The five essential elements, how essential are they?

The final pillar of the IB framework, which I will briefly delve into, is the five essential elements of the written curriculum. Which, from my own interpretation, I believe acts as a vehicle for children’s evolving understanding and acquisition of knowledge, promoting their understanding through incorporating a balance of each essential aspect which knowledge, concepts, skills, attitudes and action comprise of. Ensuring that each child’s “…diversity and funds of knowledge….” (Arthur, 2012, p112) are not overlooked, and are embed throughout the planning process of the written curriculum.

A great importance is rooted within children acquiring significant knowledge of the world. Formulating their own concepts, based on a thorough understanding of the content of conventional subject areas, and significant ideas founded by those of our antecedents. Developing fundamental skills, which will support them in our fast-paced society, and enable them to locate, process, identify as valuable or irrelevant, and construct their own connections to previously acquired knowledge (Katz & Chard, 2000; IBO, 2007), this notion embedded within a statement Katie had made during the interview, “Application is an important form of learning, especially for students with various learning styles. Application is dependent on skills; to do you must know how to.” The attitudes children adopt and apply throughout everyday life, is also recognised as equally important, as these values contribute to the development of an internationally minded citizen.

I was curious as to the challenges a teacher would face when implementing all five essential elements, Katie’s response affirmed my thought.

Have you found that in all inquiries you are able to implement all five essential elements of the written curriculum? “We are required to but I find it challenging, especially at the beginning of a school year. The most difficult is the element of action – to ensure that it is student initiated and driven.”

Despite this, children’s learning needs to transpire beyond the classroom, for them to gain a thorough understanding of their inquiries; they need to know they have the opportunity, the ability to take action and utilise their knowledge through practice. The acquisition of knowledge alone is not sufficient, for learning to be beneficial to children equilibrium is required (Boyer, 1995).   

Although there was a clear dichotomy between my theoretical understanding and the practice of the PYP, the authenticity and practical application of the written curriculum, in combination with the real-world perspective of Katie, has provided a clear understanding to my deliberation.