Planning the inquiry

1. What is our purpose? Class/grade: Age group: 8–9 years

To inquire into the following:
School: School code:
• transdisciplinary theme
Title:
How we express ourselves: An inquiry into the ways in which we discover
and express ideas, feeling, nature, culture, beliefs, and values; the ways in PYP planner
which we reflect on, extend and enjoy our creativity; our appreciation of the Teacher(s):
aesthetic. Date: November 23 – January 15

• central idea Proposed duration: 60 hours over 6 weeks

People use symbols to be expressive and to communicate.

Summative assessment task(s):

What are the possible ways of assessing students’ understanding of the
central idea? What evidence, including student-initiated actions, will we 2. What do we want to learn?
look for? What are the key concepts (form, function, causation, change, connection,
Performing arts: In response to the visit from the Shaolin warriors, students will perspective, responsibility, reflection) to be emphasized within this
create and perform a group dance incorporating symbolism. inquiry?

Visual arts: Students create an art piece using their understanding of symbolism. Key concepts: Causation (things do not just happen, actions all have
consequences), Form (why something is the way it is), Perspective (the
Homeroom/classroom: 1) Students will create a symbol to represent their family. different points of view)
2) Students will create a narrative text (purpose to entertain, eg folktale,
fairytale, fable) incorporating symbolism. This task will also assess language- Related concepts: Structure, subjectivity, opinion.
related outcomes. What lines of inquiry will define the scope of the inquiry into the central
All teachers will assess understanding of the shared central idea “People use idea?
symbols to be expressive and to communicate”. Different criteria will be • Symbolism
developed, sometimes with student input.
• Why people use symbolism
• How specific groups use symbolism
What teacher questions/provocations will drive these inquiries?
• What is a symbol?
• How are symbols created?
• Why do groups use symbols?
• How can we use symbolism to express ideas?

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Planning the inquiry

3. How might we know what we have learned? 4. How best might we learn?
What are the learning experiences suggested by the teacher and/or students to encourage the students to
This column should be used in conjunction with “How best might engage with the inquiries and address the driving questions?
we learn?” Tuning in/Learning invitations
Search for signs and symbols around the school. Compare and contrast signs, symbols and logos. Co-founder of school
What are the possible ways of assessing students’ prior
invited to discuss how the school’s symbol was developed. School director and the IB Diploma Programme student (who
knowledge and skills? What evidence will we look for? designed new logo) invited to discuss how new logo has been developed, what process was involved and what the new
logo represents.
During the initial stage of the inquiry, teachers will be observing
Students read/investigate about Miao people to have more understanding for a visit from this group in week two of unit.
students to see how aware they are of signs and symbols and how well
they are able to articulate their thoughts about symbols. At the Expose students to a variety of literature and “writing to entertain” exemplars. Co-construct understanding of writing
framework and language features for of this kind of narrative text (eg myths, legends, fables).
beginning of the unit, Anthony Browne books will be used as stimulus
for class discussions about the symbolism used in his stories. This will Invitation→Tensions
Miao visitors: Each class has an individual session with visitors. Students will ask pre-planned questions and have the
hopefully prompt interest and create and offer insight into how opportunity to practice their Chinese language in context. Focus during visit on symbols in jewelry and clothing. School
symbolism is a tool in literature. videographer will film parts of the day to use for reflection later on with students.
What are the possible ways of assessing student learning in Shaolin warriors: Rotate around 4+ stations, eg 1) Explore the movements and symbols used by the Shaolin warriors in
their “performance”. 2) Interview members of the group and record facts. 3) Participate in a kung-fu workshop, digitally
the context of the lines of inquiry? What evidence will we look recording photos of kung-fu animal poses. 4) Read A Beautiful Warrior to explore history of kung-fu.
for? Visual arts: Art symbolism techniques explored; make shadow puppets (make link to narrative texts).
• Examine symbols and predict their meaning in relation to beliefs. Performing arts: Kung-fu, social dance.
China studies: Symbolism in Beijing Opera.
• Explore artifacts of various groups and identify examples of
Investigation→ Student inquiry
symbols. Students focus on the various groups they personally belong to and identify the symbolism used by these groups. What
do the symbols have in common? Ask students to identify the significance of each symbol, linking back to the central
• Explain the connection between the identity of a group and the idea. Students are challenged to create a personal symbol that expresses the identity or beliefs of a group they belong to
symbols they use. (eg soccer club, Maori, after school activity groups, small groups they play with during school time). This symbol can be
represented in the form of a song, sculpture, flag, dance, book, story, symbol, rhyme, painting, movement, etc. This will
be a precursor to the summative assessment in which students create a symbol that represents their family.
Presentation→ Evaluation
5. What resources need to be gathered? To inform the summative assessment tasks, encourage students to draw on their learning from the Miao visitors and
What people, places, audio-visual materials, related literature, music, art, Shaolin warriors, as well as incorporating ideas explored in visual arts and performing arts. Students will share their own
computer software, etc, will be available? family symbol and have the opportunity to contribute to development of a class symbol.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes
Visit ethnic village museum – view housing, cultural artifacts and performances.
of the learner profile?
Books related to symbolism, eg The Sneetches by Dr. Seuss, The Great Race
(The story of the Chinese zodiac) by Dawn Casey, A Beautiful Warrior by Emily Communication Skills
Arnold McCully, and books by Anthony Browne. Websites related to Olympic • Listening: Listening to information from all visitors
symbolism and other sporting symbols. • Writing: Recording information and observations
• Speaking: Speaking clearly
How will the classroom environment, local environment, and/or the
community be used to facilitate the inquiry? Learner Profile Attributes: (Reflective, Communicators)
• In the development of their own symbols, students will be reflective. Students will need to be communicators during
In the local community, look at symbols of Chinese culture. Invite in the director, all visits from various groups to find out new information, using both English and Chinese language.
co-founder of the school and high-school artist to explain the school symbols.
Attitudes: (Tolerance, Respect and Appreciation)
Visits from Miao minority group and Shaolin Warriors. Invite parents to share
• Students will develop these attitudes through visits from local experts and class learning engagements.
symbols, possibly about Feng Shui and beliefs from cultures/countries around
the world. Classroom environment will have a variety of symbols, and a
selection of literature related to symbolism in all cultures. Key language relating
to the unit, including central idea, lines of inquiry, concepts and teacher
questions, will be posted in classes.

