Programme of Inquiry Emirates International School Jumeirah June 2015 Early Years 1 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central idea People grow and change over time and learn about themselves. The arts help to express ideas. The decisions people make can influence their health and safety. It is important to work together to take care of the Natural World. Lines of inquiry Everyone is unique Change is something people have in common Learning takes place over time Creativity is a form of expression. Responces to works of art. Different ways artists express themselves. There are people in our community who keep us safe and healthy Good decisions are important to keep people safe Making healthy decisions is important Plants are important and play a major role in the natural world. Some plants and animals need to be cared for. Subject focus Islamic Studies, ICT Islamic Studies, ICT Key Form, Change, Form, Causation, Function, Causation, Causation,
Related Students to understand that they are unique. Students to understand what similarities and differences they have with their peers. they are going through changes. developed in their learning. Learning experiences Inquirers, Open-minded, Risk-takers, Confidence, Curiosity, Independence Observing Spatial Awareness, Codes of Behaviour Comprehension Social Skills: Cooperating, Adopting a Variety of Group Roles Listening, Non-verbal Risktakers, Cooperation, Creativity, Enthusiasm, Confidence, Independence Observing, Recording Data Gross Motor, Fine Motor, Spatial Awareness Thinking Skills: Evaluation Others, Cooperating Viewing Inquirers, Knowledgeable, Balanced Attitudes: Commitment, Curiosity, Independence Spatial Awareness, Safety, Healthy Lifestyles of Knowledge Social Skills: Cooperating Viewing
Early Years 2 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central idea People have different responsibilities to care for themselves and others. People are all connected in the global community. People express their thoughts, feelings and ideas in many different ways. No living thing can survive without water. Respecting each other can help our teamwork and manage conflict. Lines of inquiry I have my own personal identity (I know myself). I can take care of other people. I can take responsibility for my own actions. There are many different cultures. Cultures are a reflection of the people and their We can learn from each other's communities. There are different forms of expression All individuals express themselves differently. I can reflect on how I like to express myself. Humans use water for many different purposes Water is vital in many animal habitats Water keeps living things hydrated Arguments are caused due to differences. Subject focus ICT ICT English, Mathematics, Physical Education, Visual Arts, Music, ICT English, Mathematics, Science, Music English, Mathematics, Science Key Form, Function, Form, Causation, Perspective Form, Perspective, Function, Connection, Causation Related Visual art, Music, Dance, Scupture, Painting, Signing, theatre, Role-play Orally explaining their perspective. Depending on their choice.
Learning experiences Communicators, Caring, Empathy, Commitment, Respect, Independence, Tolerance Observing Spatial Awareness, Organization, Safety, Healthy Lifestyles Thinking Skills: Comprehension, Application, Dialectical Thought, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety of Group Roles Reading, Writing, Nonverbal, Viewing, Presenting Inquirers, Communicators, Open-minded Creativity, Respect, Tolerance Observing, Collecting Data Others, Cooperating Reading Risktakers Attitudes: Creativity, Enthusiasm, Confidence Observing Gross Motor Social Skills: Cooperating Reading, Non-verbal, Viewing, Presenting Inquirers, Knowledgeable, Creativity, Curiosity Social Skills: Cooperating Speaking, Writing
Year 1 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central idea Understanding what makes us unique and alike. Everything has a past Imagination is a powerful tool for extending our ability to think, create and express. Our five senses work together to help us explore the world. People celebrate to connect with each other. Exploring different body movements and pattern to express our feelings(dance) to celebrate. All living things grow and change Lines of inquiry Similarities and how they they link us together Every family is special. It is important to be a good friend. Understanding time (the three stages) Technology has changed over time Our connection to Dubai What does a production look like? What does a production do/ what s its purpose Let s think about what needs to improve and why Discovering our senses. Our senses help us to find out about the world us Exploring the senses we are using and how we use them. 1. Celebrations serve a purpose (FUNCTION) 2. It s important to celebrate (PERSPECTIVE) 3. A successful celebration requires responsibility and planning (RESPONSIBILITY) The four parts of a plant are interconnected (FORM, CONNECTION) Plants need sun, light, and water to grow (CAUSATION) The life cycle of a plant (CHANGE) Plants help insects and people (FUNCTION) Subject focus Studies, Science, ICT English, Mathematics, Visual Arts, Music, Islamic Studies, ICT Mathematics, Social Studies, Science, Physical Education, Visual Arts, Music, Arabic A, Arabic B, French, Islamic Studies, ICT English, Mathematics, Science Key Connection,, Form, Change, Connection Form, Function, Form, Function, Function, Perspective, Form, Function, Causation, Change Related Related Concepts Similarities, Differences, Parts, Places, Growth, Landscape Writing a script Acting out the scene Allah S.W prepared the human body with organs to help human exploring Earth English- Jack and the beanstalk, The fours seasons, A little seed, Nonfiction books
