How we organise ourselves

Year 6 - Term 4, 2024

Transdisciplinary Theme

'How we organise ourselves'

Central Idea

Our needs and wants influence economic activities

As an International Baccalaureate (IB) world school, we explore six transdisciplinary themes each year to provide students with a broad understanding of the world. In Term 4, Year Six students will embark on an inquiry into how our needs and wants shape economic activities and the responsibility that comes with being consumers.

Unit Overview

In this unit of inquiry, Year Six students will investigate how consumer needs and wants influence the economy. They will explore key economic concepts such as supply and demand, distribution of goods and services, and their responsibilities as consumers. By analysing various economic activities and understanding their impact, students will gain insight into how their choices can affect the community and environment. They will also discuss the ethical implications of consumption and how their actions can promote sustainability.

Key Concepts

Function: Students will explore how economic systems operate, examining the roles of producers, consumers, and the market
Responsibility: Students will reflect on their roles as consumers and how their choices impact the economy and environment

Lines of Inquiry

The role of supply and demand
The distribution of goods and services
Our responsibility as consumers

Action

Action in the PYP is initiated independently by the student as a result of the learning process. We celebrate our students’ actions every day in our classrooms.

Students will develop a foundational understanding that things cost money and will develop a deeper awareness of the prices of various items. They will recognise that items they desire for their Graduation may be expensive.

As a result, students will initiate fundraising activities to support their Graduation expenses, not only helping to raise funds but also enhance their understanding of budgeting and resource management.

If you see your children taking independent action at home, encourage them to share their experiences with their teachers and peers.

Approaches to Learning

Self-Management Skills

Organisation: Students will learn to manage their time effectively as they engage in research, group projects, and fundraising activities related to economic activities.
Goal Setting: Setting clear goals for their fundraising initiatives will help students develop their planning and organisational skills.
Reflection: Encouraging students to reflect on their learning experiences and the choices they make as consumers, including evaluating their fundraising efforts.

Communication Skills

Speaking: Preparing and delivering presentations on their fundraising plans and economic topics will enhance students’ ability to articulate their ideas clearly. Students will prepare and deliver information for the whole school during assemblies.
Listening: Engaging in discussions about their fundraising initiatives will develop students' listening skills and their ability to process diverse perspectives.
Collaboration: Students will practice effective communication as they work in teams to brainstorm and implement fundraising strategies, fostering teamwork and cooperative problem-solving.

Learner Profile Attribute

Principled: Students will demonstrate integrity and a strong sense of ethics as they explore the responsibilities of consumers.

Communicator: Effective communication will be essential as students share their research and insights through presentations and discussions, showcasing their ability to convey ideas about economic activities.