september, 2018 pyp news · september, 2018 in this issue: prep kindergarten year one year two year...

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


Causation: Why is it like it is?



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





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?




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.


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


things?

Function: How does it work?





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.


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)






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?


Reflection: How do we know?




exploration of an unfamiliar environment.

Students will respond verbally to a variety of

purposeful questions, aligning with the Central

Idea and Lines of Inquiry.


Geography (GE1-1, GE1-3)

Science (ST1-8ES)

History (HT1-4)


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.

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


Responsibility: What is our

responsibility?

Reflection: How do we know?


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.


History (HT1-2)


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


things?


Responsibility: What is our responsibility?



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.


Science (ST1-5LW-T, ST1-6MW-S,

ST1-7MW-T)






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?





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.


Geography (GE2-3)

History (HT2-2, HT2-5)






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






knowledge and understanding through

designing an experiment, providing a

solution to a realistic problem and

utilizing the scientific inquiry method and

processes.


Science (ST2-6MW-S, ST2-7MW-T,

ST2-8PW-ST, )

How the world works





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


Connection: How is it connected?




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.



PDHPE (PSS2.5)

Science (ST2-2DP-T, ST2-5LW-T)






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



Connection: How is it connected to

other things?



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.


Science (ST2-1WS-S, ST2-5W-T,

ST2-7PW)

History (HT2-5)

How the world works





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






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.


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






and understanding of the unit, through the

creation of an item that may promote

sustainable energy in years to come.


Geography (GE3-1, GE3-2, GE3-3, GE3-4)

History (HT3-3, HT3-5)

Science (ST3-2VA, ST3-4WS, ST3-6PW)






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?



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


Perspective: What are the points of

view?




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.


History (HT3-3)







september, 2018 pyp news · september, 2018 in this issue: prep kindergarten year one year two year...

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