Language Arts Integration 1: Fictional text based on the past 2: Non-Fiction books of the past Students comparing how people lived in the past- and the changes in the present (Ali and the Camel, A-Z of the Gulf, The Grumpy Camel, Camel O Shy, Jeanie Baker). Social studies Integration Students to think about places (Dubai) have changed over time. Creating a dance (children cooperating together) Singing a song and creating actions And managing their life. How does the eye, nose, skin, tongue and ear function? What happens if you lose a sense? What senses are we using when we do various activities? Writing about how you might feel to be blind. Creating art blindfolded Science- Life cycles of a plant and animals, Insects and plants English- related to texts. Jack and the beanstalk, The little seed, Students to look at the above skill through a variety of sources (Media, books, art). Students to be able to identify truth through fiction and non fiction stories. (camel in the desert or flying camel) Related Concepts Similarities, Differences, Parts, Places, Growth, Landscape Learning experiences Inquirers, Communicators, Caring, Risk-takers Enthusiasm, Respect, Confidence Recording Data Thinkers, Communicators Confidence, Curiosity Formulating Questions Fine Motor Comprehension Inquirers, Communicators, Risk-takers, Commitment, Creativity, Confidence Observing, Planning Gross Motor, Fine Motor, Inquirers, Thinkers, Communicators Attitudes: Enthusiasm, Curiosity, Independence Observing Fine Motor, Time Inquirers, Communicators, Cooperation, Creativity Formulating Questions Fine Motor, Organization Others, Cooperating Inquirers, Thinkers, Caring Creativity, Enthusiasm, Curiosity Observing, Recording Data Management
Fine Motor, Time Management Application Others Reading, Writing Social Skills: Cooperating, Group Decision Making Presenting Management Thinking Skills: Evaluation Social Skills: Cooperating, Group Decision Making, Adopting a Variety of Group Roles Nonverbal Management, Informed Choices Comprehension Others, Cooperating Listening, Speaking Presenting of Knowledge Others, Cooperating Speaking, Presenting
Year 2 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central idea Individuals are part of many communities. Homes are built to suit needs. The Arts can be used to discover and express feelings and ideas. Things change in many different ways and for many different reasons. Everyone has rights and responsibilities. People make waste and what we do with it affects our planet. Lines of inquiry Communities are based around cultures. (Form) Living things survive in different places where their needs are met. (Connection) Rights and responsibilities are a part of a community. () Homes are different (form) Homes give us what we need (function) Location has an impact on how homes are designed (Causation) Our bodies can be used to express. (Function) Performances tell a story (Perspective) Our experiences and imagination can help us to create () Changes can be caused by adding or removing heat. Some changes are reversible, others irreversible. Living things change in certain conditions. 1. With rights come responsibilities People depend upon one another. We must cooperate and communicate if we want to get things done! People create waste. Waste has an impact. Caring for our planet is our responsibility. Subject focus Islamic Studies, ICT Studies, Physical Education, Visual Arts, Music, Arabic A, Arabic B, Islamic Studies, ICT English, Mathematics, Science, Physical Education, ICT Studies, Music, Arabic A, Arabic B, ICT Islamic Studies, ICT Key Form, Connection, Form, Function, Causation Function, Perspective, Form, Causation, Connection,, Causation, Connection, Related English: Focus on traditional tales with communities as their basis. (The Little Red Hen, Town Mouse and Country Mouse) English: Poetry- writing poems about homes, describing homes and habitats. Reading poems and non fiction texts about homes around the world. Children will use some of the stories covered throughout the year. They will learn to choose the key details of a story and think of ways which the story could be communicated. (Other than in written format) English: Instructional Writing: The children will describe and record their experiments. Maths: English: Recycling poems, writing our own poems, read the story Michael Recycle, comprehension work. Expressing opinions and recalling information from a selection of media focusing on waste.
