IB PYP Specified Concepts: A Comprehensive Guide for PYP Educators

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.

The IB PYP identifies 7 specified concepts that serve as the foundation for developing the programme of inquiry and individual units. These concepts guide the development of central ideas, lines of inquiry, and assessment strategies. Understanding and using these concepts purposefully supports learners in becoming lifelong learners and globally-minded individuals.

🤔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 eight 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 – 𝐖𝐡𝐚𝐭 𝐢𝐬 𝐢𝐭 𝐥𝐢𝐤𝐞?

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 – 𝐇𝐨𝐰 𝐝𝐨𝐞𝐬 𝐢𝐭 𝐰𝐨𝐫𝐤?

𝐃𝐞𝐭𝐚𝐢𝐥𝐞𝐝 𝐃𝐞𝐬𝐜𝐫𝐢𝐩𝐭𝐢𝐨𝐧: Function invites learners to explore how things operate, behave, or perform a task. It leads learners to understand that everything has a purpose and role. This concept is crucial in helping learners uncover 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 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬: 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 systems are purposeful and connected by functions.

𝟑. 𝐂𝐚𝐮𝐬𝐚𝐭𝐢𝐨𝐧 – 𝐖𝐡𝐲 𝐢𝐬 𝐢𝐭 𝐥𝐢𝐤𝐞 𝐢𝐭 𝐢𝐬?

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 – 𝐇𝐨𝐰 𝐢𝐬 𝐢𝐭 𝐜𝐡𝐚𝐧𝐠𝐢𝐧𝐠?

𝐃𝐞𝐭𝐚𝐢𝐥𝐞𝐝 𝐃𝐞𝐬𝐜𝐫𝐢𝐩𝐭𝐢𝐨𝐧: Change refers to the process of transformation over time. This concept helps learners understand how and why people, places, systems, and beliefs evolve. It promotes thinking about patterns, trends, and sequences.

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 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬: 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" with learners acting as historical figures.

🧩 𝐎𝐮𝐭𝐜𝐨𝐦𝐞: learners identify historical patterns and understand that change is constant.

𝟓. 𝐂𝐨𝐧𝐧𝐞𝐜𝐭𝐢𝐨𝐧 – 𝐇𝐨𝐰 𝐢𝐬 𝐢𝐭 𝐜𝐨𝐧𝐧𝐞𝐜𝐭𝐞𝐝 𝐭𝐨 𝐨𝐭𝐡𝐞𝐫 𝐭𝐡𝐢𝐧𝐠𝐬?

𝐃𝐞𝐭𝐚𝐢𝐥𝐞𝐝 𝐃𝐞𝐬𝐜𝐫𝐢𝐩𝐭𝐢𝐨𝐧: Connection allows learnersto explore how things relate to one another. It encourages holistic thinking by making links across disciplines, cultures, and systems. This concept nurtures systems thinking and interdisciplinary learning.

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 – 𝐖𝐡𝐚𝐭 𝐚𝐫𝐞 𝐭𝐡𝐞 𝐩𝐨𝐢𝐧𝐭𝐬 𝐨𝐟 𝐯𝐢𝐞𝐰?

𝐃𝐞𝐭𝐚𝐢𝐥𝐞𝐝 𝐃𝐞𝐬𝐜𝐫𝐢𝐩𝐭𝐢𝐨𝐧: Perspective supports the understanding that people interpret events, experiences, and ideas differently. It encourages learners to respect diverse opinions and cultural viewpoints. It builds 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 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬: 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 – 𝐖𝐡𝐚𝐭 𝐢𝐬 𝐨𝐮𝐫 𝐫𝐞𝐬𝐩𝐨𝐧𝐬𝐢𝐛𝐢𝐥𝐢𝐭𝐲?

𝐃𝐞𝐭𝐚𝐢𝐥𝐞𝐝 𝐃𝐞𝐬𝐜𝐫𝐢𝐩𝐭𝐢𝐨𝐧: Responsibility involves making ethical decisions and understanding the impact of our actions. It encourages learners to take ownership of their behavior and become agents of change in their communities..

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.

🔄 𝐈𝐧𝐭𝐞𝐠𝐫𝐚𝐭𝐢𝐧𝐠 𝐂𝐨𝐧𝐜𝐞𝐩𝐭𝐬 𝐢𝐧𝐭𝐨 𝐘𝐨𝐮𝐫 𝐓𝐞𝐚𝐜𝐡𝐢𝐧𝐠

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: