IPC Programme of Enquiry 2019-2020 - Franconian ...
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IPC Programme of Enquiry 2019-2020
Age Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
EY 3 Unit Title Unit Title Unit Title Unit Title
3-4 years
Family and Friends Let’s Pretend Animals Sand and Water
Big Idea Big Idea Big Idea Big Idea
In this unit, the In this unit, the In this unit, the children In this unit, the
children are going to children are going to are going to be learning children are going to
be looking into every be looking into about animals and be learning about
family being different stories from where they live. where water comes
different and that around the world and Learning that animals from, all the different
good friendship why they are told. We need different habitats ways we use water
skills are important. will use role-play to to live and these and why plants and
pretend to be part of habitats provide what animals need water.
Essential Questions stories and real life these animals need to We will be discovering
situations. survive. Learning we the different
How can you be a can also group animals properties of sand and
good friend? Essential Questions by looking at their water. We also need to
features. be safe around water.
What is a family? Why do we tell
stories? Essential Questions Essential Questions
Main IPC Strand
Focus What are the What are the features of How is water
different parts of an animal? important to us and
1.7 respecting and stories? the world around us?
interacting with What does an animal
people who are What are the ways need to stay alive? How are the properties
different from we pretend to be of sand and water
themselves someone or Why do animals live different and similar?
something different? where they live?
How to be safe around
Main IPC Strand Main IPC Strand Focus water?
EY 4 Unit Title Focus
4 -5 years 3.25 responsibility for
All About Me 3.3 trying things out, the well-being of both Main IPC Strand Focus
exploring and
1IPC Programme of Enquiry 2019-2020
Big Idea curiosity as the living and nonliving 3.17 enquiring,
important and valued environment researching and
In this unit, the ways of learning exploring to draw
children are going to conclusions about the
be looking into how world around them
we can use our
body parts in
different ways.
That we have
different emotions
and they can be
expressed in
different ways. Our
senses give us
important
information about
the world around us
Essential Questions
What are my body
parts and what do I
use them for?
How do/can I use
my senses?
How do/can I show
my feelings?
Main IPC Strand
Focus
1.7 respecting and
interacting with
people who are
different from
themselves
2IPC Programme of Enquiry 2019-2020
EY 5 Unit Title Unit Title Unit Title Unit Title Unit Title Unit Title
5-6 years
Brainwave The Stories People Let’s Celebrate Push and Pull Communities Flowers and Insects
Tell
Big Idea from the Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC
IPC Big Idea from the IPC
Celebrations are an Every move we make It can be fun to Have you seen any
Our brain is special Many of the stories important part of is a result of a force. imagine what we want flowers today?
because it does that we enjoy today human life. They are We can call these to do when we grow Where did you see
many amazing are influenced by the one of the things that forces ‘pushes’ or up. The world is full of them? Have you
things. Once we stories that have make us uniquely ‘pulls’. You can pull lots of different and seen any insects?
understand how our been passed down human. All people and yourself up from your exciting jobs. But we Where did you see
brain works and through the ages. By cultures, from every seat and you can push should remember to them? Flowers and
what we can do to studying older part of the world, take yourself down again. celebrate the things insects need each
make it work even stories, such as part in and hold You can make lots of we can do now – other. Without
better, then we can myths and legends, celebrations to mark other push and pull hobbies and interests insects, there would
improve the way we can become special events and movements. Let’s find that we enjoy, and the be no flowers. And
that we learn. storytellers too, special times in out about them. learning we do at without flowers,
writing and someone’s life. school to help us insects would go
performing our own Statement of Enquiry achieve our goals. hungry.
stories to entertain Statement of Enquiry
people today. An inquiry into how Statement of Enquiry Statement of Enquiry
An inquiry into how every moment is the
Statement of Enquiry celebrations connect result of a force. An inquiry into how An inquiry into how
people. and why people living things impact
An inquiry into how Global Context depend on one each other.
stories are told in Global Context another to meet their
many different ways Scientific and needs within Global Context
and for many Identities and Technical Innovation communities.
