Most of the science and Social Studies curriculum is taught through the Units of Inquiry. They draw together elements of different disciplines into a meaningful whole. Key concepts drive this inquiry. The PYP also identifies the range of knowledge students need to acquire by defining the following Transdisciplinary themes which are relevant within and across all subject domains.

Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

How we express ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How we organise ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

How we share the planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

"Central to the philosophy of the PYP is the principle that purposeful, structured inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas. Hence in the PYP there is also a commitment to a concept-driven curriculum as a means of supporting that inquiry."

The Key Concepts
A set of eight concepts was drawn up, each of which, it is felt, is of major importance in the design of a transdisciplinary curriculum. These concepts are:

• Form
• Function
• Causation
• Change

• Connection
• Perspective
• Responsibility
• Reflection

Key question
What is it like?

Definition
The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.

Rationale
This concept was selected because the ability to observe, identify, describe and categorize is fundamental to human learning within and across all disciplines.

Examples of related concepts
Properties, structure, similarities, differences, pattern.

Key question
How does it work?

Definition
The understanding that everything has a purpose, a role or a way of behaving that can be investigated.

Rationale
This concept was selected because the ability to analyse function, role, behaviour and the ways in which things work is fundamental to learning within and across all disciplines.

Examples of related concepts
Behaviour, communication, pattern, role, systems.

Key question
Why is it like it is?

Definition
The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.

Rationale
This concept was selected because of the importance of prompting students to ask "Why?" and of helping them to recognize that actions and events have reasons and consequences. The analysis of causal relationships is significant within and across all disciplines.

Examples of related concepts
Consequences, sequences, pattern, impact.

Key question
How is it changing?

Definition
The understanding that change is the process of movement from one state to another. It is universal and inevitable.

Rationale
This concept was selected, not only because it is such a universal feature of all existence, but also because it has particular relevance to students developing international-mindedness who are growing up in a world in which the pace of change, both local and global, is accelerating.

Examples of related concepts
Adaptation, growth, cycles, sequences, transformation.

Key question
How is it connected to other things?

Definition
The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.

Rationale
This concept was selected because of the importance of appreciating that nothing exists in a vacuum but, rather, as an element in a system; that the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of far-reaching decisions affecting environments and communities.

Examples of related concepts
Systems, relationships, networks, homeostasis, interdependence.

Key question
What are the points of view?

Definition
The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary.

Rationale
This concept was selected because of the compelling need to develop in students the disposition towards rejecting simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations.

Examples of related concepts
Subjectivity, truth, beliefs, opinion, prejudice.

Key question
What is our responsibility?

Definition
The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.

Rationale
This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.

Examples of related concepts
Rights, citizenship, values, justice, initiative.

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Key question
How do we know?

Definition
The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.

Rationale
This concept was selected for a series of interrelated reasons. It challenges the students to examine their evidence, methods and conclusions. In doing so, it extends their thinking into the higher order of metacognition, begins to acquaint them with what it means to know in different disciplines, and encourages them to be rigorous in examining evidence for potential bias or other inaccuracy.

Examples of related concepts
Review, interpretation, evidence, responsibility, behaviour.

What transdisciplinary skills does the PYP suggest?
"Within their learning throughout the programme, students acquire and apply a set of transdisciplinary skills: social skills, communication skills, thinking skills, research skills and self-management skills. These skills are valuable, not only in the units of inquiry, but also for any teaching and learning that goes on within the classroom, and in life outside the school."

The transdisciplinary skills are

• Thinking skills
• Social skills
• Communication skills
• Self-management skills
• Research skills

"While recognizing the importance of knowledge, concepts and skills, these alone do not make an internationally minded person. It is vital that there is also focus on the development of personal attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the group. By deciding that attitudes need to be an essential element of the programme, the PYP is making a commitment to a values-laden curriculum."