BBI- Programme of Inquiry

Age An inquiry into: An inquiry into: An inquiry into: An inquiry into: An inquiry into: An inquiry into:
Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet

An inquiry into the nature of the self; An inquiry into orientation in place and An inquiry into the ways in which we An inquiry into the natural world and its An inquiry into the interconnectedness An inquiry into rights and
beliefs and values; personal, physical, time; personal histories; homes and discover and express ideas, feelings, laws; the interaction between the of human-made systems and responsibilities in the struggle to share
mental, social and spiritual health; journeys; the discoveries, explorations nature, culture, beliefs and values; the natural world (physical and biological) communities; the structure and finite resources with other people and
human relationships including families, and migrations of humankind; the ways in which we reflect on, extend and human societies; how humans function of organizations; societal with other living things; communities
friends, communities and cultures; relationships between and the and enjoy our creativity; our use their understanding of scientific decision-making; economic activities and the relationships within and
rights and responsibilities; what it interconnectedness of individuals and appreciation of the aesthetic. principles; the impact of scientific and and their impact on humankind and between them; access to equal
means to be human. civilizations, from local and global technological advances on society and the environment. opportunities; peace and conflict
perspectives. on the environment. resolution.

Year 7 Central idea
Everyday I learn about who I am and
what I can achieve to enable me to
work effectively with others.
Key concepts: function, responsibility Related concepts: migration
Related concepts: development
Lines of inquiry
•Emotions, their effect and how to
manage them
•Personal attitudes, and their impact migration and immigration
on others
•Teamwork and effective interaction
•Safe outdoor practice
Year 8 Central idea
The decisions we make can have
implications for ourselves and others.
Key concepts: causation, reflection,
responsibility
Related concepts: behaviour,
citizenship
Lines of inquiry
•Factors that influence our decisions
•The impact and consequences of
decisions
•Decision making processes for
groups and individuals
Central idea
Human migration is a response to
challenges, risks an opportunities.
Key concepts: perspective, causation
Lines of inquiry
•Why people move through history
•Migration involves challenge, risk and
opportunity
•People’s different perceptions of
Central idea
Popular culture helps identify the values How does advertising and media affect Through hypothesising, experimenting Seeing the future- preparing today for
of each generation and is a symbol of
change.
Key concepts: connection, change
Related concept: culture
Lines of inquiry
•The scope and nature of popular culture •The purpose, diversity and
•How popular culture influences the
values of each generation
•The transient and cyclical nature of
popular culture
Central idea Central idea
Performance arts and performance are By asking questions and carrying out
used in order to sustain culture and investigations, people are able to
heritage through storytelling. develop an in-depth understanding of
Key concepts: form, reflection the principles of physics.
Related concepts: culture, heritage Key concepts: causation, connection
Related concepts: scientific
Lines of inquiry
•How every language has a form and investigation
structure that makes it unique Lines of inquiry
•How storytelling can help us •An appreciation that Science is a way
understand a culture of explaining the world
•The kind of messages conveyed by •Asking questions, finding evidence
storytellers to the reader and developing simple explanations
•Using Scientific conventions,
vocabulary and symbols
Central idea Central idea
and alter our opinions and perceptions and reflecting, scientists acquire a
as a consumer? greater understanding of scientific
Key concepts: function, perspective, principles.
Related concept: communication Key concepts: function, reflection
Lines of inquiry Related concepts: scientific
investigation
effectiveness of advertising Lines of inquiry
•The devices used to make advertising •How science has a way of explaining companies and organisations
effective and to influence people’s the world
choices •How everything has a purpose, role of different jobs/ careers
•The connection between advertising or way of behaving that can be
and target groups investigated
•How scientists work together and
provide evidence to support their ideas
•Scientific knowledge and attitudes
and how these are developed through
reflection
Central idea Central idea
How might systems in an organisation Human intervention has both positive
enable people to connect and respond and negative impacts on habitats,
to community challenge? living things and the environment.
Key concepts: connection, function Key concepts: perspective, change
Related concepts: community, Related concepts: sustainability
system
Lines of inquiry
Lines of inquiry •How habitats have changed over long
•The systems that need to exist in periods of time
order to make an effective organisation •How living things are suited to
•How an organisation is driven and particular environments and how they
developed respond to environmental change
•How systems within an organisation •Why different groups of people have
are connected different points of view on issues of
sustainability
Central idea Central idea
Humans are responsible for the
tomorrow’s world of work. consumption and sustainability of
Key concepts: form, change Earth’s energy and the impact on the
environment.
Related concepts: employment
Key concepts: change, connection
Lines of inquiry
•Job identification, function and Related concepts: sustainability
purpose Lines of inquiry
•The structure and systems within •Problems associated with living with
finite resources
•The changing skills and qualifications •Different forms of sustainable energy
•Our responsibilities as consumers
•Goal setting and future planning nationally and globally
•How our choices can have an
environmental impact

Developing a transdisciplinary programme of inquiry Sample programme of inquiry