different reasons. Relationships Fairness and
Assessment for Development
Global Context Assessment for Learning Focus Global Context
Learning Focus Assessment for
Personal and Cultural T1.06 Be able to Orientation in Space Learning Focus
Expression S1.18 Be able to comment on their own and Time S1.02 Be able to
recognize similarities plans and products pose simple
and differences scientific questions
3IPC Programme of Enquiry 2019-2020
Assessment for between themselves and suggest areas of Assessment for
Learning Focus and other people improvement Learning Focus
H1.05 Be able to
order events and G1.10 Be able to make
objects into a maps and plans of real
sequence and imaginary places,
using pictures and
symbols
International 1.04 Be able to respect one another’s individuality and independence
Assessment 1.05 Be able to work with each other where appropriate
learning
focus for
Milepost 1
Grade1 Unit Title Unit Title Unit Title Unit Title Unit Title Unit Title
6- 7 years
Brainwave We Are What We Eat Magic Toy Maker Hooray, Let’s Go on Entertainment The Earth, Our Home
Holiday
Big Idea from the Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC
IPC Big Idea from the IPC
Food plays a vital Toys come in many Have you heard the All living things –
Our brain is special role in history and shapes and sizes. They Holidays are special saying ‘laughter is the plants, animals and
because it many culture throughout are made of different days when we take a best medicine’? people – have a
amazing things. the world because materials but all are rest from school and Laughing and having home or somewhere
Once we understand food is essential to designed for us to have work. Our holidays in fun are such an to live that we call a
how our brain works life. By learning about fun with, to learn new the past were very important part of our ‘habitat’. A habitat
and what we can do the different types skills and to exercise different from holidays lives. We all love being can be huge like the
to make it work and amounts of food our bodies and our today. Now that we entertained and ocean or small like a
even better, then we our bodies need, we imagination. can travel to all parts enjoying ourselves. leaf. A habitat could
can improve the can plan healthier of the world and even For a very long time, be a forest on the
way that we learn. diets and enjoy Statement of Enquiry space, who knows the circus has been a other side of the
longer lives. where we will go for special place where world or it could be a
An inquiry into how toys our holidays in the people from many tree in our local area.
Statement of Enquiry are made of different future? parts of the world, go Do you know any
materials but all are to be entertained, habitats?
An inquiry into how designed for us to have Statement of Enquiry laugh and have fun.
food is important fun with, to learn new Statement of Enquiry
around the world for skills and to exercise An inquiry into how Statement of Enquiry
many different our bodies and our one way we learn An inquiry into how
reasons. imagination. about the world all living things –
4IPC Programme of Enquiry 2019-2020
around us is through An inquiry into how plants, animals and
travel. people like to be people – are
entertained and how connected and have
Global Context Global Context over time, a home or
entertainment has somewhere to live.
Identities and Scientific and Technical Global Context changed.
