PYP NEWS
September, 2018
In this issue:
Prep
Kindergarten
Year One
Year Two
Year Three
Year Four
Year Five
Year Six
Unit of Inquiry 4 and 5
From the PYP Coordinator
The Exhibition
On Thursday 20 August, we held our inaugural Exhibition. The Exhibition is the culmination of a student’s learning journey through the Primary Years Programme (PYP), demonstrating their knowledge and understanding of the major components of the programme. In acknowledging that we are only nearing two years of implementing the PYP, it was astonishing to see the presentations of our Year 6 students. Our students demonstrated incredible dedication to learning, and it was a great privilege to watch them work collaboratively together throughout their unit. The evening was evidence of the deep understandings that the students have gained, well beyond simple facts and knowledge, and in speaking with our students, their faces displayed their clear passion and desire to make a difference.
Year 6 2018 have set a very high standard!
Application for Authorization
During the formal proceedings of the evening, Mr Gorman announced that we will apply for Authorization as an International Baccalaureate (IB) school.
The implementation of the PYP has seen many positives within the school, and I love the opportunities that I have had to discuss with many families about the engagement with, and love for learning that their child is showing based on their class inquiries. As you move around the school, the vocabulary our students are utilizing is evidence of this - whether in relation to the Learner Profiles, the Learner Attitudes or the Transdisciplinary Skills they are using as part of their learning. The questions and wonderings our students have demonstrated their developing creative and critical thinking, and their awareness of local and global events is becoming part of everyday classroom discussion. Our students are demonstrating a great care for others, they are learning to empathize as they consider different perspectives about real world happenings, and are beginning to recognize authentic solutions and proposals for ways to make our world a better place.
If our students were to become the leaders of the future, I feel we would be in great hands!
Our Year Six students, participating as part of the Exhibition.
PREP - UNIT 3
Lines of Inquiry
Cycles occur in nature
Natural cycles have common features
and patterns
Natural cycles impact living things
Key Concepts
Change: How is it changing?
Connection: How is it connected to other
things?
Demonstration of Learning
Students will demonstrate their
understanding and knowledge through the
construction and explanation of a natural
cycle or pattern.
Central Idea: Natural cycles follow patterns
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
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.
KINDERGARTEN - UNIT 4
Lines of Inquiry
The effects of seasons on the natural
world
The effects of seasons on people
The effects of seasons on scientific
and technological development
Key Concepts
Change: How is it changing?
Causation: Why is it like it is?
Demonstration of Learning
Students will demonstrate their
understanding and knowledge through
the creation of a display, outlining the
affect of a chosen season on the natural
world, people and scientific &
technological development.
Learning Areas/NESA Outcomes
Science (STe-7NE, STe-9ME,
STe-10ME)
Health (PHES1.12)
Visual Arts (VASE1.1, VAES1.2,
VAES1.3, VAES1.4)
Central Idea: Seasons affect living things, and scientific and technological development.
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
KINDERGARTEN - UNIT 5
Lines of Inquiry
The processes natural products go
through
Changes made to products according to
their use
Distribution of products for specific
purposes
Key Concepts
Connection: How is it connected to
other things?
Change: How is it changing?
Demonstration of Learning
Students will demonstrate their
understanding and knowledge by
identifying products that come from a
given natural material. Student will
verbally elaborate on the consumers of
this product and its uses in everyday life.
Learning Areas/NESA Outcomes
Science (STe-3VA, STe-4WS, STe-5WT,
STe-9ME, STe-10ME)
Geography (GEe-1, GEe-2)
Central Idea: Products are changed through systems and processes
How We Organise 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.
YEAR ONE - UNIT 4
Central Idea: Communities are organised to meet the needs of its members
Lines of Inquiry
The needs and wants of people
The connection between roles in a community
and needs
The function of places within a community
Key Concepts
Connection: How is it connected to other
things?
Function: How does it work?
Causation: Why is it like it is?
Demonstration of Learning
Students will demonstrate their
understanding and knowledge through the
development of a new town. Students will
create a map illustrating the concepts learned
throughout their unit, and will verbally
elaborate on their understanding of the Central
Idea.
