Primary Years Programme Making the PYP happen - ITARI

Stage 3: What do we want to learn
The key questions which will drive the inquiry .
Form
What is it like
Function
How does it work
Causation
Why is it like it is
Change
How is it changing
Connection
How is it connected to other things
Perspective
What are the points of view
Responsibility
What is our responsibility
Reflection
How do we know
Teacher questions
Stage 4: How best will we learn
Teacher and/or student designed activit ies which will address the key questions.
Stage 4
Design a variety of activities which will follow up on the students’
questions and the lines of inquiry prompted by the key questions.
Activities should also be designed with the student profile in mind
as well as specifically relating to the development of
understandings implicit in the key questions. Students should, as
far as possible, be involved in designing activities and deciding on
appropriate strategies for answering the driving questions.
Because assessment is integral, all these activities will be used as
either formative or summative assessment instruments by the
teacher and/or students. They should be designed with this in mind
and clear records should be kept to indicate student progress.
Stage 5: How will we know what we have
learned
The strategies which will be used to assess learning.
Stage 5a:
Teaching and assessing are part of the same learning
process. Records allow teachers and students to see
progress in the development of understandings, skills and
attitudes.
This column should be used in conjunction with the listing
of activities in stage 4.
Identify here which activities will be used for formative
and summative assessment, and the kinds of strategies and
criteria for assessment that will be used in each case.
Stage 3
Using the key questions as a resource, formulate open-ended questions which will
guide students towards an understanding of the essence of this unit as described in stage
1, the purpose. Three or four well-formulated questions are all that are required to drive
the inquiry.
The key question boxes above should be used to record which kinds of questions have
been formulated. It is not necessary to have questions under each key question in each
unit. However, it should be possible to formulate questions in all units about
connections, perspectives and responsibility.
Student questions
Stage 3b
How will we take action
How the students will demonstrate their ability to choose, act and reflect .
Introduce the proposed unit to the students
and ask them what they would like to find
out. Record their questions here. Discuss
with them the questions you consider to be
important.
In this box write the ways in which the unit may lend itself to presenting action
choices to the students. Not every unit will necessarily have an action component
and in some, the action component will develop spontaneously in the course of
the unit.
Figure 20 PYP planner (continued)
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