Our Programme of Inquiry - Year 2
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 1 |
| Central idea | Healthy lifestyle habits contribute to lifelong well-being. |
| Key concepts | responsibility, function, reflection |
| Related concepts | balance, nutrition |
| 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 | Journeys can create new opportunities. |
| Key concepts | causation, perspective |
| Related concepts | journeys, impact |
| 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 2 |
| Central idea | We can use the arts to help us express our feelings. |
| Key concepts | form, function, reflection |
| Related concepts | feelings, communication |
| Lines of Inquiry |
*Music & Mandarin collaboration *Expressive Arts |
| 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 6 |
| Central idea | The way materials function allows people to use and change them to suit their needs. |
| Key concepts | function, change |
| Related concepts | behaviours, prediction, properties, choice |
| 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 4 |
| Central idea | Transports systems are directly related to the needs of a community. |
| Key concepts | function, connection |
| Related concepts | systems, transportation, geography, landscape |
| Lines of Inquiry |
*Mandarin collaboration |
| 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 5 |
| Central idea | Each of us has a responsibility to sustain and maintain the environment. |
| Key concepts | responsibility, causation |
| Related concepts | sustainability, conservation, pollution |
| Lines of Inquiry |
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