Lower School
Learning Principles
The following principles are drawn from well-supported research and teacher collaboration on what we know about learning. The principles underpin all practices related to teaching and learning in all subjects.
- THE ENVIRONMENT IS SAFE, TRUSTING AND INCLUSIVE
- THERE IS OWNERSHIP OF THE PROCESS
- IT IS SOCIAL
- A GROWTH MINDSET IS CULTIVATED
- THERE IS ACTIVE ENGAGEMENT
- IT IS ACCESSIBLE
- INSTRUCTION IS PROACTIVE AND RESPONSIVE
- IT IS MEANINGFUL AND TRANSFERABLE
THE ENVIRONMENT IS SAFE, TRUSTING AND INCLUSIVE
Physical and emotional well-being is the foundation for a culture of care and trust, where there is honesty and a presence of shared values for how we act and treat each other. Students feel a sense of belonging by understanding how their multifaceted identity is embraced and supported by the school community.
THERE IS OWNERSHIP OF THE PROCESS
IT IS SOCIAL
A GROWTH MINDSET IS CULTIVATED
THERE IS ACTIVE ENGAGEMENT
Students are eager to participate and are invested in learning. They are proactive, ask questions for productive thinking and learning, and synthesize new information and ideas with existing understandings. Through a process that could include sharing, creating, responding, debating, iterating and hypothesizing, students construct meaning and grow as learners.
IT IS ACCESSIBLE
Students are respected as unique individuals who bring their own experiences, passions, strengths, and perspectives to the classroom. Learning opportunities are designed in a way that honours this diversity and ensures each student has an entry point into learning, while being challenged by the right amount of rigour.
INSTRUCTION IS PROACTIVE AND RESPONSIVE
Through a clear, deep and shared understanding of the learning goals, assessments are used to better understand students. Data informs intentional planning and progress monitoring, and allows for adjustments to teaching and learning. Through meaningful feedback and reflection, students are empowered with a clear picture of themselves to successfully navigate their learning journey.
IT IS MEANINGFUL AND TRANSFERABLE
Learning experiences are designed to support students with making connections to prior knowledge, themselves and the world. Through concept-based inquiry, students explore and identify the relationships between ideas and experiences, turning knowledge of facts and the practicing of skills into transferable, enduring understandings. In this process, students are thinkers, problem-solvers and innovators as they use their learning to make a positive impact in new and unfamiliar contexts, both locally and globally.
Lower School Tour
In the Lower School children are taught following the International Baccalaureate’s Primary Years Programme (PYP). This course of study concentrates on an inquiry-based approach to learning and encourages students to adopt the attributes of the Learner Profile. You can learn more about the PYP by viewing the IB website which highlights frequently asked questions related to an IB PYP education. CDNIS is proud of our Canadian identity and therefore we draw upon the Ontario Curriculum for discipline specific standards and expectations in subjects such as language arts, social studies, mathematics, visual arts, performing arts, science and physical education.
Programme of Inquiry
The school's PYP programme of inquiry maps how students will explore the transdisciplinary themes. The programme consists of units of inquiry that ensure students experience a balance of subject-specific knowledge, conceptual understandings and skills. The units build on one another by extending students' understanding of the transdisciplinary themes as they are revisited year after year.
Early Years
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Central idea
Awareness of self and community is gained through the ongoing changes, choices and challenges that humans face
(friends, family, social)
Key concepts:
Form, Connection, Perspective
Related concepts:
Interests, Friendships, Respect, Agreements, Relationships, Belonging, Play, Differences, Similarities
Lines of inquiry
- Myself and my family (FORM)
- Developing a sense of belonging (PERSPECTIVE)
- How play helps us connect with others (CONNECTION)
- How friendships are formed (CONNECTION)
How we express ourselves
Central Idea:
Children use creativity to express themselves and connect with others
Key concepts:
Form, Function, Connection
Related concepts:
Imagination, Ideas, Music, Dance, Drawings, Materials, Questions, Descriptions, Art
Lines of inquiry
- What people create (FORM)
- How people create (FUNCTION)
- Different ways people show their creativity (CONNECTION)
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central Idea:
Exploring materials helps people decide how to use them
Key concepts:
Causation, Change, Connection
Lines of inquiry:
- Materials in the environment (FORM)
- Choices of materials (FUNCTION)
- Altering materials for different purposes (CHANGE)
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.
Central Idea:
People have a responsibility to the planet
Key concepts:
Causation, Connection, Responsibility
Lines of Inquiry:
- The relationship we have with the environment and the living things in our planet (CONNECTION)
- How people share and look after our planet (FUNCTION)
- Why it is important to share and take care of our planet (RESPONSIBILITY)
Prep
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- Sharing the Planet
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Central idea
Awareness of self and community is gained through the ongoing changes, choices and challenges that humans face
Key concepts:
Form, Function, Connection
Related concepts:
Differences, Similarities, Identity, Community, Decisions, Relationships, Connections, belonging, Respect, Empathy, Fairness, Community
Lines of inquiry:
- Factors that make up our identity (FORM)
- How our decisions affect our relationships (FUNCTION)
- The communities we belong to (CONNECTION)
- How we can create safe and happy communities (FUNCTION)
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea
Homes reflect the local environment and culture
Key concepts:
Form, Causation, Connection, Change
Related concepts:
Homes, Features, Needs, Materials, Environment, Belongings, Uniqueness
Lines of inquiry
- Features of homes (FORM)
- How the environment influences the types of homes that are built (CAUSATION)
- The connection between homes and the people who live there (CONNECTION)
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.
Central idea
Stories are shared in a variety of ways and evoke different responses
Key concepts:
Form, Connection, Perspective
Related concepts:
People, Stories, Messages, Beginning, Middle And End, Art, Music, Dance, Feelings, Experiences
Lines of inquiry
- How stories are shared (FORM)
- Feelings and emotions that stories evoke (PERSPECTIVE)
- Why stories are created and shared (CONNECTION)
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central idea
Different factors affect motion
Key concepts:
Form, Function, Causation
Related concepts:
Push, Pull, Strengths, Direction, Speed, Surface, Slope
Lines of inquiry
- How things move (FORM)
- Factors and conditions that affect motion (CAUSATION)
- How force and motion play a part in daily life (FUNCTION)
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.
Central idea
Living things interact with each other
Key concepts:
Connection, Responsibility
Related concepts:
Features, Categories, Needs, Grow, Places, Humans, Living Things
Lines of inquiry
- Connections between living things (Connection)
- How humans rely on living things (Connection)
- The impact of human actions on other living things (Responsibility)
Grade 1
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- How we organize ourselves
- Sharing the Planet
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Central idea
Awareness of self and community is gained through the ongoing changes, choices and challenges that humans face
Key concepts:
Causation, Connection, Responsibility
Related concepts:
Participation, Roles, Responsibilities, Relationships, Choices, Rights, Kindness, Interests
Lines of inquiry
- Responsibilities in our daily lives (RESPONSIBILITY)
- How choices impact others (CAUSATION)
- Rights and responsibilities in our community (RESPONSIBILITY)
- Forming and maintaining relationships (CONNECTION)
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea
Exploration creates change and leads to new opportunities
Key concepts:
Form, Causation, Change
Related concepts:
Exploration, Explorers, Choices, Decisions, Discovery,Prior-knowledge, Preparation, Challenges, Risk-taking, Perseverance, Resilience
Lines of inquiry
- Reasons why people explore (CAUSATION)
- Choices and decisions involved when going on an exploration (CONNECTION)
- Changes and opportunities as a result of exploration (CHANGE)
- How people navigate an environment (FUNCTION)
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.
Central idea
The Arts can be created, interpreted and appreciated in many ways
Key concepts:
Form, Perspective, Function
Related concepts:
Artists, Techniques, Materials, Ideas, Experience, Knowledge, Imagination, Purpose, Interpretations
Lines of inquiry
- The various forms of art (FORM)
- Techniques and materials used to create different forms of art (FUNCTION)
- How art is interpreted and appreciated (PERSPECTIVE)
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central idea
Bodies have parts that work together to perform various functions
Key concepts:
Form, Function, Connection
Related concepts:
Body Systems, Parts, Purpose, Function, Models, Ideas, Explanations
Lines of inquiry
- Parts of the human body (FORM)
- The purpose of different body parts (FUNCTION)
- How parts of our bodies work together (CONNECTION)
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Central idea
Products go through a process of design and change
Key concepts:
Form, Change, Connection
Related concepts:
Questioning, Exploration, Designers, Needs, Opportunities, Ideas, Describing, Drawing, Modeling, Designs, Problems, Steps, Roles, Group
Lines of inquiry:
- Product designs over time (CHANGE)
- How and why people create new products (FUNCTION)
- How people work together to create products (CONNECTION)
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.
Central idea
Living things are dependent on Earth’s natural resources
Key concepts:
Form, Connection, Causation
Related concepts:
Survival, Behaviour, Dependent, Living Things, Features, Behaviours, Environment, Needs, People, Choices
Lines of inquiry
- Characteristics of living things (FORM)
- How living things survive in their environment (CONNECTION)
- The impact of changes to Earth’s natural resources on living things (CAUSATION)
Grade 2
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- How we organize ourselves
- Sharing the Planet
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Central idea
Awareness of self and community is gained through the ongoing changes, choices and challenges that humans face
Key concepts:
Form, Change, Responsibility
Related concepts:
Exercise, Recovery, Emotional Well-being, Physical Well-Being, Activities, Choices, Respect
Lines of inquiry
- How to be healthy (FORM)
- How a balanced life influences personal well-being (CHANGE)
- How thinking about our choices helps us develop as people (RESPONSIBILITY)
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea
Individuals can make a difference through their actions and contributions
Key concepts:
Causation, Change, Responsibility
Related concepts:
Action, Positive Change, Individuals, Communities, Collective Action, Collaboration, Commitment, Ideas, Issues
Lines of inquiry
- Circumstances that lead to taking action (CAUSATION)
- How lives have been changed by the actions and contributions of others (CHANGE)
- The contributions individuals can make (RESPONSIBILITY)
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.
