Transdisciplinary Learning in the PYP: Part 2
In the last article I spoke of the importance of acquiring skills in context, and to exploring content that is relevant to students and that can transcend the boundaries of the traditional subjects. This was based on the work of Boyer who after much debate and discussion, representing multiple perspectives with similar-minded educational experts involved in the development of the PYP, led to the selection of six transdisciplinary themes that are considered essential in the context of a programme of international education.
These themes:
• Have global significance - for all students in all cultures
• Offer students the opportunity to explore the commonalities of human experience
• Are supported by knowledge, concepts and skills from the traditional subject areas but utilize them in ways that transcend the confines of these subjects, thereby contributing to a transdisciplinary model of teaching and learning
• Will be revisited throughout the students' years of schooling, so that the end result is immersion in broad-ranging, in-depth, articulated curriculum content.
• Contribute to the common ground that unifies the curriculums in all PYP schools
Below are listed the six transdisciplinary themes from which the units of inquiry (taught in all classrooms) are developed.
Who we are:
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time:
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How we express ourselves:
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the world works:
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How we organize ourselves:
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing the planet:
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Mr Warwick Norman
Junior School Dean of Teaching & Learning
