Concepts

Concepts

Mental construct that umbrellas different

topics. They are timeless, universal abstract, different

examples.

A higher level of abstraction than topics

because of the generalisability

Specific examples of

people, places, situation or things

Organised set of facts

Two or more concepts stated in

a relationship. Generally they are

timeless and abstract. Enduring

understanding

Explanation of a phenomenon

• Rainforest have different animals and plants• Rainforests are located in around the equator• Some rainforests are being destroyed

Rainforests

Environments

SystemsResponsibilit

y

• The feature of different ecosystems• How ecosystems are interconnected • The impact of human behaviour on ecosystems.

Environments can be interconnected and are

effected by human behaviour

• Education for the understanding of significant ideas has often been sacrificed for the memorization of

isolated facts and the mastery of skills out of context. The expansion of the curriculum and the

pressure to cover the syllabus have resulted in many students leaving school with superficial levels of

understanding.

What does the IB say about concepts?

By starting with the students’ prior knowledge, and by confronting and developing their earlier

conceptions and constructs, teachers can begin to promote real understanding.

What does the IB say about concepts?

The exploration and re-exploration of concepts lead students towards an appreciation of ideas that

transcend disciplinary boundaries, as well as towards a sense of the essence of each subject area. Students

gradually work towards a deepening of their conceptual understanding as they approach those

concepts from a range of perspectives.

What does the IB say about concepts?

Transdisciplinary units, where concepts are used to support and structure the inquiries, provide a

context in which students can understand and, at the same time, acquire essential knowledge, skills

and attitudes.

What does the IB say about concepts?

A concept-driven curriculum helps the learner to construct meaning through improved critical

thinking and the transfer of knowledge.

Transdisciplinary concepts increase coherence across the curriculum

What does the IB say about concepts?

Read, Making the PYP Happen, pages 16 and 17

Is it possible to identify a set of concepts around which to structure a curriculum?

Concepts• Concepts represent different levels of complexity and

generality (general validity)

• Concepts can range from macro concepts to micro concepts.

Macro (Key Concepts)Form, Function, Causation, Connection, Reflection,

Responsibility, Perspective, Change

Macroconcepts are important because they are the broadest category for structuring knowledge

Micro (Related Concepts)

Systems, relationship, impact, family, behavior, belief, pattern, culture, invention

Represent the deeper knowledge of a discipline.

Macro gives the breadthMicro gives the depth

Key Concepts gives the breadthRelated Concepts gives the depth

Concept Cut Up

Unit DesignRead and explore newspaper articles from a range of newspapers.

• Is there something significant, relevant, engaging and challenging?

• What is the issue?

• Determine what Transdisciplinary Theme the issue of the article

could belong to

• What concepts, both key and related, are evident?

• What subjects/disciplines could be used to explore this?

• Develop a Central Idea that explores the ideas in the article, making

sure the concepts identified earlier are present