Please click on the tabs below to view the Inquiry Planners for each term of the academic year.
Term 1
Year/Class
Apollo/Discovery
Unit Type
Main
Start Date
03/09/20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore.
Especially:
- Question Starts
- See Think Wonder
- Think Puzzle Explore
- Question Sorts
Prior Learning Connections:
Is linked to prior learning of…
N/A as children will have joined setting in September 2020. Therefore baseline assessments will be completed and planning adjusted to meet needs of pupils.
Curriculum Connections:
E.G.
UTW/PSED – Making friendships, connections between families and different social groups, expectations of behaviour and teamwork.
Communication and Language: Emotional literacy, discussing similarities and differences with others.
EAD: Expressing themselves through art and develop individuality in their artwork.
Literacy: Sharing texts and developing opinions.
Rationale for Inquiry:
Children will have just started school post COVID-19. Transition will be key in addition to building relationships, expectations and independence and learner attributes within the setting. Role of families and the differences/similarities in people will be vital.
Pupil Questions:
Child wording for Inquiry: The colour of me makes us different but we stand together equally.
Pupil Questions will be gained in first full week of Reception.
Lines of Inquiry: An inquiry into…
An inquiry into… Colours of nature
An inquiry into… The colour of me makes us different but we stand together equally
An inquiry into… manipulating and changing colours.
Global Engagement:
SDGs – 10, 3 & 5
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
– Colours of nature: using the Forest school to create a natural picture.
– How colours change in nature: i.e. water/sky/land when polluted: What can we do to help?
– Learning about where we are all from and celebrating diversity.
-Link to festivals celebrated by all the children (reach out to our EAL families too)
Texts:
- Elmer
- Leaf book
- Good to be me
- The Colour Monster
- The Colour Monster Goes to School
Key concepts:
– Perspective
– Form
– Change
Transdisciplinary Theme:
Who we are
The natures of self-beliefs and values
Approaches to Learning:
– Respecting others
Central Idea:
The colour of me makes us different but we stand together equally.
Related concepts
– Reflection
– Connection
– Responsibility
Action:
An electronic gallery of artwork to do with diversity and change.
Big group collage.
Learner Profile Attributes:
– Open minded
– Reflective
– Thinkers
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Nursery/Seedlings
Unit Type
Main
Start Date
03/09/20
End Date
October 20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore what is like to be me!
Especially:
- Communicating about themselves.
- Working in a small team with adult support.
- Developing their ability to take on responsibility.
Prior Learning Connections:
Is linked to prior learning of…
N/A as children will have joined setting in September 2020. Therefore baseline assessments will be completed and planning adjusted to meet needs of pupils.
Curriculum Connections:
E.G.
UTW/PSED – Making friendships, connections between families and different social groups, expectations of behaviour and teamwork.
Communication and Language: Emotional literacy, discussing similarities and differences with others.
EAD: Expressing themselves through art and develop individuality in their artwork.
Literacy: Sharing texts and developing opinions.
Rationale for Inquiry:
Children will have just started nursery post COVID-19. Transition will be key in addition to building relationships, expectations and independence and learner attributes within the setting. Role of families will also play a key part in settling children into nursery.
Pupil Questions:
Child wording for Inquiry: Changing happens as we learn and grow.
Pupil Questions will be gained in first full week of Nursery.
Lines of Inquiry: An inquiry into…
An inquiry into similarities and differences around me.
An inquiry into families and groups of people working together.
An inquiry into the growth and changes in myself and others.
Global Engagement:
SDGs – 3, 4, 10 & 11
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Create a picture to represent themselves.
Develop role of voting within the class and importance of everyone’s opinions.
Key Texts:
Happy in our skin
Mr Wuffles!
Chalk – Bill Thomson
Beautiful oops!
