As we implement the PYP (Primary Years Program) at Newington College Lindfield, we are continually refining teaching and learning to promote an inquiry-based, student-centered learning environment where each boy is enticed to take their learning beyond the boundaries of the four walls of each classroom.

As we teach, we are also driving a concept based curriculum. So, what does this mean? Well, throughout our six units of inquiry each year, the teachers use the following 8 concepts to drive the Units of Inquiry. You will notice the questions next to each concept are open-ended to assist the direction of the unit.

• Form – What is it like?
• Function – How does it work?
• Causation – Why it is 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?

Only two to three concepts will be a focus in any one Unit of Inquiry, however, all eight will be covered over the six Units of Inquiry throughout the year. Some of the concepts, therefore, will be covered more than once.

So . . . what is a concept?

At a PYP workshop I attended in January, the distinction between a concept and a fact was clearly defined. A fact is something real, tangible and describable. A concept is an abstract way of thinking which can be applied in a variety of contexts. If you review the above concepts you will see that they can be applied to any subject area and to other facets of real world experience. These concepts aid in the boys’ conceptual understanding of a unit as opposed to just learning content. Our vision is to see boys developing a more profound understanding of a unit rather than regurgitating facts and figures. We want our boys to be able to offer and justify an opinion.

Why do our boys need a concept-driven curriculum?

Having our teaching and learning supported by concepts is crucial to creating connections across subject areas (being transdisciplinary). Concepts lead to more than just remembering facts which in turn creates a deeper level of understanding and application of knowledge. Concepts offer the opportunity to look at learning from different perspectives, not just different opinions.

I know that when I attended school, I was taught a plethora of facts and figures. To be honest, there is not many of them that I am still able to use today. If we teach thinking and inquiring, our students will be able to find the answers to questions about things which are not even yet invented and solve problems we don’t even know will exist in the future. I know that I would rather a son that can use his ability to think and use his application of knowledge rather than a son that can tell me a range of facts. What is going to be more useful in their adult lives?

Joel Weekes
Teaching and Learning Team Leader – PYP