Learning Areas/NESA Outcomes
Geography (GE1-1, GE1-2, GE1-3)
PDHPE (DMS1.2, PHS1.12, SLS1.13)
English (EN1-2A)
History (HT1-4)
Visual Arts (VAS1.1, VAS1.2)
Mathematics (MA1-16MG)
How We Organise 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.
YEAR ONE - UNIT 5
Central Idea: Our knowledge of places is a result of exploration
Lines of Inquiry
Why people explore
How people record explorations
The impact of exploration on places
Key Concepts
Perspective: What are the points of view?
Change: How is it changing?
Reflection: How do we know?
Demonstration of Learning
Students will demonstrate their
understanding and knowledge through the
exploration of an unfamiliar environment.
Students will respond verbally to a variety of
purposeful questions, aligning with the Central
Idea and Lines of Inquiry.
Learning Areas/NESA Outcomes
Geography (GE1-1, GE1-3)
Science (ST1-8ES)
History (HT1-4)
Visual Arts (VAS1.1, VAS1.2)
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes
and journey; the discoveries, explorations and migrations of humankind;
the relationships between and the interconnectedness of individuals
and civilisations, from local and global perspectives.
YEAR TWO - UNIT 4
Central Idea: Artefacts provide a window into the beliefs and values of a community
Lines of Inquiry
How cultures express their values and
beliefs
Why locations have a cultural and
spiritual significance
Why sites should be preserved over time
Key Concepts
Perspective: What are the points of view?
Responsibility: What is our
responsibility?
Reflection: How do we know?
Demonstration of Learning
Students will demonstrate their knowledge
and understanding through the exploration
of a local site, considering its purpose to the
community and reasons for its
preservation.
Learning Areas/NESA Outcomes
History (HT1-2)
Visual Arts (VAS1.3, VAS1.4)
PDHPE (GS1.9)
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 TWO - UNIT 5
Central Idea: Humans require plants and animals in order to survive
Lines of Inquiry
Materials made from plants and animals
are produced to meet our needs
Raw materials can be combined and
changed to make manufactured
products
Sustainable farming practices
Key Concepts
Connection: How is it connected to other
things?
Function: How does it work?
Responsibility: What is our responsibility?
Demonstration of Learning
Students will demonstrate their knowledge
and understanding through the
development of a progressive digital
presentation, addressing the Lines of
Inquiry.
This will be shared at an Open
Classroom event on Tuesday 6 November.
Learning Areas/NESA Outcomes
Science (ST1-5LW-T, ST1-6MW-S,
ST1-7MW-T)
How We Organise 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.
YEAR THREE - UNIT 4
Central Idea: People and events contribute to changes in communities
Lines of Inquiry
Changes that have occurred in our
community because of significant
people and events
Features of our local community that
have stayed the same over time
How we can make meaningful
changes in our local community
Key Concepts
Form: What is it like?
Change: How is it changing?
Causation: Why is it like it is?
Demonstration of Learning
Students will demonstrate their
knowledge and understanding through a
variety of tasks requiring them identify
local changes on a timeline, develop a
digital slideshow and propose a change
that would benefit the local community.
Learning Areas/NESA Outcomes
Geography (GE2-3)
History (HT2-2, HT2-5)
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes
and journey; the discoveries, explorations and migrations of humankind;
the relationships between and the interconnectedness of individuals
and civilisations, from local and global perspectives.
YEAR THREE - UNIT 5
Central Idea: The transfer of energy causes change
Lines of Inquiry
The process of scientific investigation
Energy can be transferred and transformed
Materials can be used to help or hinder the
transfer of energy
Key Concepts
Form: What is it like?
Change: How is it changing?
Causation: Why is it like it is?
Demonstration of Learning
Students will demonstrate their
knowledge and understanding through
designing an experiment, providing a
solution to a realistic problem and
utilizing the scientific inquiry method and
processes.
Learning Areas/NESA Outcomes
Science (ST2-6MW-S, ST2-7MW-T,
ST2-8PW-ST, )
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.
YEAR FOUR - UNIT 4
Central Idea: The systems we create support human enterprise and impact the environment
Lines of Inquiry
There are many systems
Systems interconnect and create
community
Agricultural systems impact humans
Key Concepts
Form: What is it like?
Connection: How is it connected?
Causation: Why is it like it is?
Demonstration of Learning
Students will demonstrate their knowledge
and understanding through a presentation
outlining the impact a chosen agricultural
system has, identifying a real life problem
for this system and posing a plausible
solution - considering how scientific and
technological developments impact the
future.
Learning Areas/NESA Outcomes
Geography (GE2-2, GE2-3)
PDHPE (PSS2.5)
Science (ST2-2DP-T, ST2-5LW-T)
How We Organise 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.
YEAR FOUR - UNIT 5
Central Idea: Discovery and understanding of the laws of physics allow innovation
Lines of Inquiry
The laws of physics are all around us
Humans harness laws of physics to
innovate
One invention leads to other
inventions
Key Concepts
Function: How does it work?
Causation: Why is it like it is?
Connection: How is it connected to
other things?
Demonstration of Learning
Students will demonstrate their
historical knowledge and understanding
of inventions and the laws of physics
through a visual presentation. Using
their scientific knowledge, they will
design and create a model of a
proposed piece of play equipment or
theme park ride.
Learning Areas/NESA Outcomes
Science (ST2-1WS-S, ST2-5W-T,
ST2-7PW)
History (HT2-5)
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
YEAR FIVE - UNIT 4
Central Idea: Understandings influence choice
Lines of Inquiry
The image of health has changed over time
Health initiatives impact communities
Awareness informs our choices
Key Concepts
Responsibility: What is our responsibility?
Perspective: What are the points of view?
Causation: Why is it like it is?
Demonstration of Learning
Students will demonstrate their knowledge
and understanding with a specific focus on
current mental health issues.
Students will present a proposal on ways
social media could be utilized to provide
education to the community, and demonstrate
an awareness of current initiatives being
employed.
Learning Areas/NESA Outcomes
Science (ST3-15L)
PDHPE (DEMS3.2, PHS3.12)
English (EN3-2A, EN3-4A, EN3-5B, EN3-6B,
EN3-7C, EN3-8D, EN3-9E)
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; and what it means to be human.
YEAR FIVE - UNIT 5
Central Idea: Natural resources fuel our world
Lines of Inquiry
Energy is produced using natural resources
Energy is transformative and transferable
Resources need to be managed efficiently
Key Concepts
Causation: Why is it like it is?
Function: How does it work?
Responsibility: What is our responsibility?
Demonstration of Learning
Students will demonstrate their knowledge
and understanding of the unit, through the
creation of an item that may promote
sustainable energy in years to come.
Learning Areas/NESA Outcomes
Geography (GE3-1, GE3-2, GE3-3, GE3-4)
History (HT3-3, HT3-5)
Science (ST3-2VA, ST3-4WS, ST3-6PW)
How We Organise 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.
YEAR SIX - UNIT 4 EXHIBITION
Central Idea: Access is the difference between life and death
Lines of Inquiry The lines of inquiry will be developed by each
student group, specifically enabling inquiry
into their chosen focus.
Key Concepts Responsibility: What is our
responsibility?
Change: How is it changing?
Connection: How is it connected to other
things?
Demonstration of Learning Students will demonstrate their
knowledge and understanding through the
Exhibition evening as part of their
collaborative group. Students will
independently reflect on their learning at
the conclusion of Exhibition.
Learning Areas/NESA Outcomes PDHPE (INS3.3, PSS3.5, PHS3.12,
SLS3.136)
Science (ST3-2DP-T)
Geography (GE3-1, GE3-2, GE3-2)
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.
What is the Exhibition? Similar to our culture of ‘open classroom
afternoons’, Exhibition is an opportunity for
students to showcase and celebrate their
learning, with a particular emphasis based on
the major features of the PYP.
YEAR SIX - UNIT 5
Central Idea: Migration is a reaction to change
Lines of Inquiry
Patterns in migration
The ‘push’ or ‘pull’ factors involved in
migration
How migration creates change on a
local and global level
Key Concepts
Change: How is it changing?
Perspective: What are the points of
view?
Causation: Why is it like it is?
Demonstration of Learning
Students will demonstrate their
knowledge and understanding through
the composition of a historical recount,
based on a chosen Australian
immigrant, identifying the reasons they
migrated and their contributions to
Australia.
Learning Areas/NESA Outcomes
History (HT3-3)
Geography (GE3-2, GE3-4)
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes
and journey; the discoveries, explorations and migrations of humankind;
the relationships between and the interconnectedness of individuals
and civilisations, from local and global perspectives.