The IB Primary Years Program (PYP) framework was designed to be relevant to children of all cultures in all contexts. To identify what 3–12-year old students need to know and to address globally significant issues, the IB identified 6 universal themes. These themes, inspired by the work of educational theorist Ernest Boyer, are referred to in the PYP as the 6 Transdisciplinary Themes.  

The Program of Inquiry  

The transdisciplinary themes of global significance provide the context for schools to frame a whole-school Program of Inquiry. The themes are revisited throughout the students’ primary years through their units of inquiry so that the result is immersion in broad-ranging, in-depth, articulated curriculum content. Our ELC, Reception and Year 1 classes explore 4 units of inquiry each year, these always include Who we are and How we express ourselves units. From Year 2 upwards students explore 6 units of inquiry each year, one for each transdisciplinary theme.  

A Program of Inquiry unique to Annesley  

The IB provides schools with the flexibility to develop their Program of Inquiry in ways that are relevant to their community and context. In developing our Program of Inquiry at Annesley we have ensured there are meaningful opportunities to integrate the Australian curriculum into inquiries. Our Program of Inquiry also reflects our strong sense of identity as a school, incorporating:  

• wellbeing units in each year level 
• units that develop understanding about enterprise in every year level 
• units that link to our Quest experiential program  

We have displayed our 2022 Program of Inquiry  in prominent locations to be viewed by all members of our community: outside the gate on Rose Terrace, by the Bouncing Bean Café, and in the main corridor of the Early Years building. You can also view the full 2022 Program of Inquiry by clicking HERE.

At the end of each year the teachers at Annesley review and update the Program of Inquiry, to ensure units remain relevant, challenging and engaging, incorporating feedback from students. 

What is the advantage of transdisciplinary Learning? 

The transdisciplinary approach helps to set the IB Primary Years Program apart. By transdisciplinary the IB means learning that transcends the boundaries of subjects, leading to deeper understanding of the present world. Knowledge, conceptual understandings and skills from the traditional subject areas support the learning, but are used in ways that transcend the confines of these subjects. 

The analogy of a cake is sometimes used to describe transdisciplinary learning (e.g. Choi and Pak 2006), whereby the disciplines are no longer distinguishable, like the ingredients in a cake, and the result is something completely different and more rewarding.  

Transdisciplinary Learning in Practice 

Our Year 3 How We Organise Ourselves unit of inquiry from last term provides a wonderful example of authentic transdisciplinary learning. During this inquiry students connected their learning of languages across multiple disciplines including Literacy, French, Mathematics, Design Technology and Music to gain a deeper understanding of the Central Idea: ‘Language systems enable communication within and between communities.’ 

Learning was enriched through authentic experiences that highlighted real life issues and challenges relating to language and communication systems. Students were introduced to Auslan with visiting interpreters Glen and Samantha, gaining an insight into the communication challenges faced by the hearing impaired and the systems that enable us to overcome these barriers.   

A balance of transdisciplinary and stand-alone learning 

Transdisciplinary learning is certainly an important benefit of the PYP, but not all learning in our subject areas can be meaningfully integrated into our units of inquiry.  In all subject areas there is a balance of learning that is integrated into our units of inquiry and learning that is stand alone.  

If you would like any further information about transdisciplinary learning or any other aspect of our curriculum, please contact our Director of Learning and Teaching, David Taylor taylord@annesley.sa.edu.au

Part 3 of The PYP Advantage, in our next newsletter, will look at Concept-based curriculum – how a focus on conceptual ideas develops children’s’ critical thinking, leading to deeper understanding. 

 References: 

IB, 2019. PYP From Principles to Practice 

Boyer, EL. 1995. The basic school: A community for learning. San Francisco, CA, USA. Jossey-Bass Inc/The Carnegie Foundation for the Advancement of Teaching. 

Choi, BCK and Pak, AWP. 2006. “Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education, and policy” Médecine Clinique Et Experimentale. Vol 29