Summary
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.
Central Idea
Personal characteristics, interests and abilities form part of our ever changing identity.
Lines of Inquiry
- What is it like to be me?
- How can I communicate with others?
Key Concepts
- Form
- Function
Approaches to Learning
- Social
- Communication
Learner Profile Attributes
- Thinker
- Communicator
- Reflective
Core Text
‘You Choose’ by Nick Sharratt
Action
Children will choose and use a variety of ways to express their ideas and experiences.
Global Engagement
Goal 4: Quality Education
Interleaving Subjects
- PSED
- CLL
- UW
- EAD
- PD
Summary
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 environment.
Central Idea
Seasons affect human behaviour.
Lines of Inquiry
- What do we know about the seasons?
- How do we adapt to the changing seasons?
Key Concepts
- Change
- Connection
Approaches to Learning
- Research
- Social
Learner Profile Attributes
- Inquirer
- Thinker
- Knowledgeable
Core Text
‘Weather & Seasons’ Big Book from Oxford Owl
Action
Children will name and match clothing to weather and seasons.
Global Engagement
Goal 13: Climate Action
Interleaving Subjects
- PSED
- CLL
- UW
- EAD
Summary
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea
People take responsibility and care for animals.
Lines of Inquiry
- The connection between animals and our well being.
- Caring for animals.
Key Concepts
- Connection
- Responsibility
Approaches to Learning
- Social
- Thinking
Learner Profile Attributes
- Principled
- Risk-taker
- Caring
Core Text
‘”Ahhh!” Said Stork’ by Gerald Rose
Action
Knowledge from school will be shared with family and friends at home; mindful of needs of other animals.
Global Engagement
Goal 14: Life Below Water
Interleaving Subjects
- PSED
- CLL
- UW
Summary
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.
Central Idea
Managing feelings affects relationships.
Lines of Inquiry
- How do we express our feelings?
- How can we change feelings?
Key Concepts
- Form
- Responsibility
Approaches to Learning
- Social
- Communication
Learner Profile Attributes
- Caring
- Balanced
- Open-minded
Core Text
‘I’m Sorry’ by Sam McBratney
Action
Children will develop positive relationships with adults and peers and strive to find resolutions, with guidance.
Global Engagement
Goal 3: Good Health & Wellbeing
Interleaving Subjects
- PSED
- CLL
- PD
Summary
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.
Central Idea
A person’s health and wellbeing are affected by choices they make.
Lines of Inquiry
- How we can help ourselves to become happier.
- How we can help ourselves to become healthier.
Key Concepts
- Responsibility
- Function
Approaches to Learning
- Self-management
- Social
Learner Profile Attributes
- Caring
- Balanced
- Knowledgeable
Core Text
‘Oliver’s Vegetables’ Big Book by Vivian French and Alison Bartlett
Action
Children will share knowledge with family about health and happiness and apply at home.
Global Engagement
Goal 3: Good Health & Well-Being
Interleaving Subjects
- PSED
- UW
- CLL
- PD
Summary
Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.
Central Idea
A community’s services affect the way its members travel.
Lines of Inquiry
- Ways to travel from place to place.
- Reasons for travel in and beyond our local community.
Key Concepts
- Form
- Function
Approaches to Learning
- Research
- Social
Learner Profile Attributes
- Knowledgeable
- Caring
- Inquirer
Core Text
‘Stories with Journeys: The Train Ride’ by June Crebbin
‘Lost & Found’ by Oliver Jeffers
Action
Children will create safety posters for local roads. They will talk about ways of travelling and when different transport is necessary.
Global Engagement
Goal 13: Climate Action
Interleaving Subjects
- PSED
- UW
- CLL
- MD
Summary
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea
Living things have specific needs in order to grow and stay healthy.
Lines of Inquiry
- How we distinguish animals and plants.
- Conditions animals and plants need.
Key Concepts
- Function
- Connection
Approaches to Learning
- Thinking
- Research
- Communication
Learner Profile Attributes
- Reflective
- Inquirer
- Balanced
Core Text
- ‘Handa’s Surprise’ by Eileen Brown
Action
Children will talk about their experiences of growing produce and eating it. Further planting at home may continue.
Global Engagement
Goal 15: Life on Land
Interleaving Subjects
- CLL
- UW
- PSED
Summary
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.
Central Idea
Expressing and managing feelings strengthens positive relationships.
Lines of Inquiry
- How and when different feelings can be identified.
- How feelings can be managed and altered, and the implications that follow.
Key Concepts
- Perspective
- Responsibility
Approaches to Learning
- Social
- Communication
Learner Profile Attributes
- Reflective
- Communicator
- Thinker
Core Text
‘The Colour Monster’ by Anna Llenas
Action
Children will continue to develop positive relationships with adults and peers and strive to find resolutions, with increasing independence.
Global Engagement
Goal 3: Good Health & Well-Being
Interleaving Subjects
- PSED
- CLL
- PD
- EAD
Summary
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.
Central Idea
We are all unique individuals who belong to a community.
Lines of Inquiry
- How I am unique
- Being part of community
- Belonging to different groups
- My responsibilities to the community
Key Concepts
- Form
- Connection
- Responsibility
Approaches to Learning
- Communication
- Thinking
Learner Profile Attributes
- Open-minded
- Caring
- Reflective
Core Text
‘The Ugly Duckling’
Action
To plan and implement an activity to support / help our school or local community.
Global Engagement
Goal 11: Sustainable Cities and Communities
Interleaving Subjects
- RE
- Geography
- RSHE
Summary
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central Idea
Throughout history, people have connected with each other and learned through play.
Lines of Inquiry
- How we play
- How people find out about the past
- How play is different or alike over time
Key Concepts
- Change
- Causation
Approaches to Learning
- Thinking
- Communication
- Research
Learner Profile Attributes
- Inquirers
- Communicators
- Balanced
Core Text
‘Old Bear’ by Jane Hissey
Action
Write letter to House Captains to ask for playground toys – as requested by one of the children
Use primary sources (such as parents and grandparents) to discover what toys and games looked like in the past.
Global Engagement
Goal 4: Quality Education
Interleaving Subjects
- History
- PE
- RSHE
Summary
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 environment.
Central Idea
Plants play a role in all living things.
Lines of Inquiry
- The needs of plants
- The different parts of a plant.
- How living things use plants.
- Humans impact on plants.
Key Concepts
- Function
- Connection
- Causation
Approaches to Learning
- Research
- Communication
Learner Profile Attributes
- Knowledgeable
- Thinkers
- Caring
Core Text
- ‘Jack & The Beanstalk’
- ‘Jim & The Beanstalk’ by Raymond Briggs
Action
To plant, grow and care for their own bee-friendly tubs and baskets.
Global Engagement
Goal 15: Life on Land
Interleaving Subjects
- Science
- Maths
- Art
Summary
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 environment.
Central Idea
We connect with people and places in our local area.
Lines of Inquiry
- Spaces are used for different purposes
- People connect with places to meet their needs
- People have created systems to connect
Key Concepts
- Function
- Causation
- Connection
Approaches to Learning
- Social
- Communication
Learner Profile Attributes
- Open-minded
- Reflective
- Thinkers
Core Text
‘The Three Billy Goats Gruff’
Action
The children will design and create an outdoor space for Year 1.
Global Engagement
Goal 17: Partnership for Goals
Interleaving Subjects
- Geography
- RSHE
- RE
Summary
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea
People’s choices and actions impact habitats around the world.
Lines of Inquiry
- The impact of people’s choices on the environment.
- Human action can have positive and negative outcomes.
- Changing habitats over time.
Key Concepts
- Responsibility
- Causation
Approaches to Learning
- Self-management
- Communication
Learner Profile Attributes
- Principled
- Caring
- Knowledgeable
Core Text
- ‘The Undersea Cleaning Spree’
- ‘Somebody Swallowed Stanley’ by Sarah Roberts
Action
To create, promote and follow a new class rule that will positively impact our environment.