Hair Love – Matthew Cherry
Girls Can do Anything -Caryl Hart
Together we can – Caryl Hart
All are welcome – Alexandra Penfold
Key concepts:
– Perspective
– Reflection
– Change
Transdisciplinary Theme:
Who we are
Human relationships including families, friends, communities and cultures
Approaches to Learning:
– Respecting others
– Developing role in a group
Central Idea:
Through our understanding of others perspectives views change and develop.
Related concepts
– Communities
– Values
– Responsibility
– Communication
Action:
A class collage promoting individuality and belonging.
A electronic gallery on their expression of themselves.
Learner Profile Attributes:
– Communicators
– Caring
– Inquirers
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
One
Unit Type
Main
Start Date
03/09/20
End Date
16/10/20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore.
Especially:
- Question Starts
- See Think Wonder
- Think Puzzle Explore
- Question Sorts
Prior Learning Connections:
Is linked to prior learning of…
Human relationships family and friends.
Curriculum Connections:
E.G.
PSHE– Who am I? What do I like?
RE– What do other religions believe community is?
Music– Do communities have specific music?
Geography– Where am I in the world? Where do I fit in the community?
Rationale for Inquiry:
Due to current situations within society and the global pandemic we have decided to explore who we are and focus on the social and communication skills of children.
Pupil Questions:
- How do I communicate with others around me?
- How do dinosaurs communicate with others?
- Do I belong to more than one community?
- How am I different to others around me?
Lines of Inquiry: An inquiry into…
An inquiry into local and global communities
An inquiry into the interests of others
An inquiry into changes in the way people communicate.
Global Engagement:
SDGs – 6, 3 & 13
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
– Creating an object fit for the community which will support the ever growing and changing Langley Park
– Self-portraits discussing similarities and differences of one another.
– Virtual tours and animal calls
Key concepts:
– Perspective
– Form
– Change
Transdisciplinary Theme:
Who we are
Humanrelationships: communities and cultures
Approaches to Learning:
– Collaboration
– Social-emotional intelligence
Creative thinking
Central Idea:
People grow and change through the way they communicate.
Related concepts
– Communication
– Messages
– Growth
Action:
Community Project
Learner Profile Attributes:
– Communicator
– Caring
– Thinker
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Two
Unit Type
Main
Start Date
03/09/20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore.
Especially:
- Question Starts
- See Think Wonder
- Think Puzzle Explore
- Question Sorts
Prior Learning Connections:
Is linked to prior learning of…
Curriculum Connections:
E.G.
PSHE
RE
Music
Geography
History – My family history?
Lines of inquiry: An inquiry into…
Perspective – An inquiry into how people are different and how they connect.
Form – An inquiry into what makes someone unique.
Change – An inquiry into how behaviours and relationships impact on who a person is.
Global Engagement:
SDGs –
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
-Expressing ourselves through different ways (art/drama)
– Investigating own families and how they make me, me
– Look at collage
Texts:
– Mixed
– Lost and found
– Misery Moo
Key concepts:
– Perspective
– Form
– Change
Transdisciplinary Theme:
Who we are
Personal, physical, mental, social and spiritual health
Approaches to Learning:
– Respecting others
– Cooperating
– Listening
Central Idea:
Relationships shape identity
Related concepts
– Relationships and identity
Action:
– 4 reflections of me within groups I belong to.
– Photo silhouette collage
– Research and look at Auto-biographies and children create their own.
Learner Profile Attributes:
– Caring
– Open minded
– Communicator
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Three
Unit Type
Main
Start Date
03/09/20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore.
Especially:
- Question Starts
- See Think Wonder
- Think Puzzle Explore
- Question Sorts
Curriculum Connections:
E.G.
Music– Improvise and compose music for a range of purposes using the interrelated dimensions of music.
English– Speaking and listening
RE– L2.9 What can we learn from religions about deciding what is right and wrong?
PSHE– R12. to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves
Lines of Inquiry: An inquiry into…
An inquiry into perspectives of different people.
An inquiry into understand different opinions.
An inquiry into adapting opinions of others.
