Exploring the World Through Geography – Our PYP 5 Assessment Journey

At Victorious Kidss Educares, the International Baccalaureate philosophy sits at the very heart of our practice. Learning goes beyond textbooks to asking questions, making meaningful connections, and co-constructing understanding. In our recent transdisciplinary unit, Where We Are in Place and Time, this approach came alive as an authentic example of those principles in action.

Over the past month, our PYP 5 learners have been exploring how Geography shapes human life. Our journey so far, through previous years’ Units of Inquiry on communities, human–environment interaction and features of landforms, had already given students a strong foundation they drew on during this inquiry. They were guided by the Central Idea:

“Earth’s physical geography has an impact on human interaction and settlements.”

Students examined how mountains, rivers, climate, and resources shape both the environment and the way people live, work, and interact within interdependent communities. We combined hands-on experiences with scaffolded teaching to enhance students’ learning. A strong and thoughtful provocation encouraged students to think deeply about the concept of change within the context of our central idea. Strategies like the fishbone diagram supported clear cause-and-effect thinking, while comparative case studies prompted meaningful discussions about human impact and environmental transformations. Further, map-reading and Google Earth activities helped strengthen spatial skills.

The International Mindedness Week Spark!

Steering our planning towards the second line of inquiry — the relationship between location and development — we designed a learning journey that encouraged students to apply skills, gather evidence, and make reasoned judgements. With International Mindedness Week falling at the unit’s midpoint, we planned a rich sensory experience to bring this inquiry to life.

We invited several facilitators to showcase the unique geography, culture, and ways of life from regions they were personally connected to. Classrooms were transformed into living exhibitions of Himachal Pradesh, Maharashtra, Rajasthan, Nigeria, and Iran. Artefacts, traditional attire, lifestyle props, and vivid presentations gave students a real taste of how geography shapes daily life.

These creative showcases were built into the unit planner as conceptual exemplars and practical models, directly supporting students in their learning journey. As part of reflection, we used questioning routines like the Question Triangle to help students organise and justify their questions. Prompts such as How can geographical factors help or hinder the development of a place? And what is the role of technology, and how do human activities impact progress? opened up new lines of thinking. Students also explored which natural disasters different places are prone to, and what it means for human settlements. — sparking discussions that pushed their understanding deeper.

The SCOT Challenge

For their Assessment As Learning, PYP 5 learners chose a place they felt connected to or curious about and conducted a SCOT analysis through in-depth research— identifying its Strengths, Challenges, Opportunities, and Threats to show the relationship between geography and development. Their research considered both natural factors and human innovations.

This was a process-focused assessment, with a checklist to monitor and document learning at each stage. Anecdotal records and photographs captured both process and product, becoming valuable evidence for feedback, feedforward, and authentic measurement of progress. Most students worked independently using exemplars, while others received guidance through conferencing to refine their evidence and reasoning.

The assessment addressed multiple dimensions — knowledge (facts and map skills), conceptual understanding (linking place and development) and ATL thinking skills ( critical thinking, information transfer) to break down information, and apply learning across contexts. Students brought their research to life through a variety of formats: charts, infographics, and collages to present key facts; artefacts and handicrafts to represent traditions; food, clothing, and props to give a sensory experience; and ICT-designed travel pamphlets to integrate culture, geography, and tourism data. Guided by open-ended questions, they moved beyond recall to make thoughtful, evidence-based connections between geography and development. 

Glimpses of Learning in Action

The SCOT challenge inspired creative and personal responses. A number of students extended their inquiries beyond the classroom, turning early research into deeper community studies and data analyses. 

• Nida interviewed her extended family in Goa to understand how landform and climate shape daily life, occupations, and food choices, then wove these insights into her SCOT analysis. 

• Saivi mapped the pilgrimage at Rameshwaram, creating estimated monthly tourist footfall graphs and linking them to seasonal employment patterns. 

• Ansh demonstrated traditional Rajasthani block printing, inviting visitors to create their fabric designs while explaining how craft economies are connected to local geography.

Behind each display was more than research; it was a learner making connections, weaving facts into concepts, and presenting them in ways that captured interest and reflected the attributes we value in the IB Learner Profile.

A Community of Learners – Parents on board! 

True to the IB spirit of learning as a community, this assessment was not just about students — it welcomed parents as active participants too. On the day of the presentation, our classrooms buzzed with excitement. Students were ready to present, and we were honoured to welcome parents as part of the audience and conversation.

They didn’t just watch, they engaged. They asked thoughtful questions, admired artefacts, sampled foods, and encouraged students to explain their reasoning. In doing so, they modelled exactly the kind of inquiry we nurture in our classrooms.

Looking Back, Moving Forward

This unit was a reminder of the “messy magic” of inquiry. We saw students grow as Thinkers — weighing perspectives, and applying their understanding to real-world contexts. Some of the most rewarding moments were when they surprised themselves — completing SCOTs independently, presenting confidently to parents, and offering practical, well-reasoned suggestions for change.

The learning reached well beyond Geography, weaving together Mathematics, Languages, ICT, and Arts into one rich tapestry of understanding. Mapping skills, creative writing, digital tools, and cultural expression all reinforced one another, helping students deepen their grasp of the big idea and apply it in ways that were engaging, relevant, and lasting.

Lifelong Learners in the Making

We honoured choice and voice throughout — from working solo or in groups to choosing products like artefacts, collages, brochures, or live demonstrations. Support structures such as sentence starters and check-ins ensured everyone could participate meaningfully, while open-ended questions and ICT integration pushed deeper thinking. Templates and exemplars helped some learners focus on reasoning; at the same time, extension prompts encouraged others to pursue community interviews or explore more detailed data work.

If there is one big idea our learners will carry forever, it is this: where we live influences how we live. This understanding will travel far beyond our classroom, shaping how they see themselves and others in an interconnected world. By recognising this connection, they take the first step toward a future built on progress and conservation — one that values both development and the safeguarding of our planet. It marks yet another milestone in their growth as curious, informed, and reflective learners, ready to act thoughtfully and compassionately to make a positive difference. We couldn’t be prouder of how far they’ve come!