Global Engagement
Goal 13: Climate Action
Interleaving Subjects
- Geography
- Science
Summary
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.
Central Idea
Finding beauty in the world around us can give us pleasure.
Lines of Inquiry
- The importance of nature to our well-being.
- How people connect with places for enjoyment.
- Creating art that reflects my experiences and beliefs.
Key Concepts
- Connection
- Perspective
Approaches to Learning
- Communication
- Social
Learner Profile Attributes
- Reflective
- Balanced
- Risk-taker
Core Text
‘What The Ladybird Heard At The Seaside’ by Julia Donaldson
Action
To create a gallery of artwork that reflects our experiences and beliefs and share these with the rest of the school.
Global Engagement
Goal 3: Good Health and Well-Being
Interleaving Subjects
- Art
- DT
- Music
Summary
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.
Central Idea
People share their beliefs and values through stories.
Lines of Inquiry
- Sacred books
- Stories from different religions and festivals.
- How stories from different faiths can be compared.
Key Concepts
- Form
- Change
- Perspective
Approaches to Learning
- Social
- Self-management
Learner Profile Attributes
- Open-minded
- Caring
- Communicators
Core Text
‘The Colour Monster’ by Anna Llenas
Action
To tell a story to another.
Global Engagement
Goal 3: Good Health and Well-Being
Interleaving Subjects
- RSHE
- RE
- MFL
Summary
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central Idea
Significant events and people shape our lives.
Lines of Inquiry
- How the Great Fire began.
- How a significant event leads to improvement.
- How significant people contribute towards achievement (Sir Christopher Wren, Samuel Pepys).
- The impact of events and individuals from the past on life today.
Key Concepts
- Causation
- Change
- Connection
Approaches to Learning
- Thinking
- Research
Learner Profile Attributes
- Reflective
- Inquirer
- Thinker
Core Text
‘Vlad and the Great Fire of London’ by Kate Cunningham
Action
Telling others how London and hospitals have changed over time.
Global Engagement
Goal 10: Reduced Inequalities
Interleaving Subjects
- History
- Geography
- Music
Summary
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 environment.
Central Idea
Materials behave and interact in certain ways which determine how they are used.
Lines of Inquiry
- Behaviour of materials
- Changing properties of materials
- Manipulation and application of materials for a new purpose
Key Concepts
- Form
- Change
- Connection
Approaches to Learning
- Communication
- Research
Learner Profile Attributes
- Risk-takers
- Inquirers
- Reflective
Core Text
‘The Twits’ by Roald Dahl
Action
To design an item using appropriate materials.
Global Engagement
Goal 12: Responsible Consumption and Production
Interleaving Subjects
- Science
- Computing
- DT
Summary
Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.
Central Idea
The lives of pioneering people affect society today.
Lines of Inquiry
- The lives of Florence Nightingale and Mary Seacole.
- How their work changed healthcare today.
- Germ control and how I can make a difference.
Key Concepts
- Form
- Connection
- Change
Approaches to Learning
- Self-management
- Thinking
Learner Profile Attributes
- Knowledgeable
- Thinkers
- Communicators
Core Text
‘Florence Nightingale’
Action
Investigation into germs
Global Engagement
Goal 11: Sustainable Cities and Communities
Interleaving Subjects
- Geography
- RSHE
- RE
Summary
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea
Living things are affected by and adapt to the natural world.
Lines of Inquiry
- Life processes, the characteristics of living things.
- How living things are suited to their habitats.
- How the polar regions are changing and how this impacts the animals that live there.
Key Concepts
- Responsibility
- Causation
Approaches to Learning
- Thinking
- Research
Learner Profile Attributes
- Principled
- Balanced
- Caring
Core Text
‘The Bear’ by Raymond Briggs
Action
To make a change in their lifestyles which positively impact the environment.
Global Engagement
Goal 13: Climate Action
Interleaving Subjects
- Geography
- RSHE
- Science
Summary
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.
Central Idea
Finding beauty in the world around us can give us pleasure.
Lines of Inquiry
- The importance of nature to our well-being.
