Inquiry Planners 2020-21

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.

An 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

Human relationships: 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 art

Science– properties and changes to materials

 

 

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 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:

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: - Perspective - 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– Christianity + 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 pictures 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.

https://docs.google.com/forms/d/1KxlThaYlV6-sCGIqYJHvMsSyIC7hdUTqHB5DoEDRpEQ/edit#response=ACYDBNgnXqkYbZEoPy6yg66poGcUdGzP4G-gdt1ty_YC

 

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: