New Pyp Planner

Why Is it Changing?
Question: What is the purpose of listing the

number of hours over the number of weeks?
Previously, only the number of weeks was recorded on
the planner. Upon reflection, it was felt that this does
not necessarily indicate how much time has actually
been needed for inquiring into particular central ideas.
By recording the number of hours, we are recognizing
the amount of time spent realistically with this unit.
(Title Question)
Question: How many teacher questions should
we have and should they relate to the concepts?
There is no set number but the questions should clearly
relate to the lines of inquiry. These have been derived
from the central idea and the key concepts and related
concepts are embedded in both. The quality of the
questions can have a great impact on the inquiry –
three or four well-formed questions framing the inquiry
as well, as if not better than, six or seven questions that
try to cover all bases.
(Section 2)
Question: Why has ‘An inquiry into’
changed to ‘lines of inquiry’?
The reason is that the most significant inquiry is into
the transdisciplinary theme via the central idea. The
lines of inquiry should define the scope of this ‘inquiry
into’ (as mentioned in the bubble).
(Section 2)
Question: Why is there no space for
student questions in this section?
The teachers have the responsibility for asking the
initial questions that will drive the inquiry. The
students’ questions will develop authentically and be
more informed over time and throughout the unit.
They will have a role in the inquiry process as indicated
in section 4 and section 8 of the planner.
 Teachers need to be mindful not to start each inquiry
in a prescriptive way, e.g. eliciting student questions as
a kind of introductory activity.
(Section 2)
Question: What are some examples of
teacher "provocations" that drive inquiry?
A provocation is a stimulus for learning and is an
opportunity for students to be curious, to experiment
and explore, to reflect, and to inquire. Examples
include reorganization of the room, introducing
different equipment and/or resources, exploration
tables or areas, arrival of a class pet, visitors, video or
photo evidence, stories.
(Section 2)
Question: What skills are being referring to and how can
we think of ways to assess these skills if we haven’t
identified them on the planner as yet?
 In Stages 1 and 2 we have in our planning team discussed the central
idea and identified the summative assessment task(s). We have
selected our key concepts and identified related concepts. We have
talked about the lines of inquiry and developed questions. A logical next
step would be to consider the prior knowledge and skills
(transdisciplinary and subject-related) required to engage in this
inquiry. In the development of learning experiences, the teaching team
should be mindful of the skills base that learners will need to have in
order to go further with the inquiry. For this reason, it is intended that
stage 3 and 4 are developed alongside each other, i.e. we are identifying
skills and knowledge as we plan the learning experiences. The process
of planning in the PYP is iterative, not linear, which is why section 3 and
4 sit side by side on the planner.
Question: What is considered evidence?
Evidence can be a piece of work, an oral response, an

observed action, an application – anything that the
student displays that allows us to make a judgment
about whether they appear to have learned or
understood. Not all evidence is an item of work that we
can see and perhaps collect, therefore it is important
that teachers develop ways to collate this evidence of
learner understanding and development, e.g. through
the use of teacher anecdotal records.
(Section 3)
Question: What is the link between
assessment and the lines of inquiry?
Please note that on the bubble planner, the bubble located
in the space above the question applies to this question as
well.
In terms of assessment we are asking teachers to identify
three things: assessment of the central idea, assessment of
prior knowledge and skills and assessment for the lines of
inquiry. An assessment task may serve several purposes in
that it may provide information on skills and/or
knowledge and/or understanding of a line of inquiry.
(section 3)
Question: Are students expected to
suggest or design learning experiences?
One of the strengths of the PYP is that it empowers students
and encourages them to be autonomous in their learning. As
a result their involvement in the process of inquiry should not
be under-estimated. Co-opting their input into designing
learning experiences has value but very much depends on the
inquiry and the nature of the learners.
 It is important to note that this planner is designed to be used
in an ongoing way (see note at bottom of section 2) therefore
planning the learning experiences may occur as an inquiry
develops which encourages student input into the process.
(section 4)
Question: Why do teachers need to be mindful of the difference
between opportunities to address skills and profile/attitudes that
arise authentically from the learning as opposed to explicitly
targeted teaching opportunities?
We plan learning experiences in anticipation that these would
lead to understanding of central ideas, not to explicitly address
the essential elements of the PYP and the IB learner profile.
The commentary in the bubble is intended to provoke
discussion in collaborative teams. This discussion will enable
teams to decide the extent to which attributes of the learner
profile need to be explicitly taught (NB the essential elements
of PYP are reflected in the learner profile). A case could be
made for some degree of targeted teaching of skills,
particularly for frontloading an inquiry.
(Section 4)

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Why Is it Changing?

Question: What is the purpose of listing the

Evidence can be a piece of work, an oral response, an

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