- How people connect with places for enjoyment.
- Creating art that reflects my experiences and beliefs.
Key Concepts
- Connection
- Perspective
Approaches to Learning
- Communication
- Social
Learner Profile Attributes
- Balanced
- Reflective
- Caring
Core Text
- ‘Lila and the Secret of Rain’ by David Conway
- ‘Anansi and the Golden Pot’ by Taiye Selasi
Action
To practice self-care for a healthy and balanced lifestyle.
Global Engagement
Goal 15: Life on Land
Interleaving Subjects
- Art
- DT
- PE (Dance)
- RE
Summary
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.
Central Idea
Humans are all unique and they make decisions which will affect their own and others (personal, physical, mental, social and spiritual health).
Lines of Inquiry
- How a balanced lifestyle leads to a healthy one.
- How we are all special in our own ways.
- How we can support each other to be healthy.
Key Concepts
- Connection
- Perspective
- Responsibility
Approaches to Learning
- Social
- Self-management
Learner Profile Attributes
- Principled
- Risk-taker
- Balanced
Core Text
‘We’re All Wonders’ by R.J. Palacio
Action
To perform a talent show to parents.
Global Engagement
Goal 1 – Good Health & Wellbeing
Interleaving Subjects
- RSHE
- RE
- Science
Summary
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central Idea
Past civilisations influence our lives in many ways.
Lines of Inquiry
- How early man survived.
- What artefacts tell us about life during this time.
- Discoveries that were made which helped man to evolve.
- How past settlements differ to today and what they can tell us about the past.
Key Concepts
- Function
- Causation
- Connection
Approaches to Learning
- Research
- Thinking
Learner Profile Attributes
- Knowledgeable
- Communicator
- Inquirer
Core Text
‘Ug’ by Raymond Briggs
Action
Use book creator to show the impact of past civilisations on life today.
Global Engagement
Goal 15 – Life on Land
Interleaving Subjects
- History
- Geography
- DT
Summary
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 environment.
Central Idea
Forces of nature can sometimes transform the physical world.
Lines of Inquiry
- Formation of earthquakes and volcanoes.
- Natural disasters nationally and globally.
- How they affect life.
Key Concepts
- Form
- Causation
- Change
Approaches to Learning
- Research
- Thinking
Learner Profile Attributes
- Inquirer
- Knowledgeable
- Thinker
Core Text
‘Escape From Pompeii’ by Christina Balit
Action
Create a video on how natural disasters can impact the world.
Global Engagement
Goal 13 – Climate Action
Goal 15 – Life on Land
Interleaving Subjects
- Science
- Geography
- PE
Summary
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 environment.
Central Idea
People work together to achieve amazing feats.
Lines of Inquiry
- What artefacts tell us about past civilizations and how they lived.
- The importance of the River Nile and how it has changed since the Ancient Egyptian era.
- The beliefs of past civilizations.
Key Concepts
- Causation
- Form
- Perspective
Approaches to Learning
- Social
- Thinking
Learner Profile Attributes
- Thinker
- Knowledgeable
- Communicator
Core Text
‘Isis & Osiris’ by Dawn Casey
Action
To produce a non-chronological report on the Egyptians and their lives.
Global Engagement
Goal 12 – Responsible Production
Interleaving Subjects
- Geography
- History
- DT
Summary
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea
Access to opportunities affects equality for all.
Lines of Inquiry
- Opportunities for children in present day.
- Equality over time.
- Our responsibility in promoting equality.
Key Concepts
- Form
- Connection
- Change
Approaches to Learning
- Self-management
- Social
Learner Profile Attributes
- Open-minded
- Caring
- Reflective
Core Text
‘Coming to England’ by Floella Benjamin
Action
To write a persuasive speech on equality.
Global Engagement
Goal 5 – Gender Equalities
Goal 10 – Reduced Inequalities
Interleaving Subjects
- MFL
- RSHE
- History
Summary
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.
Central Idea
Learning about artists, architects and designers enables people to understand different places and cultures.