Global Engagement:
SDGs – 3, 5, 10
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
Key concepts:
– Perspective
– Form
– Change
Transdisciplinary Theme:
Who we are
The nature of self-beliefs and values
Approaches to Learning:
– Collaboration
– Exchanging information
– Critical thinking
Central Idea:
Communication is open to interpretation
Related concepts
– Communication
– Responsibility
– Interpretation
Action:
– Performance
– Debate
Learner Profile Attributes:
– Open minded
– Balanced
– Reflective
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Four
Unit Type
Main
Start Date
03/09/20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore peculiar living and extinct animals, especially:
- Question Starts
- See Think Wonder
- Think Puzzle Explore
- Question Sorts
Prior Learning Connections:
Is linked to prior learning of stories from other cultures and the exploration of civilisations need the same things to survive.
Curriculum Connections:
PSHE– Understand the impacts and how to recognise prejudice and discrimination.
RE– differences and similarities between religions
Music– exploring music from different cultures, music through time and from different countries.
Geography– Cities and villages from around the world.
Rationale for Inquiry:
Development of understanding of different cultures due to an interest in exploring each others cultures and beliefs.
Lines of Inquiry: An inquiry into…
An exploration into different cultures…
An inquiry into our perspectives of other cultures…
An inquiry into the connections between the local and wider community…
Global Engagement:
SDGs – 3, 4, 10 & 11
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
(books/images and resources need to be culturally diverse.)
Open-ended task:
-Creating or initiating a change in the local or global community.
-Create a presentation on different religious beliefs and their buildings of significance.
-Interview people who have different beliefs to us.
-Create an art piece looking from different perspectives.
Texts:
-The boy at the back of the class
-The day you begin
-If the world were a village
-Wonder
Key concepts:
– Perspective
– Form
– Change
Transdisciplinary Theme:
Who we are
Human relationships including families, friends, communities and cultures
Approaches to Learning:
– Respecting others
– Organising data
– Presenting
Central Idea:
Culture impacts communities
Related concepts
– Community
– Culture
– Tradition
Action:
Around the world dance
News report on a perspective they had and how this has changed
Learner Profile Attributes:
– Caring
– Communicator
– Reflective
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising others cultures and communities locally and globally - Reflecting on other cultures and communities by listening to others - Recognising changes in the local and global community Assessment Criteria for open-ended task: - List one/a few reasons what the problems are in the local or global community. | Progression in Understanding the Central Idea/Key Concepts: - Understanding of my place in my local and global community - Recognising the similarities and differences of cultures and communities - Accepting and understanding changes within the wider global and local community Assessment Criteria for open-ended task: - Multiple connections, focusing on finer detail, are made between features of the habitat and features of the animal. | Progression in Understanding the Central Idea/Key Concepts: - Formulating and adapting my own actions based on my understanding of what I have learnt. Assessment Criteria for open-ended task: - Explain in great detail by presenting idea to a wider community of people. - Hypothesis prior and future creation of invention, with reference to possible changes in the environment |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Melrose 5
Unit Type
Main
Start Date
03/09/20
Duration
6 Weeks
Teacher Questions/Provocations:
How has crime and punishment changed over time. How have our views of a crime changed?
How are famous explorers viewed around the world-e.g. Sir Francis Drake. (Explorer or Pirate?). Is it okay to only tell one side of a story?
How was the development of the British Empire viewed around the world?
Prior Learning Connections:
Is linked to prior learning of…how past civilisations have impacted our lives today.
Economic Activity influences the organisation of resources.
Curriculum Connections:
E.G.
PSHE– to consider the lives of others living in different places/ universal rights of the child and basic human rights.
History-British Empire. Crime and Punishment over time.
Geography– USA
Art– organising line, shape, colour and tone. Optical Illusions, aboriginal/Native American ar
Science– properties and changes to materialst
Rationale for Inquiry:
The current climate and news stories have shown that some children want to understand history from different perspectives-BLM, removal of statues, Native Americans.
https://docs.google.com/spreadsheets/d/1WGrpGqPHJCa3lLT3oYLPpHn_Bh6vcw6vPWgQy8ebQjE/edit?usp=sharing
Pupil Questions:
What was life like for the Native Americans?
