november, 2018 pyp news

PYP NEWS

November, 2018

In this issue:

Prep

Kindergarten

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

Unit of Inquiry 6

From the PYP Coordinator

Provoking engagement

2018 has seen our students face some engaging provocations as part of their Units of Inquiry. The purpose of these activities is to hook our students to the learning that will take place, sometimes at the beginning of a unit, and at other times within a unit. Tasks are carefully considered and planned by the teachers to ensure the suitability for each cohort, and where required, time is set aside to unpack the learning that has taken place and make connections to how it applies to real world situations. The following provocations are just a snapshot of the variety of experiences our students have been a part of this year.

Our Year Five students were scientifically

provoked in their fifth unit ‘How we

organise ourselves’.

Prep were faced with a ‘backwards day’ where the teachers came to school in their pajamas as part of their ‘How the world works’ unit

Kindergarten delved into the ‘special treasures’ of significance owned by their teachers as part of their ‘Where we are in place and time’ unit

Year One were mesmerized by how unique their thumbprints were when enlarged to A3 for an artwork as part of their ‘Who we are’ unit

Year Two learned a valuable lesson by attempting to plan a meal that did not come from a plant or animal in their ‘How we organize ourselves’ unit

Year Three celebrated World Lost Sock day to begin thinking about the events celebrated in Australia, as part of their ‘How we express ourselves’ unit

Year Four deepened their understanding of injustice through an activity that saw students segregated based on random selections, as part of their ‘Sharing the planet’ unit

Year Five very quickly learned about how stereotypes occur through an elimination task designed to find the ‘popular choice’ of the grade in their ‘How we express ourselves’ unit

Year Six physically witnessed history being changed as their teachers tore pages from (out of date) textbooks, claiming the event as now unimportant as part of their ‘How we express ourselves’ unit

I wonder what provocations will come about in 2019?

PREP - UNIT 4

Lines of Inquiry

Waste impacts living things

We can all help to reduce waste

Some resources can be reused and

Key Concepts

Responsibility: What is our

responsibility?

Reflection: How do we know?

Demonstration of Learning

Students will demonstrate their

understanding and knowledge by

designing a sign that promotes ways

people can care for an aspect of the

environment.

Central Idea: We can care for our world

Early Years Framework:

Outcome 1: Children have a strong

sense of identity

Outcome 2: Children are connected

with and contribute to their world

Outcome 3: Children have a strong

sense of wellbeing

Outcome 5: Children are effective

communicators

Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite

resources with other people and with other living things; communities

and the relationships within and between them; access to equal

opportunities; peace and conflict resolution.

KINDERGARTEN - UNIT 6

Lines of Inquiry

The elements of the arts can be a form

of communication

We perceive ideas and feelings as

individuals

We should be mindful of how we

express ourselves

Key Concepts

Perspective: What are the points of

view?

Causation: Why is it like it is?

Function: How does it work?



understanding and knowledge by

producing an artistic piece portraying an

emotion with an accompanying short, oral

explanation.

Learning Areas/NESA Outcomes

Health (COES1.1, INES1.1, IRES1.11)

Creative Arts (VAES1.1, VAES1.2,

VAES1.3, VAES1.4, DAES1.2, DAES1.3)

Central Idea: We express our ideas and feelings through the arts

How We Express Ourselves

An inquiry into the ways in which we discover and express ideas,

feelings, nature, culture, beliefs and values; the ways in which we reflect

on, extend and enjoy our creativity; our appreciation of the aesthetic.

YEAR ONE - UNIT 6

Central Idea: Through the arts, people use different forms of expression to convey their uniqueness as human beings.

Lines of Inquiry

People can express themselves in diverse

ways

Everyone can express their uniqueness

through the arts

The role of art in culture and society

Key Concepts

Form: What is it like?

Perspective: What are the points of view?




knowledge and understanding through

the development of a self-portrait,

utilizing a variety of artistic mediums.

Students will use this to elaborate on

their understanding of the Central Idea.


English (EN1-1A, EN1-6B)

Creative Arts (VAS1.1, DRAS1.1, DRAS1.2,

DRAS1.3, DRAS1.4)

Science & Technology (ST1-12MW)





YEAR TWO - UNIT 6

Central Idea: People and places are interconnected

Lines of Inquiry

Our location in relation to the rest of the

world

Places that are important to us

Why people visit other places

Key Concepts

Connection: How is it connected to other

things?

Responsibility: What is our responsibility?





the development of a travel brochure,

promoting a chosen location and

utilizing persuasive techniques to

encourage others to visit.


Geography (GE1-1)

English (EN1-2A, EN1-5A, EN1-7B)

Sharing the Planet





YEAR THREE - UNIT 6

Central Idea: People celebrate and commemorate significant events and ideas in different ways

Lines of Inquiry

Australians commemorate events to

remember what is important to them

Groups of Australians celebrate events

and ideas relevant to their cultural

beliefs

People use symbols and emblems to

represent aspects of significance

Key Concepts



view?

Function: How does it work?



knowledge and understanding through a

creative task, requiring them to create a

celebration for a significant event in their

own personal life.


History (HT2-1, HT2-5)

Visual Arts (VAS2.3, VAS2.4)





YEAR FOUR - UNIT 6

Central Idea: Global celebrations provide perspective of beliefs and customs

Lines of Inquiry

Christians celebrate the same events

globally

Global celebrations have differences

People share their celebrations

through Creative and Performing Arts

Key Concepts



Connection: How is it connected to

other things?



historical knowledge and understanding

through a reflection task, utilizing the

Visible Thinking Routine - ‘I used to

know, now I think…’


History (HT2.1)

Health (INS2.3)

Creative Arts (VAS2.1, DRAS2.2)

English (EN2-1A, EN2-2A, EN2-6B,

EN2-7B, EN2-9B, EN2-10C)





YEAR FIVE - UNIT 6

Central Idea: The interdependence on natural resources impacts survival

Lines of Inquiry

Physical conditions impact growth and

survival

Todays choices determine tomorrows

outlook

Environmental management is our

responsibility

Key Concepts

Connection: How is it connected to

other things?

Responsibility: What is our

responsibility?

Change: How is it changing?


Students will demonstrate their knowledge

and understanding through a creative

problem solving task relating to

sustainable energy.


Geography (GE3-1, GE3-2, GE3-3,

GE3-4)

Science (ST3-2VA, ST3-4WS, ST3-10LW,

ST3-11LW)

Sharing the Planet





YEAR SIX - UNIT 6

Central Idea: The expression of history takes various forms

Lines of Inquiry

Historical events can be viewed from

different perspectives

History can be reflected through modes

of creative expression

Our beliefs and values are shaped by

significant historical events

Key Concepts



view?





a design task requiring them to

purposefully adapt an Australian

symbol, image or theme to reflect a

First Nation perspective.


History (HT3-3, HT3-4)

Geography (GE3-2, GE3-4)

Visual Arts (VAS3.1, VAS3.4)





november, 2018 pyp news

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