Lines of Inquiry
- Artists, architects and designers from different European countries
- Artworks from different cultures can be connected through similar elements
- Artwork which represents our lives
Key Concepts
- Form
- Connection
- Perspective
Approaches to Learning
- Social
- Communication
Learner Profile Attributes
- Open-minded
- Reflective
- Principled
Core Text
‘Vincent’s Starry Night and Other Stories: A Children’s History of Art’ by Michael Bird
Action
Produce and present a piece of artwork that reflects them.
Interleaving Subjects
- Art
- RE
- Computing
Summary
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.
Central Idea
We need to understand the body to maintain and improve well-being and health.
Lines of Inquiry
- How systems of our body work.
- How our bodies have changed and will change.
- The consequences of our choices.
Key Concepts
- Function
- Change
- Responsibility
Approaches to Learning
- Research
- Self-management
Learner Profile Attributes
- Inquirer
- Balanced
- Open-minded
- Communicator
Core Text
‘George’s Marvellous Medicine’ by Roald Dahl
Action
Presentation to parents on Healthy Eating.
Global Engagement
Goal 3 – Good Health & Wellbeing
Interleaving Subjects
- Science
- RSHE
- PE
Summary
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central Idea
Ancient civilisations influence our lives in many ways.
Lines of Inquiry
- Roman migration and exploration
- How we know about ancient civilisations
- The ways of life of past civilisations
- Past civilisations impact on present life in Britain
Key Concepts
- Function
- Causation
- Connection
Approaches to Learning
- Research
- Thinking
Learner Profile Attributes
- Inquirer
- Thinker
- Reflective
Core Text
‘Romulus & Remus: The Twins Who Made Rome’
Action
Book Creator – research how ancient civilisations have impacted life.
Global Engagement
Goal 15: Life on Land
Interleaving Subjects
- History
- Geography
- DT
- RE
Summary
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 environment.
Central Idea
Forces of nature can sometimes transform the physical world.
Lines of Inquiry
- UK geographical regions human and physical characteristics.
- Humans modify their land use to meet their needs.
- The way humans modify their land use impacts the natural world.
Approaches to Learning
- Research
- Thinking
Learner Profile Attributes
- Inquirer
- Reflective
- Knowledgeable
Core Text
‘The River Singers’ by Tom Moorhouse
Action
Poster on how humans use Rivers.
Global Engagement
Goal 13: Climate Action
Goal 15: Life on Land
Interleaving Subjects
- Science
- Geography
- Computing
- PE
Summary
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 environment.
Central Idea
Tourism generates opportunities for local communities.
Lines of Inquiry
- What tourism is.
- Impact of tourism on society.
- Tourism in the UK and Europe.
Key Concepts
- Causation
- Form
- Perspective
Approaches to Learning
- Social
- Thinking
Learner Profile Attributes
- Communicator
- Principled
- Reflective
Core Text
‘The London Eye Mystery’ by Siobhan Dowd
Action
Tourism Campaign – Assembly
Global Engagement
Goal 12: Responsible Consumption & Production
Interleaving Subjects
- Geography
- History
- DT
Summary
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea
Peace and conflict resolution can assist common understanding and guide change.
Lines of Inquiry
- The causes of conflict.
- The impact of conflict.
- Life after conflict.
Key Concepts
- Form
- Connection
- Change
Approaches to Learning
- Self-managment
- Social
Learner Profile Attributes
- Caring
- Communicator
- Principled
- Open-minded
Core Text
‘Letters from the Lighthouse’ by Emma Carroll
Action
Google Slides Presentation
Global Engagement
Goal 5: Gender Equality
Goal 10: Reduced Inequalities
Interleaving Subjects
- RSHE
- MFL
- History
Summary
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.
Central Idea
Beliefs and cultures can be expressed in different ways.
Lines of Inquiry
- How people have expressed themselves in other periods of time.
- How artistic expression communicates different beliefs.
- How historic and modern beliefs are similar and different.