Children will talk about traditions from their own cultures. Children will discuss communities that they are a member of- sports clubs etc Children will interview members of staff from the school. Social Studies: Children will read the traditional stories, reflecting on the different roles the characters play. They will Children will read traditional stories from around the world, noting the similarities and differences between family communities around the world. Visual Arts: Children will map the journey of The Little Red Hen as she completed her bread making task. Children will make masks of the characters from the story which can then be used to act out the tale. English: Traditional tales focusing on environment: The Little Mermaid, Town Mouse and Country Mouse and The Ugly Duckling. The children will look at the environmental connection between where we live and how we work as a community. Social Studies: Discussions on our needs and wants in our homes, connection to our community unit- why do people choose to live close to one another, why do some families live together? What makes a home? Is a home different to a house? Have homes changed over time? Science: Investigating suitable materials for home building, looking at materials used which are suitable for different environments. Visit from architect. Art: Looking at different homes from around the world. Thinking about the function of a home- is there an aesthetic consideration? Is architecture and design a form of art? Designing and decorating our own models of homes. Visual Arts: Children will design and make a miniature stage for their traditional tale and record their performances. They will design characters, costumes and props. Children will respond to music using the visual arts. Children will look at the link between spoken communication and body language. In drama, they will look at how a mood or feeling can be shown by using light, sound and other media. The children will measure using standard units. (g and ml) Science: The children will conduct a wide range of scientific experiments, predicting their outcomes in advance. Children will reflect on their experiments, predicting what would happen if one or more elements were changed or adjusted. They will reflect on their newly acquired knowledge, identifying other instances where this new information could be used. Science: Looking at materials in lunch boxes. What will happen to these materials over time? Art: Draw designs on how to reuse a plastic bottle. Create posters on reduce, reuse and recycle. English/ Visual Arts: Posters to promote the 3 R's. English: Time lines/ concept maps showing the journey trash takes from our homes to landfill, concept maps and time lines showing what happens to recycled material. Science: Decaying, rotting waste. How long does it take for waste to break down completely? English: Writing letters asking people to think carefully about their choices around waste.\ Posters promoting the 3R's. on how the children have changed their habits over the 5 week course of the unit. Social Studies:
The children will make connections between our community and the environment, thinking about why we live where we do and how communities are suited to particular places. Science: Life cycles: Frogs and Butterflies. Children will examine the requirements for these life cycles to work. They will connect these environmental needs to their own growth and development. Language Arts: Retelling stories- The Little Red Hen and Town Mouse and Country Mouse Recount of experience with the EY classes. Listen attentively and speak appropriately in small and big group interactions. Mathematics: Counting numbers of multiple groups Grouping like types of people/ employment/ communities. Social Studies: Identify a variety of differing communities. Understanding my responsibility within the
communities I am involved in. Understanding there is a need for structure and rules to build successful communities. Learning experiences Thinkers, Communicators, Open-minded, Commitment, Creativity, Respect, Confidence, Curiosity Observing, Collecting Data, Recording Data, Organizing Data Management, Codes of Behaviour Comprehension, Respecting Others, Cooperating, Group Decision Making Listening, Speaking Inquirers, Knowledgeable, Thinkers, Open-minded, Caring, Risk-takers, Cooperation, Curiosity Observing, Collecting Data, Recording Data, Organizing Data, Interpreting Data Organization, Codes of Behaviour Application, Analysis, Synthesis, Evaluation, Metacognition, Cooperating Inquirers, Knowledgeable, Thinkers, Communicators, Risk-takers Respect, Curiosity, Independence Observing, Collecting Data, Recording Data, Interpreting Data, Presenting Research Organization, Codes of Behaviour Comprehension, Application, Evaluation Social Skills: Cooperating, Group Decision Making Viewing, Presenting Open-minded, Caring, Risktakers, Balanced, Commitment, Enthusiasm, Tolerance Planning Management, Codes of Behaviour, Informed Choices, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety of Group Roles Nonverbal Inquirers, Thinkers, Principled, Open-minded, Caring Cooperation, Creativity, Respect, Confidence, Curiosity, Independence Observing, Collecting Data, Recording Data, Organizing Data Gross Motor, Fine Motor, Spatial Awareness, Management, Healthy Lifestyles, Informed Choices Comprehension, Application, Analysis, Synthesis, Evaluation, Respecting Others, Cooperating, Group Decision Making, Adopting a Variety of Group Roles Reading, Writing, Nonverbal, Viewing, Presenting