How are optical illusions made?
Racism, the story about G. Floyd. People are retelling the story differently, from different point of views.
Lines of Inquiry: An inquiry into…
An inquiry into the development of rights and responsibilities
.An inquiry into justice.
An inquiry into what makes a person a famous figures
Global Engagement:
SDGs – 10, 17 & 16
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
-Crime and Punishment-how has it changed over time Start with Romans from Year 4, Vikings, Anglo Saxons, Norman, Tudors, Victorians? What was punishable that isn’t now? Why?
From Slave Ship to Freedom Road.
The Underground Railroad.
Looking at statues-the pros and cons.
Perspectives of important events-Australia, America, Canada-indigenous population, new arrivals, British view. How were perspectives different?
Key concepts:
– Perspective
– Form
– Change
Transdisciplinary Theme:
Who we are
Rights and responsibilities
Approaches to Learning:
– Comprehension
– Formulating questions
Organisation
Central Idea:
Perspectives and views change and develop over time.
Related concepts
– Rights
– Responsibilities
– Conflicts
Action:
Video presentation to parents-talk over slides. Share with parents. How has your view changed?
Learner Profile Attributes:
– Balanced
– Reflective
– Communicator
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Six/Kanzi Class
Unit Type
Main
Start Date
03/09/20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore.
Especially:
- Question Starts
- See Think Wonder
- Think Puzzle Explore
- Question Sorts
Prior Learning Connections:
Is linked to prior learning of…
Different cultures have not always got a long, so there has been war as a result ( Vikings, Normans).
Curriculum Connections:
E.G.
RE- How the war was hard for specific groups of people – Anne Frank – P4C
Music- The effect of positive music on a generation. Why was music important during world war 2 (Morale). Blitz hitz.
Geography- What Countries fought in world war 2, how the war affected country borders today.. The Windrush.
DT / Art – Aviation art, Gas Masks, Morse code, War rations.
Rationale for Inquiry:
My class love history and intense moments in history. No better way to start year 6 than looking World War 2!
Pupil Questions:
See Knowledge Harvest
https://docs.google.com/forms/d/1kUeL7aZhFWCFe580_44heDQ_zBmzgZS_OjhEeY5Q-uk/edit
Lines of Inquiry: An inquiry into…
- An inquiry into war having an impact on the people at home. (remembrance day).
- An inquiry into in people adapting to survive.
- An inquiry into the consequences and opportunities of war.
Global Engagement:
SDGs – 8 , 10 & 16
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
Open ended – Revisiting BME statistics in 2021.
Army boot camp
Work under desks day (demonstrate air raid shelters and small spaces).
Ration day, what was it like to survive on so little?
More to come!
Key concepts:
– Perspective
– Form
– Change
Transdisciplinary Theme:
Where we are in place and time.
Approaches to Learning:
– Developing social and emotional intelligence
– Creative-thinking skills
– Respecting others
Central Idea:
Due to events in the past, perspectives and views change and develop.
Related concepts
– Prejudice
– Differences
– Adaptation
Action:
To argue and be advocates for how immigration and migration is a positive (exhibition).
Open ended look into how how the Windrush impacted BME statistics today.
Learner Profile Attributes:
– Caring
– Balanced
– Principled
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Term 2
Year/Class
Nursery/Seedlings
Unit Type
Main
Start Date
01/11/20
End Date
December 20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore what is like to be me!
Especially:
- What are different ways of telling stories?
- Why are stories important?
- How do stories connect us together?
- How do stories celebrate culture?
Prior Learning Connections:
Is linked to prior learning of…
Children have settled into nursery routine. At end of T1 we looked into Autumn and the changes that we have seen around us. There are children who are about to have younger siblings and who are keen to share their experiences from home.