Key Concepts
- Function
- Connection
- Causation
Approaches to Learning
- Social
- Communication
Learner Profile Attributes
- Communicator
- Risk-taker
- Principled
Core Text
‘Beowulf’
Action
Perform a play.
Interleaving Subjects
- Art
- History
- RSHE
Summary
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.
Central Idea
Understanding diversity within different communities may help people live harmoniously.
Lines of Inquiry
- What is discrimination?
- Causes of lack of understanding towards others.
- Ways this can be improved.
Key Concepts
- Form
- Perspective
- Responsibility
Approaches to Learning
- Social
- Thinking
Learner Profile Attributes
- Open-minded
- Caring
- Principled
Core Text
- ‘I Am Unique!’ by Jennifer D. Vassel
- ‘Malala’s Magic Pencil’ by Malala Yousafzai
Action
Explain how we can prevent discrimination, through a display in the reception.
Interleaving Subjects
- English
- RSHE
- RE
Summary
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central Idea
Our ways of life reflect the existence of past civilizations.
Lines of Inquiry
- Facts about Maya civilisation (development, traditions, values).
- Facts about Anglo-Saxons.
- Difference and similarities between Maya civilizations and Anglo-Saxons.
- How past civilizations influence people’s life today.
Key Concepts
- Causation
- Connection
- Change
Approaches to Learning
- Self-management
- Communication
Learner Profile Attributes
- Reflective
- Inquirers
- Knowledgeable
Core Texts
- ‘Rain Player’ by David Wisniewski
- ‘Mayan Civilisation: The History Detective Investigates’
Action
Conduct an interview.
Global Engagement
Goal 8 : Decent Work & Economic Growth
Interleaving Subjects
- History
- Geography
- English
Summary
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 environment.
Central Idea
Scientific and technological advances contribute to a deeper understanding of Earth and its place in the solar system.
Lines of Inquiry
- The relationship between Earth and celestial bodies in the solar system.
- The impact of Earth’s position and movement.
- The development of ideas about the solar system.
Key Concepts
- Function
- Connection
- Change
Approaches to Learning
- Research
- Communication
Learner Profile Attributes
- Knowledgeable
- Inquirer
- Communicator
Core Text
‘The Jamie Drake Equation’ by Christopher Edge
Action
Produce a presentation based on their question share in class with their peers.
Interleaving Subjects
- Science
- Art
- English
Summary
Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.
Central Idea
Economic activity relies on systems of production, exchange and consumption of goods and services.
Lines of Inquiry
- Supply and production of resources in countries in South America.
- Distance goods travel to get to the U.K.
- Benefits and disadvantages of trade.
- Key aspects of climate zones, biomes and vegetation belts.
- Why are regions of South America changing so quickly?
Key Concepts
- Responsibility
- Causation
- Form
Approaches to Learning
- Self-management
- Research
Learner Profile Attributes
- Inquirers
- Thinkers
- Open-minded
Core Text
‘The Vanishing Rainforest’ by Richard Platt
Action
Children can advocate for responsible tourism/sustainability.
Global Engagement
Goal 11:Sustainable Cities & Communities
Interleaving Subjects
- History
- Geography
- Maths
Summary
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea
Individuals can have a great impact upon the way a society behaves.
Lines of Inquiry
- Impact Henry VIII has had on the world.
- Hero or a villain.
- Difference between monarchy and democracy across the globe.
- The impact of the reformation.
Key Concepts
- Change
- Perspective
- Responsibility
Approaches to Learning
- Thinking
- Research
Learner Profile Attributes
- Reflective
- Principled
- Balanced
Core Text
‘Treason’ by Berlie Doherty
Action
Children present an assembly.
Global Engagement
Goal 13: Climate Action
Interleaving Subjects
- RSHE
- RE
- Geography
Summary
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.
Central Idea
Communities can have differing systems of democracy.
Lines of Inquiry
- Influence of Ancient Greece on the modern world.
- Timeline key world events.
- Democracy in Ancient Greece.
