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’ 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 organizations; 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

• ‘Jack & The Beanstalk’
• ‘Jasper’s Beanstalk’ by Nick Butterworth and Mick Inkpen

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

‘Beegu’ by Alexis Deacon

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
• Thinker
• Caring

Core Text

‘Jack & The Beanstalk’

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

Communities are organised to meet the needs of their inhabitants.

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
• Thinker

Core Text

‘In Every House, On Every Street’ by Jess Hitchman

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

‘Tidy’ by Emily Gravett

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

‘The Tin Forest’ by Helen Ward

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
• How storytelling has changed over time
• How people choose to tell stories in different ways

Key Concepts

• Form
• Change
• Perspective

Approaches to Learning

• Social
• Self-management

Learner Profile Attributes

• Open-minded
• Caring
• Communicators

Core Text

‘Rama and Sita: The Story of Diwali’ by Malachy Doyle

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.
• The life of Florence Nightingale.
• How a significant person leads to improvement.
• 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

‘The Great Fire of London’ by Gillian Clements

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

• Communication
• Research

Core Text

‘Pigs Might Fly’ by Jonathan Emmett and Steve Cox

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 organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Central Idea

Human-made systems connect communities.

Lines of Inquiry

• Forms of transport
• Digital connection
• How systems have changed over time

Key Concepts

• Form
• Connection
• Change

Approaches to Learning

• Self-management
• Thinking

Learner Profile Attributes

• Knowledgeable
• Thinker
• Communicator

Core Text

‘Amazing Transport’ by Tom Jackson

Action

To show a presentation in groups to the rest of the class focusing on one type of transport.

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

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

• Thinking
• Research

Learner Profile Attributes

• Principled
• Balanced
• Caring

Core Text

‘The Lost Narwhal’ by Tori McGee

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

‘The Curious Garden’ by Peter Brown

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

‘Wonder’ 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

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

• Knowledgeable
• Communicator
• Inquirer

Core Text

‘Romulus & Remus: The Twins Who Made Rome’

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 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

Networks often exist to allow the movement of goods.

Lines of Inquiry

• What networks exist
• Where goods move around the world.
• Fairtrade

Key Concepts

• Causation
• Form
• Perspective

Approaches to Learning

• Social
• Thinking

Learner Profile Attributes

• Thinker
• Knowledgeable
• Communicator

Core Text

‘Food and Fairtrade’ by Paul Mason

Action

Fairtrade Campaign

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 children.

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 letter 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

‘Running On Empty’ by S.E. Durrant

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

• 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
• Reflective
• Knowledgeable

Core Text

‘Escape From Pompeii’ by Christina Balit

Action

Create video on how natural disasters can impact the world.

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

Networks often exist to allow the movement of goods.

Lines of Inquiry

• What networks exist
• Where goods move around the world.
• Fairtrade

Key Concepts

• Causation
• Form
• Perspective

Approaches to Learning

• Social
• Thinking

Learner Profile Attributes

• Communicator
• Principled
• Reflective

Core Text

‘Food and Fairtrade’ by Paul Mason

Action

Fairtrade 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

Access to opportunities affects equality for all children.

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-managment
• Social

Learner Profile Attributes

• Caring
• Communicator
• Principled
• Open-minded

Core Text

‘Wonder’ by R.J. Palacio

Action

Write and Perform a Speech – equality in school

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

Our voice is an important form of expression to communicate different ideas, emotions and feelings.

Lines of Inquiry

• The voice as a form of expression
• The use of voice in the development of characters
• Knowing and controlling our voice to enrich our interpretation

Key Concepts

• Function
• Connection
• Causation

Approaches to Learning

• Social
• Communication

Learner Profile Attributes

• Communicator
• Risk-taker
• Principled

Core Text

‘Peter and the Wolf’ by Sergei Prokofiev

Action

Perform a play.

Interleaving Subjects

• Art
• Music
• 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

• How are we unique
• 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

‘The Magic Pencil’ by Malala Yousafzai

Action

Explain how we can  prevent discrimination,through a display in the reception area.

