Exploring the direction of concept-based unit design for IB PYP implementation: Focusing on the English Subject

Objectives The purposes of this study were to enhance the understanding of the structure of the curriculum when designing a concept-based curriculum and to explore the direction of designing concept- based units, particularly in English subject, within a process-oriented curriculum. Methods First, this study explored the direction for implementing a process-oriented, concept-based curriculum and examined methods for designing concept-based units with a focus on understanding the structure of the process. To this end, the study proposed the approaches and implications based on Lanning’s(2013) “Designing a Concept-Based Curriculum for English Language Arts.” Second, the study examined the 2022 revised national curriculum and suggested the direction for designing concept-based units for English subject within the context of conceptual understanding. Results By attempting unit design based on English subject matter knowledge, an understanding of the 2022 revised curriculum, and the structure of the process, using an approach centered on concept-based inquiry, it will promote deep understanding and transfer among learners, thereby realizing the true meaning of integrative learning. Conclusions By moving beyond a language function-based approach and shifting towards an integrated and multidimensional perspective on language, grounded in an understanding of the structure of process, unit design can provide learners with learning opportunities that enable them to become active language inquirers, ultimately leading to deeper conceptual understanding.