C3.1.
b Scenarios and guidance
Supporting Transdisciplinary Learning and Subject Knowledge Acquisition
1. Scenarios for collaborative practices to support transdisciplinary learning
Collaborative Ways of Working
Practice
Co-constructed Year-level and single subject
learning teachers collaboratively plan
experiences and independently deliver
learning experiences inside
(Teaching a and outside the programme
Transdisciplinary of inquiry.
unit of inquiry)
Learning experiences occur in
parallel in homeroom and/or
in single-subject settings
during the duration of an
inquiry. Students construct
new knowledge by
integrating their learning
experiences from multiple
perspectives.
Supported Year-level or single-subject
learning teacher(s) takes a leading role
experiences in delivering learning
experiences inside or outside
(Subject a collaboratively planned unit
teaching inside of inquiry. This support could
or outside a unit occur before, during or after
of inquiry) the unit of inquiry on which
the teachers had collectively
decided. The support could
relate to assisting the
acquisition of a skill or
providing further
opportunities for skills
practice or application, or for
student action.
Stand-alone A language or math specialist,
learning a support/enrichment
experience teacher or bilingual teacher
co-teaches alongside the
classroom teacher or in a
separate setting to support
acquisition or mastery of a
specific skill or subject-
knowledge directly related to
a programme of inquiry.
Teachers ensure that these
stand-alone learning
experiences are inquiry-based
and authentic, and reflects
the core elements of the
PYP-learner profile,
conceptual understanding,
and transdisciplinary skills.
Scenarios Whos Involved?
Scenario 1
A unit of inquiry under the Year-level teacher
transdisciplinary theme How we express and
ourselves with the central idea Subject specialists
Throughout history, people have
interacted with each other and Working in parallel to facilitate
communicated using arts, students a transdisciplinary unit of
explore how images interact with text in inquiry
literature with the year-level teacher and
how forms of art as communication have
changed over time with the arts specialist.
Scenario 2
An investigation to develop the
conceptual understanding that Patterns
repeat and grow in mathematics is co-
constructed between the year-level or
mathematics specialist with the visual arts
and PE specialists to make strong
connections by applying the mathematics
patterns and sequences presented in
visual arts and through dance and
gymnastics movements.
Scenario 1 Year-level teacher
Under the theme Sharing the planet, or
with the central idea Over time, living Subject specialists
things need to adapt in order to survive,
the year-level teacher leads an inquiry Take responsibility for
into the rights and responsibilities in the facilitating a transdisciplinary
struggle to share finite resources with unit of inquiry, with support
other people and with other living things. from other teachers as
The year-level teacher could call on the appropriate.
science specialist to provide a scientific
lesson on the theory and science of
evolution.
Scenario 2
In a unit of inquiry, a librarian supports
students to acquire research skill or
annotation skill. An IT specialist assists
students in using different forms of media
for communicating research findings.
A mathematics specialist supports Year-level teacher
students to understand basic and
multiplication and division facts. Subject specialists
A year-level teacher supports students in
the acquisition of letter-sound Provide subject specific lessons
correspondences. in the same classroom with
A physical education specialist supports year-level teacher or
students to develop a wide range of independently in individual or
movement skills by using a variety of small group environmentson
equipment and play environments. the same schedule as all
A music specialist supports students studentsto focus on subject-
understanding of the elements of music: knowledge acquisition.
beat, rhythm, pitch, tempo, dynamics,
and tone colour.
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2. Recommended practice under the expanded C3.1b requirement

Scenarios Recommended Not Recommended

Language subject As a language inquiry to directly support the collaboratively Grill and drill, unauthentic
teaching (by the year- planned programme of inquiry worksheets and activities
level teacher, specialist As a connected experience within the transdisciplinary unit of Isolated teaching outside the
teacher, or inquiry programme of inquiry
support/enrichment As stand-alone teaching to directly support a specific need in a Consistent streaming based on
teacher) transdisciplinary unit of inquiry language ability
As part of the agreed upon knowledge and skills to indirectly
support the programme of inquiry
Mathematics subject As a mathematics inquiry to directly support the collaboratively Grill and drill, unauthentic
teaching (by the year- planned programme of inquiry worksheets and activities
level teacher, specialist As a connected experience within the transdisciplinary unit of Isolated teaching not connected to
teacher or inquiry the programme of inquiry
support/enrichment As stand-alone teaching to directly support a specific need in a Consistent streaming based on
teacher) transdisciplinary unit of inquiry mathematic ability
As part of the agreed upon knowledge and skills to indirectly
support the programme of inquiry
Teaching of all other As a subject inquiry to directly support the collaboratively As an ongoing stand-alone
subjects (by the year- planned programme of inquiry teaching practice in isolation of, or
level teacher, specialist As a connected experience within the transdisciplinary unit of does not support the programme
teacher or inquiry of inquiry
support/enrichment As stand-alone teaching to directly support a specific need in a
teacher) transdisciplinary unit of inquiry
Bilingual teaching Teachers of different language backgrounds teach together or Isolated teaching to support
separately to support acquisition or mastery of a specific skill or acquisition or mastery of a specific
subject-knowledge directly related to the programme of skill or subject-knowledge not
inquiry that the year level team collaboratively planned and connected to the programme of
designed. inquiry.

3. An important note on grouping and regrouping

The IB recognizes that there is a role for subject specific knowledge teaching and skill practice in the classroom. However, we also believe
that teachingto the fullest extent possibleabout central ideas that are concept based leads to the most substantial and enduring
learning.

The facilitation of knowledge and skills is more meaningful when weaved continually in the programme of inquiry, when it is differentiated
for students needs to support their learning. Through collaboratively assessing student needs and carefully grouping and re-grouping of
learners, schools can provide authentic learning experiences that meet the intellectual, social and emotional needs of students.

Schools can creatively group and regroup students based on student interest, ability, content, processes, or products. For example, if
students are ability-grouped for mathematics knowledge acquisition, simultaneously, they can be regrouped based on interest or role and
responsibility, or final outcome format (i.e., 2-D, 3-D or oral report) for a unit of inquiry. Even within the mathematics grouping, teachers can
regroup students based on concepts, i.e. students might be in the same group for shape and pattern but a completely different group for
measurement.

Any students learning within the same grouping consistently throughout the year will not meet the PYP standards and practices.

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