IB Primary Years Programme

Turn a small wonder into a worthwhile inquiry.

Start with what your learners notice. Explore a provocation, gather their questions and shape a next step that leaves room for choice, connection and reflection.

Find an inquiry starter ↓

Start with what PLAI™ knows about the PYP.

Explore its understanding of inquiry, learner agency and connections across subjects. Then take the conversation towards the unit you are teaching.

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What do you know about inquiry and learner agency in the PYP?

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Where could an inquiry begin?

Notice

Where do we use water during our school day?

Wonder

What would change if less water were available?

Investigate

Which question would you like to explore?

A possible starting point for your class.

Where would you like the inquiry to go?

Choose a starting point. Leave room for learners to take it further.

Open with a provocation

Give learners something to notice before deciding which questions to pursue.

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Suggest a provocation about how we use water that leaves room for learners' own questions.

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Connect ideas across subjects

Bring observation, measurement and communication together around the question learners are exploring.

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Suggest ways to connect an inquiry about water use with measurement and storytelling.

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Reflect on a possible action

Help learners consider what they could change and what they still need to understand.

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Suggest reflection questions to help learners exploring water use choose a small action and explain why it matters.

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Add support. Keep the choices open.

Ask for a way into the task without deciding every step for learners. A hands-on option, a drawing space or a discussion cue can offer a different starting point.

Continue your conversation

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Add a hands-on route and a way for learners to choose what to investigate next.

Try this prompt with PLAI™ ↗

Copy first, then sign up and paste into PLAI™. Opens in a new tab; the prompt is not transferred automatically.

Make it right for your class.

Keep the inquiry open.

Is there something worthwhile for learners to question or decide?

Connect with your unit.

Does the task serve the ideas your class is exploring?

Choose the right support.

Can learners participate without the scaffold doing the thinking for them?

Questions about using PLAI™ for PYP teaching

Do I need to explain the PYP in every prompt?

Start by checking the programme context in the conversation. Your next request can focus on the task itself. Add class or unit details when they would change the activity.

Will PLAI™ know our school's current programme of inquiry?

Check what information it is using rather than assuming it has your latest school plan. Add the relevant unit details if they are missing.

Can I use a different topic from water?

Yes. Replace the topic with the idea your class is exploring. Ask for an opening question or activity that gives learners room to investigate.

How can I make the activity suitable for younger learners?

State the age group when it matters. Ask for concrete materials, simpler language or a way to respond through talk, movement or drawing, then review the activity for your class.

What will your learners wonder about next?

Bring one question from your next unit into PLAI™ and explore a starting activity for your class.

Start with PLAI™

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