Relationships Innovation Global Context
Personal and Cultural Global Context
Expression Fairness and
Assessment for Assessment for Orientation in Space Development
Learning Focus Learning Focus and Time
Assessment for Assessment for
G1.14 Be able to T1.02 Be able to plan Learning Focus Assessment for Learning Focus
communicate their what they are going to Learning Focus
geographical make G1.11 Be able to use H1.06 Be able to S1.03 Be able to
knowledge and maps at a variety of identify differences identify ways
understanding in a scales to locate the between their own of finding out about
variety of ways position and simple lives and those of scientific issues
geographical features people who have lived
of the host country in the past
and their home
country
International 1.04 Be able to respect one another’s individuality and independence
Assessment 1.05 Be able to work with each other where appropriate
learning
focus for
Milepost 1
Grade 2 Unit Title Unit Title Unit Title Unit Title Unit Title Unit Title
7 - 8 years
Brainwave Living Together Material World Invention that Chocolate Saving Our World,
Changed the World the Rainforest
Big Idea from the Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC
IPC Big Idea from the IPC Big Idea from the IPC
We all belong to Hundreds of different Wouldn’t it be amazing
Every day we are many different materials are used to Inventions have if chocolate grew on Rainforests once
learning lots of new communities – make everyday objects. transformed the way trees? Well, it does! covered 14% of our
and different things family, friends, sports Some materials occur that we live our daily Wouldn’t it be amazing world’s surface. Now
– gaining the teams, activity naturally, e.g. wood lives – from the if I said we were going they cover less than
knowledge, skills groups, etc. However, from trees while others simple paperclip to the to make some 5%. Every second, an
5IPC Programme of Enquiry 2019-2020
and understanding there is one thing are manmade in latest mobile device. chocolate? Well, we area of rainforest the
that we will need to that every factories, e.g. plastic. By learning about the are! And we’re going to size of a football
become successful community has in Some materials are important inventions discover even more field is being
adults. By finding common – people. magnetic; some allow that have changed our amazing things about destroyed. Some
out more about how We must learn how heat and electricity to world, we can discover chocolate… scientists believe
we learn, and how to respect, support pass through them. But how we could become that, if we lose our
we can improve our and work with other with so many different great inventors too! Statement of Enquiry rainforests, we
learning, we will be people if we hope to materials to choose might put our whole
better equipped for become valuable from, how do we decide Statement of Enquiry An inquiry into how planet at risk. What
meeting the many contributors to the which one to use? chocolate is produced will we do to help
challenges ahead of communities that we An inquiry into how and the role of the save the rainforest?
us. are a part of. Statement of Enquiry inventions have consumer in making
changed the world responsible choices. Statement of Enquiry
Statement of Enquiry An inquiry into where over time
materials come from, Global Context An inquiry into rights
An inquiry into who why and how do we use Global Context and responsibilities
we are and the them and how does this Globalization and in the struggle to
connections we have affect the planet? Orientation in Space Sustainability share natural
to each other. and Time resources with living
Global Context Assessment for things.
Global Context Assessment for Learning Focus
Scientific and Technical Learning Focus Global Context
Identities and Innovation T2.02 Be able to Fairness and
Relationships H2.04 Be able to give design and make Development
Assessment for some reasons for products to meet
Assessment for Learning Focus particular events and specific needs Assessment for
Learning Focus changes Learning Focus
S2.01e Be able to test
G2.05 Be able to use ideas using evidence G2.10 Be able to
geographical terms from observation and express views on the
measurement features on an
environment and the
way it is being
harmed or improved
International 2.03 Be able to identify activities and cultures which are different from but equal to their own
Assessment
learning
focus for
Milepost 2
6IPC Programme of Enquiry 2019-2020
Unit Title Unit Title Unit Title Unit Title Unit Title Unit Title
Grade 3
8-9 years Brainwave Shaping Up! Young Entrepreneurs Explorers and Active Planet Bright Sparks
Adventurers
Big Idea from the Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC
IPC Big Idea from the IPC
Your body is the A business is more than The tectonic plates Electricity is an
Every day we are most valuable thing just a product or a Do you love that form the Earth’s energy that flows
learning lots of new you will ever own. It’s service. Behind every discovering new crust are always along wires in our
and different things your job to keep your item that we buy, every places? Yes? Well you moving. Even the homes, schools,
– gaining the body fit and healthy service that we use, might just be an smallest movement offices, towns and
knowledge, skills because it has to last there is a story. Running explorer. Explorers are can cause huge cities to power
and understanding you a lifetime! We are a business involves people who travel to earthquakes, lights, televisions,
that we will need to going to find out how many skills – creativity, new places in the volcanoes and computers, cars and
become successful best you can do that. leadership, teamwork, world and discover tsunamis that trains, and hundreds
adults. By finding communication, new things that they devastate of other things that
out more about how Statement of Enquiry budgeting, planning, didn’t know existed. communities across we use every day.
