Unpacking a Unit of Inquiry

As our students are commencing their second unit of inquiry for the year, this PrepTalk article will unpack some of its elements to increase our knowledge and understanding of this aspect of The Taught Curriculum – how best will we learn? Each unit is organised within a transdisciplinary theme which can vary across the stages of learning.

The Central Ideas for the next units are:

Kindergarten – Signs and symbols can be used to communicate a message.

Years 1 & 2 (Stage 1) – People share their feelings, beliefs and values through cultural traditions.

Years 3 & 4 (Stage 2) – Earth is a dynamic environment affected by human activity.

Years 5 & 6 (Stage 3) – The identity and demographics of a nation is influenced by decisions made in its past.

Teachers collaboratively plan units of inquiry using a planner – 

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The planning sessions entail discussions and decisions about learning and assessment over the six week period of the unit.

Learning is structured around the central idea and lines of inquiry. The central idea is a statement that guides the learning and teaching within the unit of inquiry. It makes connections to different subject areas (transdisciplinary) and is open-ended to promote questioning and inquiry. It states big picture concepts which occur in our lives and our world.

The lines of inquiry are designed to deconstruct the central idea and encourage student questioning. Usually there are three lines of inquiry and these are connected to the key concepts that the learning draws upon for knowledge and understanding. Each line of inquiry is assessed for knowledge, understanding and critical thinking as the unit progresses. This provides valuable information about the student’s understanding of the central idea and is assists in making adjustments to learning as the unit continues.

The key concepts are chosen to increase coherence across the learning and provide an opportunity to move beyond content to extend and challenge students to engage with significant ideas. These concepts support the inquiry through critical thinking.

The summative assessment task not only assesses student knowledge but also their understanding of the central idea and will be evidence of the concepts, skills, attitudes and learner profile that has been the focus of the unit. An important aspect throughout PYP is the opportunity for students to reflect on their learning and using this to determine learning goals/next steps.

The units and the related elements of the PYP (concepts, skills, knowledge, attitudes, action) can be found on SPACES Lindfield Learning. If you are able to support any of the learning that will take place in these units we would love to hear from you.

Sue Gough – Teacher/Librarian and PYP Co-ordinator