Bogaerts International School

Enhanced PYP Planner

2020/2021 School Year

Section 1: Class & Unit Data

Year(s): Date: Teaching

Team:

Start Date: End Date: Duration (Wks): Stand-Alone?

Section 2: Foundations

Transdisciplinary Theme Description of Theme

Transdisciplinary Elements of the PYP

Central Idea

Key Concepts
Form Function Causation Change Perspective Responsibility Connection

Related concept examples: form, function, causation, change, perspective, responsibility, connection
Key Concept #1 Key Concept #2 Key Concept #3

Related Concepts Related Concepts Related Concepts

Concept Rationale Concept Rationale Concept Rationale

Section 3: What We Want To Learn

The Learner Profile

Knowledgeable Open-Minded Reflective Risk-Takers Communicators Principled Balanced Thinkers Caring Inquirers

Learner Profile Trait #1 Learner Profile Trait #2 Learner Profile Trait #3

Trait Rationale Trait Rationale Trait Rationale

Dispositions (Attitudes)

Appreciation Commitment Confidence Cooperation Creativity Curiosity

Empathy Enthusiasm Independence Integrity Respect Tolerance

Identify critical dispositions (attitudes) that learners will develop and/or display during the course of this unit of inquiry. Describe how learners will be given
opportunities to develop the selections.

Approaches to Learning (ATL Skills)

Research Skills Thinking Skills Social Skills Communication Skills Self-Management Skills
Information Literacy Critical Thinking Interpersonal Relationships Exchanging Information States of Mind
● Formulating & ● Analysing ● Interpreting ● Mindfulness
Planning ● Evaluating ● Speaking ● Emotional
● Data Gathering & ● Forming Decisions ● Listening Management
Recording ● Self Motivation
● Synthesizing & ● Perseverance
Interpreting ● Resilience
● Evaluating &
Communicating
Media Literacy Creative Thinking Social and Emotional Literacy Organization
 ● Generating Novel Intelligence ● Reading
Ideas ● Writing
● Considering New
Perspectives
Ethical Use of Media & Information Transfer ICT
Information
Reflection & Metacognition

Provide a narrative of which ATL skills this unit will develop and assess amongst learners. ATL skills will also be referred to when planning learning
experiences.
Examples of ATL-skill learning experiences: research skills, thinking skills, social skills, communication skills, self-management skills

Form of Inquiry
Structured Controlled Guided Free
Identify one or more forms of inquiry that will form the basis for this unit. Justify this choice, and describe how inquiry (in a broad sense) is meant to play out
during this unit. Important note: free inquiry should be our ultimate goal in any year group, but especially in PYP 4 and 5!

Lines of Inquiry

Line of Inquiry #1 Line of Inquiry #2 Line of Inquiry #3

Related Key Concept Teacher Question Related Key Concept Teacher Question Related Key Concept Teacher Question
 Relevant Scope & Sequence Links

Use the space below to note all relevant scope & sequence alignment for this unit of inquiry.

IB PYP Language & IB PYP Mathematics IB PYP Physical Sciences IB PYP Social Sciences IB PYP PSPE IB PYP Arts
Literacy

B.I.S. English Language B.I.S. French Language B.I.S. Mathematics B.I.S. Physical Sciences B.I.S. Social Sciences
(Coming Soon) (Coming Soon)
 Learning Experiences

This is a template that can be copied and pasted as many times as is needed. The intention is to begin the planning of these experiences, but to continuously update the document throughout
the unit with changes and new directions, as well as hyperlinked materials and resources to support the document.

Key Concept(s) & Related Line(s) of Inquiry Learning Experience Description & Rubric (ongoing) Reflection/Metacognition Elements

Provocations & Prior Knowledge Access Agency/Action Elements or Notes

Points

Lifestyle choices, social entrepreneurship,

social justice, advocacy, participation

Supporting Action Types of Action

Stage of Inquiry Cycle ATL Skill Links

Tuning In, Investigating, Organizing,

Communicating, Evaluating, Reflecting

Learner Profile Trait(s) Disposition(s)

 Effective Assessment and IB Assessment Summary

Section 4: How We Learned Best, and How We Could Learn Better

Learning Experiences & Foundations

Did the learning experiences allow students to adequately show their knowledge, understanding, and doing as related to the foundations of the unit of
inquiry? (Key elements: knowledge, conceptual understandings, and action)

Student Agency
Was student agency successfully achieved by students in this unit of inquiry? Provide examples in your reflection.

Student Action
What kinds of student action were observed during this unit of inquiry? Do you feel that the unit of inquiry was successful in promoting student action?

Key & Additional Elements

How well were the following key and additional elements of the PYP represented in this unit of inquiry?

Dispositions (Attitudes) Approaches to Learning (ATL Skills)

Successes Improvements Successes Improvements

The Learner Profile Traits The Model of Inquiry/Depth of Inquiry

Successes Improvements Successes Improvements
Free-form reflection/journaling space