PYP
What Is A Central Idea?
A central idea is the lens that drives the Transdisciplinary Theme.
A central idea is introduced at the beginning of each unit of inquiry. Central ideas may be co-constructed or created prior by the year level teachers. During the introduction of the central idea the class will brainstorm their understandings of new vocabulary. ‘Unpacking’ is a strategy where students deconstruct the central idea to ensure a clear and agreed understanding by the class. During this, students may be introduced as a whole class or work in groups to discuss and develop greater meaning.
A central idea enables students to continue throughout their unit of inquiry revisiting and consolidating their understandings.
What Are Lines Of Inquiry?
The lines of inquiry are statements that define the inquiry. These are used to clarify the Central Idea and extend the inquiry. These lines of inquiry give focus and deepen students’ understandings.
Year 1
Xavier and Louis
Where we are in place and time
JOURNEYS HAVE EVOLVED OVER TIME
Tell me about your central idea.
Xavier: We are learning about transport.
What are you looking forward to?
Louis: I am looking forward to our excursion. We are going to puffing billy.
Xavier- I am really looking forward to going to Puffing Billy.
What have been learning about so far?
Xavier: We have been learning about all the transport that has wheels. Some things are aeroplanes, cars.
Louis: We have been learning about how people get to different places. Some ways are by scooters and aeroplanes. Wheelie bins have wheels!
Year 2
Violet and Miles
Where we are in place and time
THE PAST INFLUENCES OUR PRESENT AND FUTURE.
Tell me about your central idea.
Violet: We have been learning about how the past effects our present.
Miles: We have been learning about migrating. It means travelling to a new country to live. Sometimes you migrate because of war.
Violet: They also used to send convicts to Australia. They migrated to Australia.
Miles: To migrate means you might migrate to have a better life or a better job.
What are you looking forward to in this unit of inquiry?
Violet: I am looking forward to migrating on Wednesday and learning more about migration.
Miles: I am looking forward to decorating our suitcases.
Year 5
Asha and Mia
How the world works
CHANGES TO THE EARTH’S SURFACE AND NATURAL ENVIRONMENT CAN IMPACT COMMUNITES.
Tell me about your central idea.
Asha: We have been looking at ‘How the world works’.
Mia: our central idea is, Changes to the Earth's surface can impact communities.
What have been learning about so far?
Asha- We have been learning all about natural disasters, how they happen, why they happen and how they affect people's lives.
Mia: There have been a lot of natural disasters around the world. Some natural disasters include volcanos, tsunamis, blizzards and sink holes.
Mia: A lot of help needs to be sent to help communities. Like if there is an earthquake, support is needed to be sent to the epicentre where the most damage has happened.
What has been some highlights of this unit of inquiry?
Asha: Highlights for me in this unit have been showing everyone our information at the show case and explaining how our natural disaster works.
Mia: A highlight for me was making the 3D model and showing this to everyone.
Year 4
Henry and Betty
Who we are
THE BODY IS MADE UP OF DIFFERENT SYSTEMS THAT NEED TO BE MAINTAINED IN ORDER TO STAY HEALTHY
Tell me about your central idea.
Betty: We have been learning about the human body. We have used Sway to present our body systems.
Henry: We got into groups, we had to think about big questions that affect the body. Our big question was, ‘How does brain damage affect the body?’
Betty: Our big question was, ‘How does being inactive affect our body?’ Then our specific system that we had been learning about we linked to our big question. We also used our Sways as part of our learning task.
What are you looking forward to in this unit of inquiry?
Henry: I am looking forward to presenting our investigations to people in our Showcase.
Betty: I am looking forward to making the poster and creating a model for our showcase, I love doing crafty things.
What have been learning about so far?
Betty: Our unit of inquiry we have been basically doing our learning in all of our subjects. We even use our maths skills in our incursion Mad about Science.
Henry: In Mad about Science, we created Orbs to understand how the eyes when you look through the lens.
Year 6
Frankie and Josh
How the world works
Exploration of interests and passions inspires learning and innovation.
The Year 6 students for this central idea are creating their own lines of inquiry, directed by the interests or passions. There lines of inquiry and their action will be shared at their Year 6 exhibition.
Tell me about your central idea and this unit of inquiry.
Josh: Our central idea is Exploration of interest and passions inspires learning and innovations.
Josh: Are group we have chosen discrimination. We have created lines of inquiry about this. We have been investigating what discrimination means, what it means to discriminate against someone and how we can stop it. This was something I am interested in and wanted to make a change. I felt it was important to me because I have experienced this.
Frankie: We are investigating the pressure to be perfect, fast fashion and why we wear makeup. I picked this because people are always trying to fit in when they can choose to stand out. They are hiding who they are.
What is your action?
Josh We are looking at a sensor or signal that people could have to alert other people if it is happening. It would be called Discrimination Destroyers. We want to make billboards around the area, maybe even the city, to teach people about this. This would be our action.
Frankie
We thought at the beginning about making a website for our action but now we are thinking about making a program at school to educate students. This affects students even as young as ten!