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