Curriculum Connections:
UTW – Make sense of physical world and community. Broad selection of stories to foster understanding of culture.
EAD – Explore Media and Materials, Singing – Performance.
Literacy – Reading enjoyment, Structure of speech and oral storytelling.
Rationale for Inquiry:
Children have begun to look at how they are different to those around them.
Children are developing an awareness of how the world is different for others. There is a range of different cultures in the nursery that need to be investigated.
Pupil Questions:
See Class display and google form.
Lines of Inquiry: An inquiry into…
People communicate in different ways.
People celebrate their cultures through stories.
Stories help us express ourselves.
Global Engagement:
SDGs – 4, 10 & 11
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Explore the ways stories are told in nursery, at home, in our communities.
Explore how stories are communicated.
How our stories show our culture.
Key Texts:
See further slide.
Key concepts:
– Perspective
– Form
– Function
Transdisciplinary Theme:
How we express ourselves
Approaches to Learning:
Respecting the cultures of others
Communicating effectively
Central Idea:
The colour of me makes us different but we stand together equally.
Related concepts:
– Expression
– Media
– Imagination
Action:
Christmas Performance
Helicopter Story Recording
Google Classroom Gallery of Communication
Create own puppets
Learner Profile Attributes:
Communicator
Reflective
Thinker
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
R
Unit Type
Main
Start Date
02/11/20
End Date
18/12/20
Duration
7 Weeks
Teacher Questions/Provocations:
- Fire in forest school
- Sparklers
- Real Christmas trees
- Create their own wedding
Prior Learning Connections:
Is linked to prior learning of…
Ourselves and who we are. Last term we explored the ideas of having similarities and differences and how we celebrate these.
Curriculum Connections:
E.G.
Personal Social and Emotional Development– How do we manage our emotions when we take part in celebrations?
Communication and language– How do we ask questions/listen to each other?
Literacy– Language rich environment supporting celebrations.
Understanding Word– People and Communities- how do different communities celebrate?
Rationale for Inquiry:
The children are interested in celebrating birthdays and Autumnal festivals. We will inspire this further learning by celebrating bonfire night, Diwali and Christmas. Focus on weddings and birthdays.
Pupil Questions:
How can we celebrate?
What do we wear?
Why do we celebrate?
Why do we have…?
Why do people get married in different buildings.
Lines of Inquiry: An inquiry into…
An inquiry into… celebrations
An inquiry into… how they are started (began)
An inquiry into.. How different celebrations have similarities and differences.
Global Engagement:
SDGs – Gender equality, Peace Justice and strong institutions, quality education
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
– Create a whole wedding. From wedding breakfast to ceremony.
– The Nativity
– Real sparklers/fire make hot chocolate
Key concepts:
– Perspective
– Form
– Connection
Transdisciplinary Theme:
How we express ourselves
Approaches to Learning:
Respecting others and developing our roles.
Central Idea:
Celebrations play an important role in people’s lives.
Related concepts:
– Expression
– Media
– Imagination
Action:
– Whole Wedding Creations
– Celebrating together
Learner Profile Attributes:
– How we express ourselves
– Who we are
– Where we are in place and time
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Rerspective - Form - Connection Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Perspective - Form - Connection Assessment Criteria for open-ended task: - Multiple connections. | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
One
Unit Type
Main
Start Date
02/11/20
End Date
18/12/20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore
especially:
- Question Starts
- See Think Wonder
- Think Puzzle Explore
- Question Sorts
Curriculum Connections:
E.G.
English – Evaluate and consider – spoken language and written language.
Art & DT – Create and evaluate.
Rationale for Inquiry:
Children in both classes have enjoyed exploring different stories particularly engaging in role play and retelling these. As part of English skills, the children have struggled with retell skills such as language and tenses.
Lines of Inquiry: An inquiry into…
An inquiry into various forms of creativity.
An inquiry into the purposes of creativity.
An inquiry into the voice and choice of creativity.
Global Engagement:
SDGs –
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
– Explore and discuss other ways of creativity looking into global and local creativity.
