In

the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Form

What is it like?

Func(on

How does it work?

Causa(on

Why is it like this?

Skill: Formula-ng Ques-ons for Inquiry

Change

How is it changing?

Connec(on

How is it connected to other things?

Perspec(ve

What are the points of view?

Responsibility

What is our responsibility?

Reec(on

How do we know?

Created by: Elizabeth Solomon

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Form

Func(on

Skill: Formula-ng Ques-ons for Inquiry

Causa(on

Change

What is it like?
______________________________

How does it work?

_____________________________

Why is it like this?

_____________________________

How is it changing?
_____________________________

Wie sieht es aus?

______________________________

Wie funk@oniert es?

______________________________

Warum ist es wie es ist?

______________________________

Wie verndert es sich?

______________________________

Qu' est ce que a ressemble?

______________________________

Comment a marche?
______________________________

Pourquoi est-il comme a?

______________________________

Comment est il changer ?

______________________________

Connec(on

Perspec(ve

Responsibility

Reec(on

Form

Forme

How is it connected to other things?

______________________________

Verbindung

Wie ist es mit anderen Dingen

verbunden?
______________________________

Connec(on

Comment est-il rli d'autres choses?

_________________________________

Created by: Elizabeth Solomon !

Funk(on
Func(on

Ursache

Le lien de Causalit

What are the points of view?

______________________________

What is our responsibility?

______________________________

Was sind andere Perspek@ven?

______________________________

Was ist unsere Verantwortung?

______________________________

Quels sont les points de vu?

______________________________

Quelle est notre responsabilit?

______________________________

Perspek(ve
Perspec(ve

Verantwortung

Responsabilit

Vernderung

Changement

How do we know?
______________________________

Reek(on

Woher wissen wir das?

______________________________

Rec(on

Comment savons nous?

______________________________

Translated by: Angela Fox/ Clare Michelson/Young Koo Lim

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

Central Idea: ________________________________________________________________________________________________________________________

1)Write down your ques@on (related to the Central Idea): 2) Which concept is your ques@on related to? Write it down in the relevant column.
___________________________________________________________________________________________________________________________________
3) Rephrase the same ques@on by linking it to the other concepts. How does your ques@on change?
Concept

Your Ques7on

Form:
What is it like?
Func)on
How does it work?
Causa)on
Why is it like this?
Change
How is it changing?
Connec)on
How is it connected to other
things?
Perspec)ve
What are the points of view?
Responsibility
What is our responsibility?
Reec)on
How do we know?
Created by: Elizabeth Solomon

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

QUESTION WORDS

Which Whom Whose

Who
What Where
When
Can
Do

Why
Could
Are

How
Should
Is

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

FORM- What is it like?

The understanding that everything has a form with recognizable features that can be observed,
iden@ed, described and categorized.

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

FUNCTION- How does it work?

The understanding that everything

has a purpose, a role or a way of
behaving that can be inves@gated.

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

CAUSATION- Why is it like this?

The understanding that things

do not just happen, that there
are causal rela@onships at
work, and that ac@ons have
consequences.

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

CHANGE: How is it changing?

The understanding that change is the process of movement from one

state to another. It is universal and inevitable.

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

CONNECTION: How is it connected to other things?

The understanding that we live in a

world of interac@ng systems in which
the ac@ons of any individual element
aect others.

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

PERSPECTIVE: What are the points of view?

The understanding that

knowledge is moderated by
perspectives; dierent
perspectives lead to dierent
interpretations, understandings
and findings; perspectives may
be individual, group, cultural or
disciplinary.

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

RESPONSIBILITY: What is our responsibility?

The understanding that

people make choices based
on their understandings, and
the actions they take as a
result do make a dierence.

In the PYP, there is a commitment to a concept-driven curriculum as a means of suppor9ng Inquiry Making the PYP Happen

Skill: Formula-ng Ques-ons for Inquiry

REFLECTION- How do we know?

The understanding that there

are dierent ways of knowing,
and that it is important to
reect on our conclusions, to
consider our methods of
reasoning, and the quality and
the reliability of the evidence
we have considered.