As per our school’s Curriculum Plan and Policy, the core Curriculum Areas of Religious Education, English and Mathematics are complimented by the delivery of an integrated unit of work using an inquiry approach.
Each year level’s integrated Inquiry Units will encompass the General Capabilities as well as several discipline-based curriculum areas from the Victorian Curriculum, such as Science (specifically Biological Sciences and Earth & Space Sciences), Design Technologies and Health.
This semester, our whole school Inquiry concept is: BALANCE
In order to plan engaging learning experiences and meaningful units of work, staff commenced the planning process midway through last term. The voice of parents, students and staff were considered prior to more in-depth planning of our Inquiry units.
“Student Voice” was collated by classroom teachers, specifically through class discussions about the concept of BALANCE and explicitly planned activities where students shared their prior knowledge of various topics that may be covered in our units.
Staff unpacked the concept of BALANCE by discussing and brainstorming connected ideas and topics documented on the following mindmap:
Staff Brainstorm:
Parents and carers were also invited to share their input and thoughts about the concept of BALANCE:
Parent Input about BALANCE responses:
I think BALANCE means:
Even distribution in all aspects of life
The state of equal weight of things whether it be physical, or influences, effect or force.
Things being equal
The ability to work and spend time with family
I think it means trying to create an equilibrium, not to much but at the same time not to little.
Finding an even distribution between two things. For example, between work and play, exercise and rest, eating healthy food vs junk food etc
Doing everything without stress.
Stability and harmony
Balance can apply to many things - what we eat, our mind and body, the environment around us, our actions in friendships and relationships etc. What aspect/s of Balance should our children learn?
Education such as arts vs STEM, device time vs green time, academia vs sports
Self-care
Balanced diet, school work /fun balance.
What we eat, balance in relationships and within our environment.
I think they need to know how to apply in the real world
Nutrition, importance of meditation, exercise, positive relationships/friendships, healthy work/study habits, appropriate/best use of natural resources, innovations in technology that assist us with balance in our home, school life, environment etc
All
All of the above
Other Comments/Wonderings/Feedback:
For my daughter on how to create meaningful social connections
Students must learn the concept Balance throughout their whole life with experience.
Here is a snapshot of each level’s Inquiry units for Semester 2 2022:
PREP
Title: The Right Balance
Compelling Questions:
How does it grow and change?
How can we live a balanced life?
Key Topics & Understandings:
Growth - Life Cycles, Stages of Growth (human, animal, plant)
Healthy Living - Basic needs of survival, taking care of our bodies, taking care of animals (physically and emotionally)
Interdependence - the relationship and reliance we have with living things, Food Chains
Stewardship - Caring for living things, caring for our Earth
Understandings:
All living things grow and change.
All living things are connected.
We need to have the right balance in our lives.
YEAR 1/2
Title: Balancing Our World
Compelling Questions:
How and why do things change?
How and why do …… change? (e.g. animals, seasons, people, life cycles, habitats)
Key Topics & Understandings:
Changes - social, physical, seasonal
Living things - life cycles, needs, habitats, offspring
Sustainability - nature, recycled materials, environment, screen time vs green time
Environment - seasons, life cycles, screen time vs greentime, habitats
Well-being - screentime vs greentime, health, safety, remaining in control
Understandings:
I can explain how living things change.
I can explain how our actions help or hurt our world
YEAR 3/4
Title: The Balance of Survival
Compelling Questions:
What is our impact… (on the world, relationship with God, climate change, animals)
Key Topics & Understandings:
Food - healthy eating, farming, food production and preparation,
Survival - species survival, adaptations, climate change, change of landscapes
Human Impact - environment, animals, landscapes, farming
Cause and Effect - healthy eating, size of the problem vs reaction, working in a team, stewardship
Understandings:
I understand that climate change has an impact on the world
I understand that animals have specific features that allow them to adapt to the environment
YEAR 5/6
Title: Understanding Your Impact
Compelling Questions:
How can I create balance in my world and the world around me?
Key Topics & Understandings:
The environment - climate change, severe weather, the importance of recycling (sustainability), adaptations
Relationships - friendships, relationships with others/God, puberty and growing up, personal changes, subsidiarity
Living Things - growth and survival, adaptations, life cycles, symbiosis
Health and Wellbeing
Personal and social health-growth mindset, diets-food and nutrition
Understandings:
God gave us the power to make the choice to create balance in our world, whether it be personal or global.
To have an understanding of their role in society and what actions can you take?
To have an understanding of their role (subsidiarity)
To have an understanding of how systems work (Ecosystems, solar systems, reproductive systems).