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

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

• Self-management
• Communication

Learner Profile Attributes

• Reflective
• Inquirers
• Knowledgeable

Core Texts

• ‘The Matchbox Diary’ by Paul Fleischman
• ‘The Arrival’ by Shaun Tan
• ‘On The Move: Poems About Migration’ by Michael Rosen

Action

Sharing what they have learned.

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

‘Cosmic: It’s One Giant Leap for All Boy-Kind’ by Frank Cottrell Boyce

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 organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Central Idea

Economic decisions provide both opportunities and challenges.

Lines of Inquiry

• The role of economic systems( how the economy works)
• Economic decision making
• The effects of decisions

Key Concepts

• Responsibility
• Causation
• Form

Approaches to Learning

• Self-management
• Research

Learner Profile Attributes

• Inquirers
• Thinkers
• Open-minded

Core Text

‘Amazing Islands: 100+ Places That Will Boggle Your Mind’ by Sabrina Weiss

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

Communities can work together in order to support environmental issues.

Lines of Inquiry

• Main effects of deforestation on local communities, the environment and the world
• Organisations who promote global environmental responsibility
• Artists encourage reflection through environmental art
• Individual’s responses

Key Concepts

• Change
• Perspective
• Responsibility

Approaches to Learning

• Thinking
• Researching

Learner Profile Attributes

• Reflective
• Principled
• Balanced

Core Text

‘What Happens If The Rainforests Disappear?’ by Mary Colson

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

People express their culture and beliefs through art.

Lines of Inquiry

• Cultural traditions that local and global communities observe.
• Different types and styles of art.
• Art that reflects me

Key Concepts

• Form
• Connection
• Function

Approaches to Learning

• Social
• Thinking

Learner Profile Attributes

• Risk-taker
• Communicator
• Open-minded

Core Text

Child to bring in stories from their own culture.

Action

Children celebrate their culture by sharing songs, food and stories.

Interleaving Subjects

• Music
• Art

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

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

‘How To Make A Better World: For Every Kid Who Wants To Make A Difference’ by Keilly Swift

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

• ‘All About: The Industrial Revolution’ by Peter Hepplewhite
• ‘Four Feet, Two Sandals’ by Karen Lynn Williams and Khadra Mohammed
• ‘When Jessie Came Across The Sea’ by Amy Hatch

Action

To explain the impact of migration.

Global Engagement

Goal 7: Affordable & Clean Energy

Interleaving Subjects

• Geography
• History
• 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

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

‘Ada’s Ideas’ by Fiona Robinson

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

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

Economic decisions provide both opportunities and challenges.

Lines of Inquiry

• The role of economic systems( how the economy works)
• Economic decision making
• The effects of decisions

Key Concepts

• Responsibility
• Form
• Causation

Approaches to Learning

• Social
• Research

Learner Profile Attributes

• Reflective
• Principled
• Caring

Core Text

‘Amazing Islands: 100+ Places That Will Boggle Your Mind’ by Sabrina Weiss

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

Communities can work together in order to support environmental issues.

Lines of Inquiry

• Main effects of deforestation on local communities and the environment
• Organisations who promote global environmental responsibility
• Artists encourage reflection through environmental art
• Individual’s responses

Key Concepts

• Change
• Perspective
• Responsibility

Approaches to Learning

• Communication
• Thinking

Learner Profile Attributes

• Inquirers
• Knowledgeable
• Principled

Core Texts

• What is Climate Change (Library 570)
• Weather and Climate Change (Library 570)
• Saving Wildlife (Library 570)
• What Happens If The Rainforest Disappears? (Library 570)

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

• Cultural traditions that local and global communities observe.
• Different types and styles of art.
• Art that reflects me

Key Concepts

• Form
• Connnection
• Function

Approaches to Learning

• Communication
• Self-management

Learner Profile Attributes

• Open-minded
• Inquirer
• Communicator

Core Text

‘Kensuke’s Kingdom’ by Michael Morpurgo

Action

• Present to the class/school information about children’s individual cultures.
• Food sharing.

Interleaving Subjects

• Art
• Music
• History
• MFL