– Visual/virtual art gallery. Create a painting of Cinderella using artists as inspiration.
– Story version of Cinderella, with a new version of Cinderella, written by the class.
Key concepts:
– Function
– Connection
– Responsibility
Transdisciplinary Theme:
How we express ourselves
The ways in which we reflect, extend and enjoy our creativity.
Approaches to Learning:
– Organisation
– Media Literacy
– Reflection
Central Idea:
Imagination influences expression
Related concepts:
– Expression
– Imagination
Action:
– Stories described and observed by the children
– Artwork created based on artists globally
Learner Profile Attributes:
– Reflective
– Open-minded
– Thinker
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising different ways of creativity. Discussing how I show creativity and engage with others around me. How these are all connected with one another. - Recognise that ways of creativity have a purpose (film, art, music). These ways of creativity emote different feelings, different actions. - Recognising that my choice of creativity can have an impact on myself and others around me. | Progression in Understanding the Central Idea/Key Concepts: - Understanding that we all have different sides of creativity - exploring use of tools and techniques. - Recognising people create for different reasons to promote emotions and feelings. - Accepting and understanding that my choice is different to everyone else. Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Ways that I express myself depend on my own choice, mood and preference. Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: | Children discussed acting as a way of creativity. They performed their own versions of Cinderella using key characters and thinking about the beginning, middle and end. |
Year/Class
Two
Unit Type
Main
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore.
Especially:
- Question Starts
- See Think Wonder
- Think Puzzle Explore
- Question Sorts
Prior Learning Connections:
Is linked to prior learning of…
Is linked to prior learning of artists and ways of presenting self portraits as well as Oliver Jeffers an author and illustrator.
Curriculum Connections:
E.G.
PSHE
RE– Christainity + How and why do we celebrate special and sacred times?
Music– Appraise and perform music
Geography– Similarities and differences looking at Uk and NOrth pole. Look at human and physical features.
Art– Illustrate their own story. Use of charcoal
P.E.– Dance and Rugby
Pupil Questions:
– How do you become an actor?
– Where might you learn to dance?
– Could we do a show?
– How do people learn how to be ventriloquists?
– I want to know about puppets. How are puppets made?
Lines of Inquiry: An inquiry into…
An exploration of creative arts and music.
A study of how artists use their imagination to create their work
An inquiry into the role of illustrators to bring a story to life.
Global Engagement:
SDGs –
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
– High quality Texts- How to Catch a Star Oliver Jeffers, Axel Pfeifer and Chris Van Allsburg
– Use of dance and music to express themselves and then look in to costume design to fit in with their dance/music performance
– Children design and make a puppet.
– Music appreciation and listening to various pieces
– Inquiry into puppetry – history of and from around the world
-Puppet types and how they are made
Key concepts:
– Perspective
– Form
Transdisciplinary Theme:
How we express ourselves
Approaches to Learning:
– Creative thinking
– Media Literacy
Central Idea:
Imagination drives creativity
Related concepts:
– Expression
– Creativity
– Imagination
Action:
– Video dance
– Video of story/costume design
Learner Profile Attributes:
– Communicator
– Risk-taker
– Open-minded
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Three
Unit Type
Main
Start Date
02/11/20
Teacher Questions/Provocations:
- Discuss the central idea, what the tricky words mean and how this links to the picturess we have shown.
- Shown children pictures of the stone age and Egyptians. We asked them what they would like to learn about and any questions these pictures provoke.
- Collected questions / ideas as a class.
Prior Learning Connections:
Last term, children showed a keen interest in finding out about black and white photos e.g. when they are from, what life was like back then. This led to exploring life through time.
Curriculum Connections:
E.G.
History– Changes in Britain from the Stone Age to the Iron Age
The achievements of the earliest civilizations
Chronological understanding
Historical Enquiry
Science– Light
Writing– Organises paragraphs around a theme.
