Form

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 categorise is fundamental to human learning within and across all disciplines.

Examples of related

Properties, structure, similarities, differences, pattern.

Function

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.

Causation

Key question

Why is it like this?

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 promoting students to ask "Why?" and of helping them to recognise that actions and events have reasons and consequences. The analysis to causal relationships is significant within and across all disciplines.

Change

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

Adaption, growth cycles, sequences, transformation

Connection

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 appreciation that nothing exist 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 thought 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.

Perspective

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 concepts 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 an towards developing defensive interpretations

Examples of related concepts

Subjectivity, truth, beliefs, opinions, prejudice

Responsibility

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 concepts 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

Reflection

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 meta-cognition, begins to acquaint them with what it means to know in different disciplines, and encourages them to be rigorous in examining for potential bias or other inaccuracy.

Examples of related concepts

Review, interpretation, evidence, responsibility, behaviour.