we learn, and how design, customer So much of what we wide areas. If we can Let's find out what
we can improve our The attitudes we awareness and so on. If know today about our understand what is we can do with
learning, we will be have and the choices we want to become the world is because we happening electricity.
better equipped for we make affect our successful have been explorers in underground we can
meeting the many health. entrepreneurs of the the past. Being an learn to predict and Statement of Enquiry
challenges ahead of future, then it is explorer is exciting but protect ourselves in
us. Global Context important that we scary at the same the future. Electricity powers
understand the thought time. Could you be an our homes, schools,
Identities and and hard work that goes explorer? Let’s find Statement of Enquiry cities and devices
Relationships into planning and out. among hundreds of
setting up a business – An inquiry into the other things that we
Assessment for and turning our ideas Statement of Enquiry movement of the use every day.
Learning Focus into a reality. planet and its effects. Electricity can be
The role of explorers produced in many
S2.01b Be able to Statement of Enquiry in our world. Global Context different ways. Let’s
prepare a simple find out why and
investigation which is An inquiry into how and Global Context Scientific and how this is done.
fair, with one why businesses design Technical Innovation
changing factor and sell products and Orientation in Space Global Context
services, and the impact and Time Assessment for
these have on us. Learning Focus
7IPC Programme of Enquiry 2019-2020
Assessment for
Global Context Learning Focus G2.11 Be able to
communicate their Fairness and
Globalization and G2.09 Be able to use geographical Development
Sustainability secondary sources to knowledge and
obtain geographical understanding to ask Assessment for
Assessment for information and answer questions Learning Focus
Learning Focus about geographical S2.01d Be able to
and environmental use simple scientific
T2.08 Be able to features equipment
suggest improvements
to products in everyday
use
International 2.03 Be able to identify activities and cultures which are different from but equal to their own
Assessment
learning
focus for
Milepost 2
Grade 4 Unit Title Unit Title Unit Title Unit Title Unit Title Unit Title
9 - 10 years
Brainwave Space Explorers The Great, The Bold And Earth as an Island Go with the Flow Making New
The Brave Materials
Big Idea from the Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC
IPC Big Idea from the IPC Big Idea from the IPC
We know that when Islands used to be Rivers play a vital role
Every day we are we look up at our sky The history of western isolated places, with in shaping the We are surrounded
learning lots of new we will see the Sun, civilization begins with unique cultures, geography of our by amazing
and different things the Moon and the the Greeks and the geographical features planet, providing materials that can
– gaining the stars. We take them Romans. Their and ecosystems. In nutrients, habitats, be shaped,
knowledge, skills for granted. But why expanding empires today's increasingly transport for people, combined,
and understanding are they there? What helped to spread ideas interdependent global plants and animals, condensed, frozen,
that we will need to do they do? How do about architecture, community, even the and supplying us with melted and burned.
become successful they affect the Earth? food, entertainment, most remote of energy to power In this unit, we are
adults. By finding Astronomy, like all literature, science, islands are being ever machinery, and going to experiment
out more about how sciences, is about medicine and politics more affected by generate electricity. with different kinds
we learn, and how asking questions. By across the globe. As human existence. Rivers really are our of materials, and
we can improve our becoming space their empires ended, Explore the impact of most precious become cooks,
learning, we will be explorers, we can other cultures rose to humans on islands. resource. chemists and
better equipped for find out more about prominence, absorbing creators of new
meeting the many our solar system and and passing on their materials.
8IPC Programme of Enquiry 2019-2020
challenges ahead of the deeper mysteries own ideas and cultures
us. of the universe. – creating the world we
know today.
Statement of Enquiry
Statement of Enquiry Islands used to be Statement of Enquiry
isolated places, with
Statement of Enquiry The discoveries and unique cultures, Rivers play a vital role
developments of past geographical features in shaping the Statement of Enquiry
By becoming space civilizations continue to and ecosystems. The geography of our
explorers, we can influence our lives actions of our global planet, providing The structure of
find out more about today. community impact nutrients, habitats, materials can be
our solar system and even the most remote transport for people, transformed to
the deeper mysteries Global Context islands. plants and animals, produce new
of the universe. and supplying us with materials for a
Identities and Global Context energy to power specific purpose.
