𝐖𝐡𝐚𝐭 𝐀𝐫𝐞 𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐞𝐝 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬 𝐢𝐧 𝐈𝐁 𝐏𝐘𝐏?
In the IB Primary Years Programme (PYP), specified or specified concepts are broad, powerful ideas that transcend subject boundaries and support learners in making connections across learning areas and the world around them. These concepts are not content-specific; rather, they are abstract, timeless, and universal, encouraging learners to construct meaning through inquiry and critical thinking.
IB PYP Specified Concepts support concept-based inquiry and help learners develop deeper understanding across transdisciplinary learning experiences. In the IB PYP, specified concepts are broad, powerful ideas that transcend subject boundaries and encourage learners to think critically, make meaningful connections, and apply learning in authentic contexts.
Concepts help learners ask more significant questions like “Why is this happening?”, “How does it work?“, and “What is my role in this?” rather than only remembering facts or definitions.
𝐓𝐡𝐞 𝟳 𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐞𝐝 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐈𝐁 𝐏𝐘𝐏 (𝐖𝐢𝐭𝐡 𝐃𝐞𝐭𝐚𝐢𝐥𝐞𝐝 𝐃𝐞𝐬𝐜𝐫𝐢𝐩𝐭𝐢𝐨𝐧𝐬 𝐚𝐧𝐝 𝐄𝐱𝐚𝐦𝐩𝐥𝐞𝐬)
These 7 specified concepts promote higher-order thinking and are integral to designing engaging, transdisciplinary units of inquiry. Each concept is paired with a guiding question to provoke curiosity, critical thinking, and reflection. Below is a detailed explanation of each concept, followed by an authentic classroom example.
𝟏. 𝐅𝐨𝐫𝐦
𝐃𝐞𝐭𝐚𝐢𝐥𝐞𝐝 𝐃𝐞𝐬𝐜𝐫𝐢𝐩𝐭𝐢𝐨𝐧: Form focuses on identifying and describing the features, characteristics, and properties of an object, system, or idea. It helps learners explore what something is and what it looks like in terms of shape, structure, and components. This concept builds descriptive vocabulary and observational skills essential for scientific, mathematical, and literary thinking.
𝐄𝐱𝐚𝐦𝐩𝐥𝐞: A Unit on “How the World Works”
Transdisciplinary Theme: How the World Works
Central Idea: Natural materials have identifiable properties that determine their use.
𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐞𝐝 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬: Form.
𝐈𝐧𝐪𝐮𝐢𝐫𝐲 𝐐𝐮𝐞𝐬𝐭𝐢𝐨𝐧𝐬:
- What are the properties of different materials?
- How can we describe natural materials?
𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐄𝐧𝐠𝐚𝐠𝐞𝐦𝐞𝐧𝐭𝐬:
- Explore and classify materials based on texture, hardness, and absorbency.
- Create a “material museum” with labeled examples.
- Sort materials through interactive stations and justify grouping based on observed properties.
𝐎𝐮𝐭𝐜𝐨𝐦𝐞: learners understand how things are structured and begin to analyze similarities and differences across contexts.
2. Function
Detailed Description: Function invites learners to explore how things operate, behave, or perform a task. It helps learners understand that everything has a purpose and role. This concept supports students in exploring the “how” behind systems, tools, organisms, and societal structures.
Example: A Unit on “Who We Are”
Transdisciplinary Theme: Who We Are
Central Idea: The human body is made up of systems that work together to sustain life.
Specified Concept: Function
Inquiry Questions:
- What are the different systems in the human body?
- How do body systems function individually and together?
Learning Engagements:
- Construct models of the digestive, respiratory, and circulatory systems.
- Use simulations to demonstrate how the heart pumps blood.
- Organize a classroom “Body System Fair” where groups present the function of their assigned system.
Outcome: Learners understand that systems are purposeful and connected through functions.
𝟑. 𝐂𝐚𝐮𝐬𝐚𝐭𝐢𝐨𝐧
𝐃𝐞𝐭𝐚𝐢𝐥𝐞𝐝 𝐃𝐞𝐬𝐜𝐫𝐢𝐩𝐭𝐢𝐨𝐧: Causation helps learners think about cause-and-effect relationships. It allows learners to examine why things happen, what leads to specific outcomes, and how actions have consequences. Understanding causation supports critical analysis and reflective thinking.
𝐄𝐱𝐚𝐦𝐩𝐥𝐞: A Unit on “Sharing the Planet”
Transdisciplinary Theme: Sharing the Planet
Central Idea: Human actions affect the balance of ecosystems.
𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐞𝐝 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬: Causation
𝐈𝐧𝐪𝐮𝐢𝐫𝐲 𝐐𝐮𝐞𝐬𝐭𝐢𝐨𝐧𝐬:
- What causes pollution and climate change?
- How do human activities impact ecosystems?
𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐄𝐧𝐠𝐚𝐠𝐞𝐦𝐞𝐧𝐭𝐬:
- Analyze news articles and documentaries showing environmental changes.
- Design posters showing a chain of environmental causes and effects.
- Conduct simple experiments showing pollution effects on water and plants.
𝐎𝐮𝐭𝐜𝐨𝐦𝐞: learners develop an awareness of cause-and-effect relationships and how they influence our world.
4. Change
Example: A Unit on “Where We Are in Place and Time”
Transdisciplinary Theme: Where We Are in Place and Time
Central Idea: Civilizations evolve through innovation and interaction.
Specified Concept: Change
Inquiry Questions:
- How have civilizations changed over time?
- What influences bring about change?
Learning Engagements:
- Create timelines comparing ancient and modern societies.
- Explore artifacts and interviews to understand historical transformations.
- Host a “Living Museum” where learners act as historical figures.
Outcome: Learners identify historical patterns and understand that change is constant.
𝟓. 𝐂𝐨𝐧𝐧𝐞𝐜𝐭𝐢𝐨𝐧
You can access the poster link at the end of the blog.
𝐄𝐱𝐚𝐦𝐩𝐥𝐞: A Unit on “How We Organize Ourselves
Transdisciplinary Theme: How We Organize Ourselves
Central Idea: Communities rely on interconnected systems to function.
𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐞𝐝 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬: Connection
𝐈𝐧𝐪𝐮𝐢𝐫𝐲 𝐐𝐮𝐞𝐬𝐭𝐢𝐨𝐧𝐬:
- How do different systems in a community connect?
- What happens when one part of a system changes?
𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐄𝐧𝐠𝐚𝐠𝐞𝐦𝐞𝐧𝐭𝐬:
- Map out community systems (transport, healthcare, education).
- Interview local service providers.
- Simulate a town planning meeting to discuss system interdependence.
🧩 𝐎𝐮𝐭𝐜𝐨𝐦𝐞: learners recognize interdependence and understand systems thinking.
6. Perspective
Detailed Description: Perspective supports the understanding that people interpret events, experiences, and ideas differently. It encourages learners to respect diverse opinions and cultural viewpoints while building empathy and critical discussion skills.
Example: A Unit on “How We Express Ourselves”
Transdisciplinary Theme: How We Express Ourselves
Central Idea: People express beliefs and emotions through different forms of art.
Specified Concept: Perspective
Inquiry Questions:
- How does art reflect personal and cultural perspectives?
- Why do people interpret the same artwork differently?
Learning Engagements:
- Compare artworks from various cultures and time periods.
- Conduct a gallery walk with peer reflections on different art pieces.
- Create individual artwork with accompanying artist statements explaining their perspective.
Outcome: Learners develop tolerance and appreciate diversity in thinking and culture.
𝟕. 𝐑𝐞𝐬𝐩𝐨𝐧𝐬𝐢𝐛𝐢𝐥𝐢𝐭𝐲
𝐄𝐱𝐚𝐦𝐩𝐥𝐞: A Unit on “Sharing the Planet”
Transdisciplinary Theme: Sharing the Planet
Central Idea: People have the responsibility to protect and preserve natural resources. 𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐞𝐝 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬: Responsibility
𝐈𝐧𝐪𝐮𝐢𝐫𝐲 𝐐𝐮𝐞𝐬𝐭𝐢𝐨𝐧𝐬:
- What responsibilities do we have toward the environment?
- How can we make sustainable choices?
𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐄𝐧𝐠𝐚𝐠𝐞𝐦𝐞𝐧𝐭𝐬:
- Start a class recycling project.
- Conduct an environmental audit of the school.
- Design persuasive campaigns encouraging responsible habits.
𝐎𝐮𝐭𝐜𝐨𝐦𝐞: Learners develop into principled learners who care for people and the planet.
Incorporating specified concepts effectively into teaching requires intentional planning and collaborative curriculum design. Concepts must be introduced, revisited, and assessed through authentic contexts and transdisciplinary learning experiences. Teachers should embed specified concepts within their unit planners, lines of inquiry, and formative tasks, ensuring that they are visible and central to student learning.
𝐒𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐞𝐬 𝐟𝐨𝐫 𝐈𝐧𝐭𝐞𝐠𝐫𝐚𝐭𝐢𝐨𝐧:
- Use guiding conceptual questions during daily discussions.
- Align concepts with learning outcomes and skills.
- Encourage student-generated questions using the specified concepts.
