The Statement of Inquiry (SOI) is the backbone of every unit in the International Baccalaureate Middle Years Programme (MYP). It brings together key concepts, related concepts, and a global context into one clear, conceptual statement that drives inquiry. A strong SOI connects what students are learning to why it matters — helping them understand the bigger picture behind each lesson.

For teachers, crafting meaningful Statements of Inquiry takes practice and reflection. When written well, the SOI inspires curiosity, guides assessment, and ensures that learning remains relevant, interdisciplinary, and grounded in the IB philosophy.

Quick Start Checklist

• Combine key and related concepts meaningfully
• Link the unit to an appropriate global context
• Write the statement as a complete thought, not a topic
• Ensure it promotes inquiry and transfer of understanding
• Use student-friendly language that communicates purpose

The Purpose of a Statement of Inquiry

The SOI is not just a sentence for planners — it’s a conceptual compass. It helps students connect factual learning to conceptual and contextual understanding.

A strong SOI should help answer three essential questions:

1. What are we learning about? (Concepts)
2. Why does it matter? (Context)
3. How is it connected to the world? (Transfer and relevance)

For example:

• “Innovation transforms how societies communicate and solve problems.”
• “Cultural expression reflects identity and influences how people understand each other.”

Each of these examples links conceptual understanding with global significance, giving students a clear reason to care about their learning.

Step 1: Start with the Key Concept

Every MYP unit begins with a key concept, such as change, relationships, systems, or identity. This concept provides a broad lens for exploring understanding across disciplines.

For example:

• In Sciences, a unit on ecosystems might use the key concept relationships.
• In Individuals and Societies, a unit on revolutions might center on change.

The key concept sets the tone — it’s the universal idea students will revisit and apply in new contexts.

Step 2: Add Related Concepts

Related concepts narrow the focus and connect directly to subject content. They bring specificity and depth to the broader key concept.

For instance:

• A Language and Literature unit might combine communication (key) with audience and purpose (related).
• A Design unit could link development (key) with function and innovation (related).

When these are connected thoughtfully, they create rich opportunities for inquiry and conceptual understanding.

Step 3: Choose a Global Context

The global context grounds the unit in real-world relevance. It gives meaning to the concepts by connecting them to human experience.

The six IB global contexts are:

• Identities and Relationships
• Orientation in Space and Time
• Personal and Cultural Expression
• Scientific and Technical Innovation
• Globalization and Sustainability
• Fairness and Development

Selecting the right global context ensures students see how their learning connects to the world beyond school.

Example:
For a Science unit on renewable energy, Globalization and Sustainability provides a natural lens for exploring environmental impact and human responsibility.

Step 4: Write the Statement of Inquiry

Now that you have the key concept, related concepts, and global context, combine them into a single, coherent statement. The structure should be conceptual, not factual, and broad enough to encourage diverse lines of inquiry.

Example 1 (Sciences):
Systems depend on the interaction between human innovation and environmental sustainability.

Example 2 (Language and Literature):
Communication shapes how societies express identity and challenge perspectives.

Example 3 (Design):
Innovation reflects how individuals solve problems to improve quality of life.

Each statement is universal, transferable, and connects directly to a real-world theme.

Step 5: Test the Statement for Depth and Relevance

A meaningful Statement of Inquiry should:

• Inspire exploration and curiosity
• Encourage connections between disciplines
• Be applicable beyond the specific unit
• Allow for multiple interpretations and inquiry questions

If your SOI sounds like a fact or a definition, it needs refinement. For example, instead of “Renewable energy helps the planet,” try “Human innovation influences sustainability and global responsibility.” The second invites discussion, analysis, and deeper understanding.

Step 6: Connect the SOI to Inquiry Questions

Once the statement is finalized, develop factual, conceptual, and debatable questions that help students unpack it.

For example, using the SOI “Innovation transforms how societies communicate and solve problems”:

• Factual: What are examples of recent technological innovations?
• Conceptual: How does innovation shape communication?
• Debatable: Does innovation always lead to progress?

These questions transform the SOI into an active driver of inquiry in the classroom.

Frequently Asked Questions

1. How many concepts should appear in a Statement of Inquiry?
One key concept and one to three related concepts are ideal. Simplicity encourages clarity and depth of understanding.

2. Should every subject have its own SOI?
Yes. Each MYP subject area designs units with its own SOI, though interdisciplinary units can share one across multiple subjects.

3. Can students help create Statements of Inquiry?
Absolutely. Involving students in refining or rephrasing the SOI increases ownership and understanding. It turns the statement into a shared goal rather than a static document.

Conclusion

Creating meaningful Statements of Inquiry is one of the most powerful ways to shape learning in the MYP. A well-crafted SOI connects concepts, context, and curiosity — guiding students to think deeply, reflect meaningfully, and act responsibly.

When educators design with inquiry in mind, classrooms become spaces of discovery where knowledge connects to life beyond school. In the true spirit of the IB, the Statement of Inquiry reminds us that education is not just about what we learn — but about why it matters and how we use it to make sense of the world.