C.3.1.

bFAQs

1. What is not changing under the expanded interpretation of requirement C3.1b?

A transdisciplinary unit of inquiry must incorporate more than one subject (MTPYPH, p. 14)
A high level of collaboration is required when planning transdisciplinary units of inquiry (The PYP as
a model of transdisciplinary learning, p. 9; Developing a transdisciplinary of programme of inquiry,
p. 7); Practice A3, all the Practices under C1
All teachers including single subject teachers have a responsibility for planning including the
development of planners to accompany the unit of inquiry (Developing a transdisciplinary of
programme of inquiry, p. 11)
Stand-alone teaching (MTPYPH, p. 14) that is related to the UOI
Subject-specific teaching should still be purposeful inquiry that support the development of
concepts and ATL skills development (Developing a transdisciplinary of programme of inquiry, p.
11); not grill and drill; not worksheet
All stand-alone teaching must still be mindful that subject specific skills and knowledge can be used
and applied in the context of the UOIs
All social studies and science are to be taught within the transdisciplinary units of the schools
programme of inquiry (The PYP as a model of transdisciplinary learning, p. 15)

2. How is the broadening of the interpretation of requirement C3.1.b benefiting schools and
students?

The broadening of the interpretation of requirement C3.1.b offers schools greater flexibility in the way
they support their students learning that is appropriate to their local context. It can strengthen the
transdisciplinary learning experience when students have an opportunity to elevate their subject
knowledge from subject experts.

3. Do single subject teachers need to teach alongside the classroom teacher?

No. Single subject teachers can teach alone in the same or a separate setting to support acquisition or
mastery of a specific skill and subject-knowledge directly or indirectly related to a unit of inquiry. They
can also continue to teach alongside the classroom teacher in the same setting.

4. Do we need to provide evidence of how we ensure members of the teaching team are
collaborating on the units of inquiry?

Yes. Schools need to provide evidence of how they achieve this level of collaboration in their schools.

5. Is it ever appropriate for students to have separate lessons for social studies, science,
mathematics and language taught by specialist teachers?

Yes, as long as it supports the transdisciplinary unit of inquiry where conceptual understandings and
skills are embedded. See Developing a transdisciplinary programme of inquiry (2012, p. 11).

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6. Can we stream or pull out students?

No. IB PYP schools do not practice streaming or setting of students on a continuous basis; for example,
gifted classes or continuous pull-out for support. As stated in The Primary Years Programme as a model of
transdisciplinary learning, (2010, p. 19), a refined version of [between-class grouping (also known as setting
or streaming)] approach allows for short-term grouping where the students are regularly regrouped as the
content of the learning changes.

The IB recommends that teaching teams collaboratively assess student needs on an ongoing basis and
carefully group and re-group learners to provide authentic learning experiences that meet the changing
intellectual, social and emotional needs of students. As stated in requirement a under standard c3.10a
the school provides for grouping and regrouping of students for a variety of learning purposes.

7. How does the IB define a broad, balanced and connected curriculum?

The four IB programmes offer students access to a broad and balanced curriculum. They also promote
conceptual learning, focusing on powerful organizing ideas that are relevant across subject areas and
beyond national or cultural boundaries. This focus on concepts helps to integrate learning, add
coherence to the curriculum, deepen disciplinary understanding, build capacity to engage with
complex ideas, and allow transfer of learning to new contexts.

The programmes also emphasize the importance of making connections, exploring the relationships
between academic disciplines, and learning about the world in ways that reach beyond the scope of
individual subjects. They also focus on offering students authentic opportunities to make connections
to the world around them.

8. How does a school support transdisciplinary learning?

There are multiple ways schools can support transdisciplinary learning. The support for transdisciplinary
learning may vary in response to the local context, but is always based on the IB standards and practices.

Reflecting the transdisciplinary approach in the school philosophy (Practice A3e: The school
demonstrates a commitment to transdisciplinary learning)
Providing professional development opportunity to learn how to put transdisciplinary learning in
practice (Practice B1.6: The school has systems in place for the continuity and ongoing
development of the programme(s).)
Providing time for collaborative planning and reflection (Practice B2.4: The school provides
dedicated time for teachers' collaborative planning and reflection. C1.1a: The programme of inquiry
and all corresponding unit planners are the product of sustained collaborative work involving all
the appropriate staff. C1.2: Collaborative planning and reflection takes place regularly and
systematically. Practice C1.4: Collaborative planning and reflection ensures that all teachers have an
overview of students' learning experiences)
Ensuring a balance curriculum (Practice c1.3b: The school ensures balance and articulation between
the transdisciplinary programme of inquiry and any additional single-subject teaching.)

Transdisciplinary learning is a shared responsibility among all members of the teaching team. The task
of developing a transdisciplinary programme of inquiry, is one the whole staff, including classroom
teachers and single-subject teachers, takes responsibility for. It represents a sustained collaborative

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 process involving all the appropriate PYP staff, full-time or part-time, to the fullest possible extent.
Developing a transdisciplinary programme of inquiry (2012, p. 7.)

9. How much time per week is needed for the development of the required number of
transdisciplinary units of inquiry?

The IB does not recommend or require a set time for units of inquiry per week as the time allocation will
reflect each schools unique needs. However, as suggested in Practice C1.1a, planning, facilitating and
reflection towards the units of inquiry occur over a sustained period of time and involving all members
of the teaching team.

It is recommended that each teaching team assess the dynamic relationship between the programme of
inquiry and single-subject teaching and from one unit to the other, to ensure the programme of inquiry
remains the definitive experience from the students standpoint.

10. Can a specialist mathematics teacher host stand-alone (outside of the POI) mathematics classes?

Yes. See Developing a transdisciplinary programme of inquiry (2012, p. 11)

11. If so, can most mathematics be hosted by the specialist teacher outside of the POI?

No. Teaching and learning, whenever possible and appropriate, should be within the schools
programme of inquiry. Developing a transdisciplinary programme of inquiry (2012, p. 11). Teaching most
mathematics outside the POI will not support students transdisciplinary learning experience.

12. Must stand-alone units be planned collaboratively i.e. can a specialist mathematics teacher plan a
stand-alone unit by themselves, with little or no collaboration or even consultation with the
classroom teacher?

No. All subject specific knowledge and skills development should contribute to the transdisciplinary
model of learning.

It is necessary to achieve a balance between the programme of inquiry and any additional single-
subject teaching. Consequently, the planning teams need to plan the units of inquiry together with
the remainder of the curriculum for the year. Making the PYP happen (2009, p. 14)

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