- Design provocations and engagements that directly explore conceptual understanding.
𝐄𝐱𝐚𝐦𝐩𝐥𝐞: A Unit on “Where We Are in Place and Time” Central Idea: Exploration leads to discoveries, opportunities, and new understandings.
𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐞𝐝 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬: Causation, Perspective, Change
𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐄𝐧𝐠𝐚𝐠𝐞𝐦𝐞𝐧𝐭𝐬: Inquiry centers on why explorers traveled (Causation), how different people viewed exploration (Perspective), and how societies changed as a result (Change).
🌟 𝐁𝐞𝐧𝐞𝐟𝐢𝐭𝐬 𝐨𝐟 𝐂𝐨𝐧𝐜𝐞𝐩𝐭-𝐁𝐚𝐬𝐞𝐝 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠
Concept-based learning in the IB PYP empowers learners to become independent thinkers who transfer understanding across disciplines and contexts. It deepens comprehension, enhances inquiry skills, and supports global-mindedness.
𝐊𝐞𝐲 𝐁𝐞𝐧𝐞𝐟𝐢𝐭𝐬:
- Encourages deeper understanding rather than memorization.
- Supports the development of transdisciplinary skills and attributes.
- Promotes student agency and engagement through authentic inquiry.
- Allows learners to apply knowledge to real-world issues.
𝐄𝐱𝐚𝐦𝐩𝐥𝐞:In a unit on “Sharing the Planet,” learners investigate conflict and peace through the concept of Responsibility. This fosters awareness of their own role in building peaceful communities.
🧠 𝐀𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭 𝐒𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐞𝐬 𝐟𝐨𝐫 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐮𝐚𝐥 𝐔𝐧𝐝𝐞𝐫𝐬𝐭𝐚𝐧𝐝𝐢𝐧𝐠
Assessing conceptual understanding goes beyond recalling facts; it evaluates a student’s ability to apply, transfer, and reflect on conceptual knowledge. Assessment tools should be diverse and embedded throughout the inquiry process.
𝐄𝐟𝐟𝐞𝐜𝐭𝐢𝐯𝐞 𝐀𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭 𝐌𝐞𝐭𝐡𝐨𝐝𝐬:
- Concept maps
- Reflection journals
- Student-led conferences
- Formative check-ins using concept-related rubrics
- Performance tasks demonstrating the application of specified concepts
𝐄𝐱𝐚𝐦𝐩𝐥𝐞: In a unit on “How We Express Ourselves,” learners create a visual art piece showing different perspectives on a global issue. Teachers assess using a rubric based on the concept of Perspective.
💡 𝐄𝐦𝐛𝐫𝐚𝐜𝐢𝐧𝐠 𝐭𝐡𝐞 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐮𝐚𝐥 𝐀𝐩𝐩𝐫𝐨𝐚𝐜𝐡
Transitioning to a conceptual approach may require a mindset shift for educators used to content-driven planning. However, embracing this approach leads to more meaningful, transferable learning. It invites learners to become thinkers, researchers, communicators, and inquirers.
𝐓𝐢𝐩𝐬 𝐭𝐨 𝐄𝐦𝐛𝐫𝐚𝐜𝐞 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐮𝐚𝐥 𝐓𝐞𝐚𝐜𝐡𝐢𝐧𝐠:
- Start with student questions and interests.
- Design provocations that spark conceptual conversations.
- Use visible thinking routines to explore concepts.
- Reflect regularly on conceptual understandings during and after the unit.
𝐄𝐱𝐚𝐦𝐩𝐥𝐞: After a unit on energy, learners explored new questions such as “What happens when a community doesn’t have access to clean energy?”—showing conceptual transfer beyond the classroom.
🪞 𝐑𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐨𝐧
Reflection is a core component of the PYP and must be practiced by both learners and educators. As teachers, we reflect on how well the concepts were taught, understood, and applied. For learners, reflection helps consolidate learning and encourages metacognition.
𝐑𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐨𝐧 𝐏𝐫𝐨𝐦𝐩𝐭𝐬 𝐟𝐨𝐫 𝐄𝐝𝐮𝐜𝐚𝐭𝐨𝐫𝐬:
- Did the inquiry activities lead to a deeper conceptual understanding?
- Were learners able to transfer their conceptual knowledge to new contexts?
- What changes can I make to improve concept integration in future units?
𝐒𝐭𝐮𝐝𝐞𝐧𝐭 𝐑𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐨𝐧 𝐒𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐞𝐬:
- Concept journals
- Reflection corners or thinking routines
- Post-it exit tickets linked to Specified Concepts questions
Grab these colorful IB PYP 𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐞𝐝 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬 posters, available in both English and Spanish.