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6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students’ understanding of What were the learning experiences that enabled students to:
the central idea. The reflections of all teachers involved in the planning and teaching of • develop an understanding of the concepts identified in “What do we want to learn?”
the inquiry should be included.
• demonstrate the learning and application of particular transdisciplinary skills?
Meeting school-based experts in the first few weeks of the unit helped clarify the difference
between logo/symbol/symbolism. The visual arts teacher noticed how the students had a strong • develop particular attributes of the learner profile and/or attitudes?
understanding when she began her work on symbolism in class. In each case, explain your selection.
Learning about the symbolism of the Beijing Opera reinforced their understanding of symbols in Concepts Transdisciplinary Skills Learner Profile/Attitude
different cultures and developed the attitudes of appreciation and respect. Focus Focus
Students understood central idea on a simplistic level and they continue to make connections Key concepts: Form, Communication and thinking Communicator, reflective,
from their understanding to symbols they see in the school (eg jewelry, advertisements) and causation, perspective skills tolerance, appreciation,
speculate as to what meaning they might have. Students could identify symbolism on a surface Related concepts: respect
level but struggled to build more complex symbolism into their narrative stories in a less obvious opinion, subjectivity,
way. This is a very difficult concept to understand on a deeper level at this stage. structure
How you could improve on the assessment task(s) so that you would have a more Students needed to Students used their Engagement with Miao
accurate picture of each student’s understanding of the central idea. consider the form of their communication skills during people & Shaolin warriors
As part of the assessment, each student’s family symbol was peer assessed. Each student own symbol and all the visits. We saw many during their visits fostered
recorded a video message to another peer giving them feedback on their work. The students symbols as they worked on students taking initiative to their appreciation and
really liked this strategy. To improve the assessment we thought it would be useful for there to their creations. speak in Chinese and translate respect for their cultures.
be more opportunities to receive peer feedback earlier in the assessment process, eg in smaller Causation was integrated for others during Shaolin Students were thoughtful
groups, before the final symbols are shared with the larger group. If there were more as students considered warriors visit. The unit helped and reflective when
opportunities for this small group sharing then the students could share various drafts as part of why numbers, colours, additional-language learners to creating their final project,
the final sharing process. animals were represented expand their communication using the knowledge
Most students chose to share their symbols in a static painting or drawing. Next time we would in a culture (eg the number skills in spoken English and gained from the unit to
offer more suggestions of different mediums to share in. For example, drawing on some of the four, the colour white, a Chinese. Classifying and sorting produce a meaningful
arts experiences the students had during this unit, they could present their symbols through rat). symbols as a tuning-in activity class symbol. Students
dance, drama, sculpture, etc. Students also needed to allowed for further development were able to appreciate
apply the concepts of of both communication and the diversity of the world’s
Some students were interested in colour symbolism so we could add the opportunity to explore perspective and opinion thinking skills. When students people by firsthand
this. This would allow students to extend their understanding of the related concepts of when completing the group created their artworks they interactions with them.
perspective, subjectivity and opinion. task of sorting and communicated very well when Depending on your
Performing arts: The final assessment did not show as much understanding of symbolism as classifying symbols. working together. Students belief/culture, an animal or
hoped. Students did incorporate symbolism into their class dances but the links were tenuous needed to use written color means very different
and a little superficial. This could be because there was a three-week holiday in the middle of communication skills to things (eg white is worn to
the unit and the continuity of group work was challenging. It was felt that students were able to incorporate symbolism into their funerals and red for
make a much more direct link with symbols through visual arts. narrative stories. weddings in Asia). As part
What was the evidence that connections were made between the central idea and the Thinking skills were developed of this unit, students
transdisciplinary theme? when students created family needed to consider why
symbols. They need to apply these differences exist and
Throughout the unit, many opportunities were given to appreciate the aesthetics of visual their thinking skills when demonstrate tolerance
imagery. This allowed students to express their ideas and beliefs about the symbolism creating new symbols, learning and respect in their
incorporated into many aspects of daily life. Students used their creativity in performing arts kung-fu moves and developing responses.
when creating dances incorporating symbolism as well as in the homeroom/classroom when group dances in performing
designing their own family symbols. arts.

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Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning? 9. Teacher notes

Record a range of student-initiated inquiries and student questions and Subject-specific content
highlight any that were incorporated into the teaching and learning.
The following social studies concepts, knowledge, and skills were explored in this unit of inquiry
At this point teachers should go back to box 2 “What do we want to learn?” and (taken from the school’s scope and sequence document).
highlight the teacher questions/provocations that were most effective in driving the UNDERSTANDING
inquiries. • Symbols express meaning.
In visual arts – students were very interested and motivated to find out about the • Groups form because of a collective interest, belief or identity.
symbolism of animals they could incorporate into their artwork. • Groups create artistic symbols to communicate their identity.
• Symbols can be interpreted in different ways.
Secret codes – finding out about how they are used.
KNOWLEDGE
Symbolism behind sports logos, eg Pittsburgh Penguins, school swim team.
• Symbols of the Miao community and Shaolin kung-fu.
As there were holidays during the middle part of this unit, one class focused on the use of • The identity of the groups to which the students belong.
symbolism in celebrations. They looked at the different symbols associated with various
holidays celebrated by students in the class. KEY SKILLS
• Thinking and communication skills.
What student-initiated actions arose from the learning?
Additionally, language concepts, knowledge and skills relating to narrative texts were
Record student-initiated actions taken by individuals or groups showing their taught within the context of this unit.
ability to reflect, to choose and to act.
Recommendations for next year
After the unit, one student reflected on the family symbol she had created and created a
new symbol based on other students’ work and the feedback she received. • Rotation days to incorporate Beijing Opera, calligraphy, symbols on kites.
One student brought in a Korean book about signs/logos. • Shaolin Warriors: Performance this year was great! The students understood
One student found a book in the library about quilts and how slaves used symbols in quilts more about what the various positions/poses meant. Sessions ran too long –
to give a signal that it was safe to go to the next safe house. This then developed into a could be shortened to 40 minutes. Suggestions for next time: Clarify if it will be a
larger class inquiry into quilts. group of warriors or student warriors as this affects the preparation of questions.
• Students could make animal shadow puppets to improve symbolism links. This
could link to the Chinese New Year zodiac stories.
• Performing arts: The unit was broken up by the winter holiday which resulted in
many students being away from class due to extended family holidays. This
impacted on not being able to complete group dance projects and the unit not
being as robust as it could have been without the interruption.
• Mathematics: Could make strong connection with concepts relating to
shape/space.
• Physical education: There are authentic opportunities for involving the PE team
in this unit, especially in the martial arts side of things.

© International Baccalaureate Organization Sample 5.1