Programme of Inquiry

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
• Connection
• 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