D.T.– Developing, Planning and Communicating Ideas
Rationale for Inquiry:
Looking at artists the children became interested in artists from the past and events before they were born.
Pupil Questions:
– How big are the pyramids?
– Why are pyramids big?
– What did we look like in the olden times?
– Why is there a picture on the wall in the cave?
– Why do we call them pyramids?
– How do the Egyptians get water/food?
– How did people survive back then?
Lines of Inquiry: An inquiry into…
An inquiry into different lifestyles in the past.
An inquiry into patterns throughout time.
An inquiry into ways of living.
Global Engagement:
SDGs – 11, 15 & 3
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
-The Stone Age boy
-The Egyptian Cinderella
-Making a fire
-Investigating stone age poo to discover diet.
-Designing a village to show how peoples’ ways of living have transformed
-Make a ‘village through time’
-Creating tools to complete tasks from the stone age.
Key concepts:
– Connection
– Causation
Transdisciplinary Theme:
Where we are in place and time
Approaches to Learning:
– Information literacy
– Organisation
– Collaboration
Central Idea:
Transformations can occur through lifestyles.
Related concepts:
– Transformation
– Lifestyle
– Sustainability
Action:
– Stone age fire pit
– Making of a village showing the transformations from different lifestyles (through time).
Learner Profile Attributes:
– Knowledgable
– Inquirer
– Thinker
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Four
Unit Type
Main
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore.
Especially:
- Question Starts
- See Think Wonder
- Think Puzzle Explore
- Question Sorts
Prior Learning Connections:
Is linked to prior learning of looked at different artwork and poetry which inspired the children to create their own.
Curriculum Connections:
E.G.
Art– Ceramic mosaics
Music– Notations
PE– Gymnastics
History– Study of Greek life, achievements and their influence on the western world
Computing– Presentation
Rationale for Inquiry:
Develop independent/ creative thought and actions based on this. This was due to an interest in story telling and a variety of art.
Lines of Inquiry: An inquiry into…
A study of creators, their inspiration and work
A comparison of creations of expression
The impact of creators work on the wider world
Global Engagement:
SDGs –
– Gender equality
– Health and wellbeing
– Quality education
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Inspiring ourselves and the local and global community
– Experiencing an Ancient Greek museum.
-Exploring the forest school to inspire creation.
-High quality texts:
Here comes Hercules
The Wizard of Oz
Key concepts:
– Form
– Perspective
– Reflection
Transdisciplinary Theme:
How we express ourselves
Number 3: Our appreciation of the aesthetic
Approaches to Learning:
– Reflection
– Creative thinking
– Exchanging information
Central Idea:
Inspiration leads to creation
Related concepts:
– Expression
– Inspiration
– Creation
– Meaning
Action:
Act of giving
– Gallery of our creations
– Video for parents of creation
Learner Profile Attributes:
– Communicator
– Risk-taker
– Open-minded
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising how different creators are inspired to create their work. - Recognise that creators have different inspiration and create work in different styles. - Reflect on how creator's work makes them feel. Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Five
Unit Type
Main
Start Date
02/11/20
Duration
6 Weeks
Teacher Questions/Provocations:
- How has nature has been a source of ideas for science?
- How has UK’s industry has changed over time?
- How do countries develop industry? How is it linked to available resources?
Prior Learning Connections:
Is linked to prior learning of…
Year 4– Inventions and creativity.
Year 5– Through inquiry in Term 1, started to look at North America and the British Empire.
Curriculum Connections:
E.G.
Computing-quest game
Music– Spacescapes
Geography– North America
Science-Earth, Space and Force
English-Non-chronological report, poetry, story, explanation.
Art– Movement
History-Industrial Revolution
Rationale for Inquiry:
The last inquiry looked at people who were and were not remembered for their role. THere was a focus on the women involved in Apollo 11. This led to questions about how we use technology in different places.
https://docs.google.com/forms/d/17cowdAEW7bMMsnFw0wxjookiRNNUgYNfODGF_DdO36A/edit#responses
Pupil Questions:
– How has technology developed over time?
