: Social
organisation and culture
communities and cultures
PSPE: Interactions
Rights and
Social studies: Social organisation
responsibilities
What it means
to be human
Safety, Growth, Change, Relationships, Energy,
and culture
Behaviour, Teamwork, Connection,
Interaction, Roles, Relationships, Family,
Community, Culture, Interdependence
Human rights
Behaviour, Development, Roles,
PSPE: Interactions
Belonging, Stereotype, Discrimination,
Citizenship, Decisions, Freedom
Where We Are in Place and Time
Descriptor (An inquiry into)
Orientation in place
and time
Personal histories
Homes and journeys
The discoveries,
explorations and
migrations of humankind
The relationship between
and the interconnectedness
of individuals and
civilizations, from local and
global perspectives
Subject and Strand
Related Concepts
Social Studies: Continuity and
change through time
Chronology, History
Social Studies: Human and
natural environments
Geography, Borders (natural, social & political), Landscape,
Locality, Regions, Settlements, Population, Resources
Social Studies: Social organisation
and culture
Family, Identity, Diversity, Prejudice, Religion, Roles,
Traditions, Religion, Conflict
PSPE: Identity
Heritage
Social Studies: Human and
natural environments
Amenities, Settlement
Social Studies: Social organisation
and culture
Communication, Networks
Social Studies: Continuity and change
through time
Migration
Social Studies: Continuity and
change through time
Discovery, Exploration, Migration, Progress,
Conflict
Social Studies: Continuity and
change through time
Civilizations, Innovation, Progress, Revolution,
Artifacts, Interdependence
Social Studies: Resources and the
environment
Community, Culture, Justice, Leadership
PSPE: Interactions
How We Organise Ourselves
Descriptor (An inquiry into)
Subject and Strand
Related Concepts
The interconnectedness of
human-made systems and
communities
Social studies: Human
systems and economic
activities
Cooperation, Employment,
Product, Transportation
The structure and function
of organizations
Social studies: Social
organization and culture
Education, Employment
Societal decision-making
Social studies: Social
organization and culture
Government, Authority,
Legislation, Justice
Social studies: Human systems
and economic activities
Production, Consumption,
Transportation, Employment, Process,
Supply and demand
Social studies: Resources and
the environment
Resources, Distribution, Poverty, Wealth
Economic activities and their
impact on humankind and the
environment
How We Express Ourselves
Descriptor (An inquiry into)
Ways in which we discover
and express ideas,
feelings, nature, culture,
beliefs and values
Subject and Strand
Related Concepts
Arts
Interpretation, Imagination,
Technique, Communication,
Expression, Experience,
Language, Culture, Media,
Influence, Meaning, Symbols,
Imagery, Structure
Language
The ways in which we
reflect on, extend and
enjoy our creativity
Arts
Performance, Creation,
Perspective, Purpose
Our appreciation of the
aesthetic
Arts
Audience, Appreciation,
Elements, Viewing, Genre,
Response, Subjectivity, Opinion
How The World Works
Descriptor (An inquiry into)
Subject and Strand
Science: Earth and space
The natural world and its laws
Science: Materials and matter
Science: Living things
The interaction between
the natural world (physical
and biological) and human
societies
Science: Earth and space
Science: Materials and matter
How humans use their
understanding of scientific
principles
The impact of scientific and
technological advances on
society and on the environment
Science: Materials and matter
Science: Forces and energy
Science: Forces and energy
Related Concepts
Climate, Seasons, Patterns, Systems (Solar,
Water cycle, Weather, Body systems),
Tectonic plate movement, Renewable and
Non-Renewable resources, Energy, Erosion,
Geology, Gravity, Materials
Animals, Adaptation, Biodiversity,
Conservation, Ecosystems, Habitat,
Plants, Sustainability
Chemical and physical changes
Classification, Materials,
Structures, Conservation,
Discovery
Conservation, Efficiency, Forms of
energy, Pollution, Power, Technological
advances, Transformation
Sharing the Planet
Descriptor (An inquiry into)
Subject and Strand
Science: Living things
Related Concepts
Animals, Plants, Biodiversity, Conservation,
Ecosystems,
Rights and responsibilities in
Habitat, Ecology
the struggle to share finite
resources with other people
and other living things
Communities and the
relationship within and
between them
Access to equal opportunities
Peace and conflict resolution
Resources, Renewable and Non-Renewable
Science: Earth
resources, Sustainability, Atmosphere, Climate,
and space
Water, Erosion, Pollution
Social studies: Resources
Poverty, Wealth, Consumption,
and the environment
Interdependence, Sustainability
Social studies: Resources
Equity, Rights, Diversity, Progress,
and the environment
Technology, Balance, Consequences
PSPE: Interactions
Peace, Conflict, Perception, Cooperation,
Discrimination, Safety
Bring teaching teams
together to make
magic happen
Toddle can make a 10x difference at your school
- plan collaboratively, assess authentically, foster
student agency, and engage families - all from
one intuitive interface!
Collaborative
Planning
Assessments
and Reports
Remote
Learning
Evidence
Collection
Portfolios
and Projects
Family
Communication
Let's have a chat
dk dk dk