Global Context Relationships machinery, and
Globalization and generate electricity. Global Context
Orientation in Space Assessment for Sustainability Rivers really are a
and Time Learning Focus precious resource. Scientific and
Assessment for Technical Innovation
Assessment for H3.14 Be able to Learning Focus Global Context
Learning Focus describe how the Assessment for
history of one country G3.12 Be able to Fairness and Learning Focus
T3.05 Be able to affects that of another enquire into Development
gather and use geographical factors S3.02a Be able to
information to and their effects on Assessment for conduct scientific
suggest solutions to people's lives Learning Focus investigations
problems posing scientific
G3.22 Be able to questions
explain how physical
and human processes
lead to similarities and
differences between
places
International 3.05 Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups
Assessment 3.06 Be able to identify ways in which people work together for mutual benefit
learning
focus for
Milepost 3
9IPC Programme of Enquiry 2019-2020
Grade 5 Unit Title Unit Title Unit Title Unit Title Unit Title Unit Title
10 - 11 years
Brainwave Here and Now, There Fascinating Forces Climate Control Switched On Growing Up
and Then
Big Idea from the Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC Big Idea from the IPC
IPC Big Idea from the IPC
Forces are pushing and We all have a vital role Control systems are As we grow-up, we
Every day we are Some of you are pulling at everything in to play in protecting all around us, from our need to understand
learning lots of new lucky enough to have our Universe. Even as and preserving our mobile phones and our bodies and the
and different things had the chance to we sit in our classroom, environment. As our MP3 players to changes that will
– gaining the live in more than one the walls and the ceiling population continues computers, consoles happen, both on the
knowledge, skills country. You can talk are pushing and pulling to grow, putting and televisions. In fact, inside and the
and understanding about your ‘host at each other, while increased pressure on there are so many outside, as we
that we will need to country’ and ‘home gravity and friction hold valuable resources, we control systems in the prepare to enter into
become successful country’. You will us in our seats. Let's – as global world, we may not adulthood.
adults. By finding have learned so find out more about ‘caretakers’ – must even realize how much
out more about how much from this forces! act responsibly and we take them for Statement of Enquiry
we learn, and how experience – let’s with care to safeguard granted. However, as
we can improve our find out what you Statement of Enquiry our planet for future technology develops An inquiry into the
learning, we will be know and what more generations. and control systems changes that will
better equipped for there is to learn … An inquiry into the many become more happen to our
meeting the many different forces at work Statement of Enquiry intelligent, we have to bodies, on the inside
challenges ahead of Statement of Enquiry in our Universe. ask ourselves what and the outside, as
us. An inquiry into Climate our society will be like we prepare to enter
An inquiry into our Global Context change and the vital in 50 or 100 years into adulthood.
‘Host’, ‘Home’ or our role that we must play time. Will robots do
‘Adopted Country’, Scientific and Technical to protect and everything for us? Global Context
and what more there Innovation preserve our
is to learn. environment. Statement of Enquiry Identities and
Assessment for Relationships
Global Context Learning Focus Global Context An inquiry into
technology and Assessment for
Orientation in Space S3.02c Be able to make Fairness and control systems and Learning Focus
and Time systematic and Development the impact they have
accurate on today’s society and S3.03 Be able to
Assessment for measurements from Assessment for in the future. gather evidence
Learning Focus their observations Learning Focus from a variety of
Global Context sources
G3.24: Be able to G3.14: Be able to
communicate their collect and record Globalization and
knowledge and evidence to answer Sustainability
understanding of
10IPC Programme of Enquiry 2019-2020
geography in a geographical Assessment for
variety of ways questions Learning Focus
T3.06 Be able to
devise and use step-
by-step plans
International 3.05 Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups
Assessment 3.06 Be able to identify ways in which people work together for mutual benefit
learning
focus for
Milepost 3
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