Central Idea:
Ideas can be expressed in ways that engage an audience.
Key concepts:
Causation, Change, Responsibility
Related concepts:
Artists, Experiences, Inspiration, Techniques, Effects, Ideas, Choices, Audience, Response
Lines of Inquiry:
- How artists generate ideas (FUNCTION)
- Techniques used to engage an audience (CONNECTION - techniques used for specific audience)
- Responses to different types of art (PERSPECTIVE)
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central idea
Understanding of simple machines helps inventors create and innovate.
Key concepts:
Form, Function, Connection
Related concepts:
Force, Position, Movement, Mechanism, Easier, Enjoyable , Inventions, Inventors, Process, Creating, Constructions
Lines of Inquiry:
- Basic types of simple machines (FORM)
- The impact of simple machines and mechanisms (CAUSATION)
- The connection between steps in design thinking (CONNECTION)
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Central idea
The value of goods and services is connected to wants and needs
Key concepts:
Perspective, Connection, Causation
Related concepts:
Producers, Payment, Goods, Services, Consumers, Supply, Demand, Price, Benefits, Cost of Production
Lines of inquiry
- The exchange of goods and services (CONNECTION)
- What people value (PERSPECTIVE)
- The consequences of consumer choices (CAUSATION)
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.
Central idea
Understanding Earth’s cycles enables us to live with the future in mind
Key concepts:
Connection, Function, Responsibility
Lines of inquiry
- How Earth’s cycles work (FUNCTION)
- How Earth’s cycles are connected to each other (CONNECTION)
- Actions to support and sustain Earth’s cycles (RESPONSIBILITY)
Grade 3
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- How we organize ourselves
- Sharing the Planet
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Central idea An awareness of self and community is gained through the ongoing changes, choices and challenges that humans face Key concepts: Connection, Responsibility Related concepts: Attitudes, Abilities, Self-awareness, Empathy, Challenges, Perseverance, Practice, Steps Lines of inquiry • How experiences and challenges shape a sense of self and community (CONNECTION) • Mindsets and strategies for dealing with challenge (RESPONSIBILITY) |
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea
Exploration leads to discoveries and awareness
Key concepts:
Connection, Function, Perspective
Lines of inquiry,
• The purpose of exploration (FUNCTION)
• Discoveries brought about by exploration (CONNECTION)
• Challenges connected to exploration (PERSPECTIVE)
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.
Central idea
People express their cultures through the arts
Key concepts:
Form, Connection, Perspective
Related concepts: Environment, culture, behaviours, values, objects, symbols, images
Lines of inquiry
• What culture is (FORM)
• Ways in which culture can be expressed (PERSPECTIVE)
• How the arts and culture are connected (CONNECTION)
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central idea
Many factors need to be considered in the process of creating a structure
Key concepts:
Function, Causation, Form
Related concepts:
Strength, stability, function, design, materials, force, stability, load, longevity, properties
Lines of inquiry
• The purpose of various structures (FUNCTION)
• The strength and stability of structures (FORM)
• The factors that affect the strength and stability of structures (CAUSATION)
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Central idea
Systems involved in the production process can have consequences
Key concepts:
Function, Connection, Responsibility
Lines of inquiry
• Systems of production (FUNCTION)
• The impact of production (CONNECTION)
• The choices we make as consumers (RESPONSIBILITY)
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.
Central idea
The way energy is harnessed and consumed affects the planet
Key concepts:
Change, Causation, Responsibility
Related concepts:
Energy, Form, Pollutants, Environment, Renewable, Non-renewable
Lines of inquiry
• Energy transformation (CHANGE)
• The impact of energy use (CAUSATION)
• Energy solutions (RESPONSIBILITY)
Grade 4
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- How we organize ourselves
- Sharing the Planet
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Central idea:
Awareness of self and community is gained through the ongoing changes, choices and challenges that humans face
Key concepts:
Causation, Connection, Responsibility
Related concepts:
Online activity, Digital footprint, Online identity, Agreements, Technology, Values
Lines of inquiry:
• Actions that contribute to a digital identity (CAUSATION)
• How our actions as digital citizens are connected to our values (CONNECTION)
• Our responsibility as members of a digital community (RESPONSIBILITY)
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea:
Human migration is a response to challenges and opportunities
Key concepts:
causation, change, perspective
Related concepts:
Challenges, opportunities, migration, push and pull factors, communities, origin, culture, stories, images, open-minded, points of view
Lines of inquiry:
• Reasons for migration (CAUSATION)
• Ways people and places change as a result of migration (CHANGE)
• Impacts and viewpoints of migration (PERSPECTIVE)
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.
