Our Programme of Inquiry - Year 1
Beacon Hill School Programme of Inquiry 2009-2010
| Who we are | |
|---|---|
| Definition | An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human. |
| Unit | Unit 2 |
| Central idea | Every day I can learn about who I am and what I can do. |
| Key concepts | change, reflection |
| Related concepts | feelings, communication, behaviour, goals |
| Lines of Inquiry |
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| Where we are in place and time | |
|---|---|
| Definition | An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from local and global perspectives. |
| Unit | Unit 3 |
| Central idea | Learning about our family history helps us understand our present lives. |
| Key concepts | connection, perspective |
| Related concepts | history, diversity, family |
| Lines of Inquiry |
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| How we express ourselves | |
|---|---|
| Definition | An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on extend and enjoy our creativity; our appreciation of the aesthetic. |
| Unit | Unit 4 |
| Central idea | People tell stories in different ways and for different reasons. |
| Key concepts | form, causation |
| Related concepts | communication, representation, interpretation |
| Lines of Inquiry |
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| How the world works | |
|---|---|
| Definition | An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. |
| Unit | Unit 5 |
| Central idea | Our activity is usually connected to the Earth's natural cycles. |
| Key concepts | change, connection |
| Related concepts | cycles, interaction |
| Lines of Inquiry |
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| How we organize ourselves | |
|---|---|
| Definition | An inquiry into the interconnectedness of human made-systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on human kind and the environment. |
| Unit | Unit 1 |
| Central idea | Systems need to be in place to maintain organisation in communities. |
| Key concepts | function, responsibility |
| Related concepts | systems, roles |
| Lines of Inquiry |
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| Sharing the planet | |
|---|---|
| Definition | An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. |
| Unit | Unit 6 |
| Central idea | Living things have certain requirements in order to grow and stay healthy. |
| Key concepts | Function, responsibility |
| Related concepts | Living and non-living, classification |
| Lines of Inquiry |
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