Our Programme of Inquiry - Year 6
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 5 |
| Central idea | We face many changes as we go through life that have implications for one’s self and others. |
| Key concepts | change, responsibility, causation |
| Related concepts | choice, growth, consequences |
| 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 | All societies are unique but have certain elements in common. |
| Key concepts | function, connection |
| Related concepts | customs, roles, civilizations |
| 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 6 |
| Central idea | Artistic performances persuade, inform and/or entertain. |
| Key concepts | form, perspective |
| Related concepts | performance, interpretation |
| 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 2 |
| Central idea | Our understanding of the world continues to evolve through technology. |
| Key concepts | function, change |
| Related concepts | technological advances, properties and uses of material |
| 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 | Governmental systems and decisions can promote or deny equal opportunities and social justice. |
| Key concepts | perspective, causation |
| Related concepts | government, impact |
| 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 1 |
| Central idea | Our response(s) to conflict impact the quality of human life. |
| Key concepts | perspective, reflection, responsibility |
| Related concepts | communication, conflict, truth |
| Lines of Inquiry |
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