– How does the moon stay up/move?
– How does the Earth/planets stay up?
– Are inventions (scientific discoveries) always accidents?
– What causes us to develop technology?
Lines of Inquiry: An inquiry into…
An understanding of industrial development.
An inquiry into movement.
An exploration of how need impacts innovation.
Global Engagement:
SDGs – 17, 9 & 11
Chose three or four of the UN sustainable goals.
https://sustainabledevelopment.un.org/?menu=1300
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
-Pandora-Literacy Shed
-Frank Cottrell-Boyce Cosmic
-Developing flight.
-Getting to the moon.
-Technology from the space race.
-Japan-natural resources and the need for technology.
-British Empire – The sea, wool and looms.
Key concepts:
– Function
– Causation
Transdisciplinary Theme:
How the world works
Approaches to Learning:
– Media Literacy (research)
– Collaboration (social)
Central Idea:
Scientific discovery improves technology.
Related concepts:
– Discovery
– Technology
Action:
To participate in the NASA Wearable Technology Competition.
Learner Profile Attributes:
– Inquirer
– Thinker
– Communicator
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |
Year/Class
Six
Unit Type
Main
Start Date
02/11/20
End Date
18/12/20
Duration
6 Weeks
Teacher Questions/Provocations:
Use Visible Thinking Routines to explore.
Prior Learning Connections:
Is linked to prior learning of…
We have looked at where people come from and why they immigrate.
Curriculum Connections:
E.G.
Science – Genetics (making Mr Men).
RE– Religions not always tolerating each other.
Geography– Genetics and where we came from.
History – History of maths and patterns (look at the start of our hindu arabic numeral system.
Rationale for Inquiry:
The class have found conflict very interesting over the course of WW2.
Whilst looking at where we come from (immigration as a subject) this encouraged a lot of discussion So genetics is the scientific stage of where we come from.
Pupil Questions:
To be asked this week.
Lines of Inquiry: An inquiry into…
An inquiry into an understanding into genes.
An inquiry into similarities and differences in genes.
An exploration to survive and efficiency.
Global Engagement:
SDGs –
Number 4
Number 16
Learning Experiences:
Open-ended task:
Creating or initiating a change in the local or global community.
–Mr Men Characters to show genetics.
-Teach algebra alongside genes.
-Do genes change depending on geography?
Key concepts:
– Causation
– Connection
Transdisciplinary Theme:
How we organise ourselves
– The interconnectedness of human-made systems and communities.
Approaches to Learning:
– Reflection and Metacognition Skills
– Organisational skills
– Developing social emotional intelligence
Central Idea:
Numbers and Science make relationships
Related concepts:
– Pattern
– Identity
Action:
Adapt a creature so that it can adapt for the future (off the back of genetics).
– Create a Google Site for this.
Learner Profile Attributes:
– Caring
– Open minded
– Balanced
Assessment - SOLO Taxonomy | ||||
---|---|---|---|---|
Pre-structural: No current understanding | Uni-structural: I understand one idea | Multi-structural: I understand many unconnected ideas | Relational: I connect my ideas and understand the significance of each part in relation to the whole concept | Extended abstract: I extend my learning beyond what I was explicitly taught and make generalisations |
Surface level | Deeper level | |||
Learning outcomes based on conceptual understanding of the lines of inquiry and central idea: | Progression in Understanding the Central Idea/Key Concepts: - Recognising ... - Reflecting ... - Recognising ... Assessment Criteria for open-ended task: - List one/a few reasons | Progression in Understanding the Central Idea/Key Concepts: - Understanding ... - Recognising.. - Accepting and understanding… Assessment Criteria for open-ended task: - Multiple connections | Progression in Understanding the Central Idea/Key Concepts: - Assessment Criteria for open-ended task: - Explain in great detail. - Hypothesis prior |
|
What level of understanding is being shown? | ||||
Pupil assessment to be updated during the inquiry, to reflect ongoing monitoring: |