Year 3 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central idea Making balanced choices helps us to have a healthy lifestyle. Learning from the past to think about tomorrow. There are similarities and differences that make places and people unique. Physical forces help us to describe, measure and predict outcomes. Communication connects communities and people around the world. Water usage plays a role which influences the Lines of inquiry Our body has working parts with functions that connect (function) Living a healthy and balanced lifestyle (connection) Characteristics of living and non living things (form) Ancient discoveries still influence our lives (Connection) Stories from the past have lessons for today (Form) Systems we use today have developed from ancient civilizations (Change) We appreciate that we are all unique Many factors lead to an environment being unique We express through the arts There are different forces (form) A push or a pull affects how an object moves or changes shape (causation) Forces help us to explore the world (function) There are many ways to communicate (Form) Advances in communication makes the world smaller (Change) The positives and negatives of communications. (Causation) The water cycle (function) Clean water is a factor needed for life (causation) There are consequences for wasting water (responsibility) Subject focus Studies, Science Key Form, Function, Connection Form, Change, Connection, Form, Function, Perspective Form, Function, Causation Form, Causation, Change Causation, Change, Related Learning experiences Inquirers, Knowledgeable, Thinkers, Communicators, Balanced, Inquirers, Knowledgeable, Communicators, Openminded Principled, Open-minded, Inquirers, Knowledgeable, Thinkers, Communicators, Open-minded, Inquirers, Thinkers, Communicators, Cooperation, Commitment, Thinkers, Caring, Balanced, Cooperation, Curiosity
Enthusiasm, Curiosity, Independence Observing, Collecting Data, Interpreting Data, Presenting Research Gross Motor, Healthy Lifestyles, Informed Choices Application, Synthesis, Evaluation Listening, Speaking Cooperation, Tolerance Planning, Presenting Research Management, Codes of Behaviour Application, Evaluation, Cooperating, Group Decision Making Nonverbal Creativity, Respect, Tolerance Collecting Data, Organizing Data, Presenting Research Management, Codes of Behaviour Thinking Skills: Application, Evaluation, Respecting Others Viewing, Presenting Creativity, Confidence, Curiosity Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data Management, Safety, Codes of Behaviour Application, Analysis, Synthesis, Evaluation Social Skills: Cooperating, Group Decision Making Listening, Speaking Enthusiasm, Respect, Confidence, Curiosity, Independence Observing, Collecting Data, Organizing Data Organization, Safety, Codes of Behaviour Application, Analysis, Evaluation, Respecting Others, Cooperating Writing, Non-verbal Formulating Questions Management, Informed Choices Application, Cooperating, Group Decision Making Writing, Viewing, Presenting
Year 4 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central idea Role Models reflect the beliefs and values of individuals and society. Celebrations Can Change Across Cultures and Over Time. Stories have meanings, which are expressed in many different ways Planet Earth is in a constant state of change. Trade is a system of exchange As global citizens we have a personal responsibility to take care of life on Earth. Lines of inquiry Personal behaviour reflects who we are. Actions of a community come from the beliefs of a community. Actions can determine which choices are made. Cultures celebrate in different ways Every celebration has a history Celebrations can connect individuals with society Performing arts are expressive Stories are fuel for the imagination Performing is a creative process 1. How the Earth has changed and continues to change. 2. Forces of nature cause change. 3. People choose where they travel despite the dangers. We trade to get what we want My responsibility in trade Producers need consumers and consumers need producers Some resources are finite. Living things survive in a variety of ways. Living things rely on each other. Subject focus Studies, Physical Education, Visual Arts, Music, Arabic A, Arabic B, French, Islamic Studies, ICT Studies, Physical Education, Visual Arts, Music, Arabic A, Arabic B, French, Islamic Studies, ICT English, Mathematics, Science, Physical Education, Key Connection,, Form, Function, Change Form, Connection, Causation, Change, Perspective Function, Connection, Causation, Perspective, Related Learning experiences Caring, Balanced, Respect, Independence Inquirers, Communicators, Open-minded Empathy, Curiosity Open-minded, Risk-takers Creativity, Confidence Observing Planning, Collecting Data Thinking Skills: Comprehension, Application, Analysis Inquirers, Communicators, Principled, Risk-takers Cooperation, Integrity, Inquirers, Knowledgeable, Communicators Attitudes: Creativity, Curiosity
Fine Motor, Spatial Awareness Thinking Skills: Evaluation Others, Cooperating Nonverbal Observing Organization Comprehension, Analysis Organization Thinking Skills: Evaluation Social Skills: Cooperating Reading, Writing, Nonverbal, Presenting Presenting Commitment, Creativity, Curiosity Presenting Research Organization Comprehension Writing