Central idea:
Media influences the choices that people make
Key concepts:
Form, Function, Perspective
Lines of inquiry
• Different forms of media (FORM)
• How persuasive tools and techniques are used by the media (FUNCTION)
• How people respond to media (PERSPECTIVE)
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central idea:
Geological changes and weather conditions affect Earth's surface
Key concepts:
Form, Causation, Change
Related concepts:
Rock formations, Landforms, Weathering, Erosion, Location, Patterns, Movement
Lines of inquiry
• Physical structures that make up Earth (FORM)
• Causes of extreme weather and geological changes (CAUSATION)
• Changes to the Earth’s surface over time (CHANGE)
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Central idea:
People and organisations work together to prepare for and respond to disasters
Key concepts:
Change, Connection, Function
Related concepts:
Wellbeing, Community, Infrastructure, Resources, Natural disaster, Preparedness, Impacts, Organizations, Individuals, Needs, Systems
Lines of inquiry
• The effects of disasters on communities (CHANGE)
• How preparation for disasters can minimize the impact (FUNCTION)
• Local and international responses to disasters (CONNECTION)
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.
Central idea:
The balance of ecosystems is affected by natural and human disturbances
Key concepts:
connection, causation, responsibility
Related concepts:
Habitat, needs, survival, ecosystem, interdependence, population, food chain, energy, producer, consumer, stability, choices, impact
Lines of inquiry
• The interdependence of organisms within ecosystems (CONNECTION)
• The causes of instability within ecosystems (CAUSATION)
• How human action can positively affect the balance of ecosystems (RESPONSIBILITY)
Grade 5
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- How we organize ourselves
- Sharing the Planet
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Central Idea:
Awareness of self and community is gained through the ongoing changes, choices and challenges that humans face
Key concepts:
Change, Function, Responsibility
Lines of inquiry
- The body and its functions (FUNCTION)
- Transitions and changes people go through (CHANGES)
- Influences on our evolving identity (FUNCTION)
- Actions we take to contribute to the well-being of ourselves and others (RESPONSIBILITY)
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea:
People build upon and are influenced by history
Key concepts:
Causation, Function, Perspective
Related concepts:
Historical events, Importance, Consequences, Period of time, Issues, Criteria, Evidence, Significance
Lines of inquiry
- Historical events and their significance (CAUSATION)
- How historians use criteria to determine historical significance (FUNCTION)
- Evidence that determines the significance of an historical event (PERSPECTIVE)
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.
Central idea:
Designers consider aesthetics and functionality when creating
Key concepts:
Form, Connection, Perspective
Lines of inquiry
- Elements of design (FORM)
- How functionality and appeal influence design (CONNECTION)
- What makes a good design (PERSPECTIVE)
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central idea:
Through experimentation new understandings are developed
Key concepts:
Form, Change, Causation
Related concepts:
State of Matter, Physical Change, Chemical Change, Heat, Substance, Properties
Lines of inquiry
- States of matter and their properties (FORM)
- The ways matter can be changed (CHANGE)
- Practical applications and implications of changing matter (CAUSATION)
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Central idea:
Being organised empowers people to take action more effectively
Key concepts:
Causation, Function, Connection
Related concepts:
Group, Individuals, Goals, Tasks, Roles, Responsibilities, Organization, Collaboration, Steps/actions, Achievement, Resources, Action Plan
Lines of inquiry
- Reasons why people organise themselves (CAUSATION)
- Interactions between the parts and people within organisational structures (CONNECTION)
- How to develop an effective plan of action (FUNCTION)
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.
Exhibition central idea:
Awareness of ourselves, our circumstances and those of others’ empowers us
Key concepts: All
Lines of inquiry
- Student selected
Sample Specialist Timetable
The Lower School operates on a six day timetable. During each six day rotation, students in Prep to Grade 5 will have two lessons of physical education, performing arts, and visual arts. They will also have one library lesson, along with 6-7 periods of Chinese (unless the student is enrolled in a bilingual class).
Our Early Years programme is based on our belief that young children are curious, competent and full of potential. The focus is on the development of the whole child across all domains of learning, creating a solid foundation for future academic and personal success.
We offer students a variety of choices within a carefully planned indoor and outdoor environment. The emphasis is on learning through guided play and inquiry with a balance between child-initiated and teacher facilitated engagements.