Key Concepts
- Form
- Connection
- Function
Approaches to Learning
- Social
- Thinking
Learner Profile Attributes
- Risk-taker
- Communicator
- Open-minded
Core Text
‘BBC Cover to Cover: Greek Myths’
Action
Children celebrate their culture by sharing songs, food and stories.
Interleaving Subjects
- Music
- Art
Summary
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 environment.
Central Idea
The work that charities do can change people’s lives.
Lines of Inquiry
- What do charitable organisations do?
- What do different religions teach about charity?
- How can everyday people help charities?
- Do we need reform or a change of government policy?
Key Concepts
- Function
- Responsibility
- Perspective
Approaches to Learning
- Social
- Communication
Learner Profile Attributes
- Principled
- Caring
- Communicators
Core Text
‘Skellig’ by David Almond
Action
Persuade the Eastcote community to take part in fundraising.
Global Engagement
Goal 1: No Poverty
Interleaving Subjects
- RE
- Geography
- RSHE
Summary
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central Idea
Understanding how the effects of migration can impact upon society.
Lines of Inquiry
- Main causes of the Industrial Revolution
- Effects on society
- The impact of wide-spread migration on the UK
- Migration in the modern world
Key Concepts
- Causation
- Connection
- Change
Approaches to Learning
- Thinking
- Research
Learner Profile Attributes
- Inquirers
- Knowledgeable
- Thinkers
Core Texts
- ‘The Tempest’
- ‘Wonder’ by R.J. Palacio
Action
To explain the impact of migration.
Global Engagement
Goal 7: Affordable & Clean Energy
Interleaving Subjects
- Geography
- History
- RSHE
Summary
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.
Central Idea
Scientific and technological advances can damage environments.
Lines of Inquiry
- How electricity works.
- How electricity use has changed over time.
- Choices people make when using electricity.
Key Concepts
- Function
- Change
- Responsibility
Approaches to Learning
- Thinking
- Research
Learner Profile Attributes
- Knowledgeable
- Reflective
- Communicator
Core Text
‘The Boy Who Harnessed The Wind’ by William Kamkwamba and Bryan Mealer
Action
Children present their understanding of how the choices people make with scientific advances affect the environment.
Global Engagement
Goal 9: Industry, Innovation & Infrastructure
Interleaving Subjects
- Science
- History
- Geography
- Music
Summary
Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.
Central Idea
Democracy can provide a level of public say in how a country is governed.
Lines of Inquiry
- How the UK justice system works.
- The perceived flaws in the UK justice system.
- How the UK justice system has changed over time.
- How is justice different around the world.
Key Concepts
- Responsibility
- Form
- Causation
Approaches to Learning
- Social
- Research
Learner Profile Attributes
- Reflective
- Principled
- Caring
Core Text
‘Five Children & It’ by E. Nesbit
Action
Children can advocate for responsible tourism/sustainability.
Interleaving Subjects
- Maths
- Geography
Summary
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea
Tourism can bring benefits to an economy; however, it can cause problems in a local environment.
Lines of Inquiry
- The environmental regions found in North America.
- Similarities and differences between our location and a place in North America.
- How areas of natural beauty are changing due to tourism.
Key Concepts
- Form
- Connection
- Change
Approaches to Learning
- Communication
- Thinking
Learner Profile Attributes
- Inquirers
- Knowledgeable
- Principled
Core Texts
‘Kensuke’s Kingdom’ by Michael Morpurgo
Action
To promote global environmental responsibility.
Global Engagement
Goal 13: Climate Action
Interleaving Subjects
- Geography
- RSHE
Summary
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.
Central Idea
People express their culture and beliefs through art.
Lines of Inquiry
- How personality, image and culture is expressed in portraits.
- Different types and styles of art: how they are similar and how they differ.
- Art that reflects me.
Key Concepts
- Form
- Connnection
- Perspective
Approaches to Learning
- Communication
- Self-management
Learner Profile Attributes
- Open-minded
- Inquirer
- Communicator
Core Text
‘Holes’ by Louis Sachar
Action
Create their own self-portraits using the skills, techniques and their own perspective on design.
Interleaving Subjects
- Art
- History
- MFL