Year 5 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central idea Certain traits are inherited others are learnt. Migration is a response to circumstances, opportunities and challenges. Artist expression is a result of a collaborative process. The natural laws on Earth are affected by our solar system. Science advances technology and seeks to improve society. Humans have an impact on their ecosystems while interacting with other organisms. Lines of inquiry Our families are connected through DNA (Connection) Certain physical traits are passed down through DNA. (Causation) We are born with certain skills while others are developed. () My family's migration affected my culture and community today (change). Opportunities and challenges through history shape migration (causation). A place evolves and changes over time through migration (connection). Collaboration is valuable at each stage of the creative process (Function). A character and story can be interpreted in different ways (Perspective). leads to improved performance (reflection). The Earth is part of a system of planets orbiting around a star. (Form) Earth sustains natural life within our solar system. (Causation) The systems on Earth interact (connection) How technology has changed over time (change). Scientific Knowledge is needed to develop technology (function). Future technology will make our lives more efficient. (reflection). Components of an ecosystem each have a purpose. (Function) It is important to sustain balance within an ecosystem. (Perspective) Humans have an impact on an ecosystem. () Subject focus English, Mathematics, Science, Music Key Causation, Connection, Causation, Change, Connection Function, Perspective, Form, Causation, Connection Function, Change, Function, Perspective, Related Learning experiences Knowledgeable, Thinkers, Inquirers, Thinkers, Communicators, Openminded, Risk-takers Knowledgeable, Thinkers, Inquirers, Communicators, Inquirers, Thinkers, Communicators, Openminded
Creativity, Independence Collecting Data, Recording Data Time Management, Respecting Others, Cooperating Listening, Speaking Attitudes: Enthusiasm, Respect, Curiosity Observing, Collecting Data, Recording Data Management, Informed Choices Thinking Skills: Application, Analysis Others, Cooperating Viewing Attitudes: Creativity, Enthusiasm Planning Spatial Awareness Thinking Skills: Evaluation Social Skills: Group Decision Making Presenting Attitudes: Confidence, Curiosity, Independence Observing, Collecting Data, Recording Data Time Management Attitudes: Creativity, Curiosity, Independence Collecting Data, Recording Data, Presenting Research Thinking Skills: Comprehension Social Skills: Group Decision Making Viewing, Presenting Commitment, Independence Collecting Data, Recording Data, Presenting Research Organization, Informed Choices Synthesis, Cooperating, Group Decision Making Reading, Presenting
Year 6 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place ; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central idea The human body is a system that must be maintained. Exploration and discoveries provide opportunities to connect us globally. Advertising Influences our Thinking Energy is all around us and can be used in a variety of ways. Individuals, groups and institutions can work to promote social justice and human rights. Exibition Lines of inquiry Knowing inside out. The body s systems are interdependent. Factors have an effect on the body s systems. Change: Explorations and discoveries changed our global view of the world. : Choices, decisions and actions due to explorations and discoveries. : How new discoveries help people understand the world. Advertising serves a purpose (Function) Advertising affects us in different ways (Perspective) Advertising comes in different forms. Energy consumption has an impact on our world (Causation) There are different forms of energy (Form) Energy can be conserved () Purpose and impact of groups and institutions (Function/Causation) Importance of a shared vision or common purpose (Connection) The rights and responsibilities of citizenship () Subject focus English, Social Studies, Physical Education, Music, Arabic A, Arabic B, French, Islamic Studies, ICT Studies, Physical Education, Visual Arts, Arabic A, Arabic B, French, Islamic Studies, ICT English, Social Studies, Science, Physical Education, Visual Arts, Music, Arabic A, Arabic B, French, ICT Studies, Physical Education, Music, Arabic A, French, ICT Key Form, Causation, Connection, Perspective,, Form, Function, Perspective Form, Causation, Function, Causation, Connection, Related Learning experiences Thinkers, Balanced, Inquirers, Communicators, Thinkers, Communicators, Principled, Open-minded, Caring Inquirers, Thinkers,
Attitudes: Commitment, Enthusiasm, Curiosity Formulating Questions Gross Motor, Healthy Lifestyles Application, Synthesis Writing Curiosity Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research Management Comprehension, Application, Evaluation Others, Cooperating, Group Decision Making Reading, Writing Principled, Open-minded, Risk-takers Integrity, Creativity Thinking Skills: Comprehension Viewing, Presenting Respect Planning, Collecting Data Safety Thinking Skills: Application, Evaluation Others Presenting Communicators, Principled, Open-minded, Caring Empathy, Integrity, Commitment, Respect, Confidence, Tolerance Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research Spatial Awareness, Management, Codes of Behaviour, Informed Choices Comprehension, Application, Analysis, Synthesis, Evaluation, Dialectical Thought, Metacognition, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety of Group Roles Nonverbal