TISB PROGRAMME OF INQUIRY

2024 – 2025

The TISB Primary Years Unit of Inquiry curriculum is based on the International Baccalaureate Primary Years Program (IB PYP) and references internationally recognised frameworks to ensure the
vertical progression of grade level learning outcomes across all grades. Inquiry, as the leading pedagogical approach of the Primary Years Program (PYP) recognizes learners as being actively involved
in their own learning and as taking responsibility for that learning.
As our curriculum is guided by the PYP framework, its key elements are designed to promote and strengthen transdisciplinary learning and teaching. Our units of inquiry have been developed to
ensure that learning is engaging, relevant, challenging, and significant to the learner. The PYP transdisciplinary approach encapsulates these aspects of learning and encourages us to push beyond
traditional subject-based teaching to innovative concept-based and transdisciplinary approaches that bring relevance, authenticity, and connection to student learning.
For Language Arts and Mathematics, we use the Common Core Standards, for Social Studies we refer to the C3 Framework and National Council of Social Studies standards, and for Science we use
the Next Generation Science Standards (NGSS). While we work to incorporate the vast majority of our learner outcomes into our units of inquiry, some are delivered through stand-alone core
subject teaching.
The curriculum revolves around six transdisciplinary themes. These themes are about issues that have meaning for, and are important to, all of us. The themes have undergone a review and
enhanced descriptors have been released in the month of March 2023. The six transdisciplinary themes that guide the Programme of Inquiry are:
WHO WE ARE WHERE WE ARE IN PLACE AND TIME HOW WE EXPRESS OURSELVES

From…. (Old) To ….(New) From…. (Old) To ….(New) From…. (Old) To ….(New)

An inquiry into the nature of the An inquiry into identity as An inquiry into orientation in place An inquiry into histories and An inquiry into the ways in which we An inquiry into the diversity of
self; beliefs and values; personal, individuals and as part of a collective and time; personal histories; homes orientation in place, space and time discover and express ideas, feelings, voice, perspectives, and
physical, mental, social, and through: and journeys; the discoveries, through: nature, culture, beliefs, and values; expression through:
spiritual health; human ▪ physical, emotional and explorations, and migrations of ▪ periods, events and artifacts; the ways in which we reflect on, ▪ inspiration, imagination,
relationships including families, spiritual health and well-being; humankind; the relationship ▪ communities, heritage, culture extend and enjoy our creativity; our creativity;
friends, communities, and cultures; ▪ relationships and belonging; between and the and environment; appreciation of the aesthetic. ▪ personal, social, and cultural
rights and responsibilities; what it ▪ learning and growing interconnectedness of individuals ▪ natural and human drivers of notes and practices of
means to be human. and civilizations, from local and movement, adaptation and communication;
global perspectives. transformation ▪ intentions, perceptions,
interpretations, and responses
HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET

From…. (Old) To ….(New) From…. (Old) To ….(New) From…. (Old) To ….(New)

An inquiry into the natural world and An inquiry into the understandings An inquiry into the An inquiry into systems, structures, An Inquiry into rights and An inquiry into the
its laws; the interaction between the of the world and phenomena interconnectedness of human-made and networks through: responsibilities in the struggle to share interdependence of human and
natural world (physical and through: systems and communities; the ▪ interactions with and finite resources with other people and natural worlds through:
biological) and human societies; ▪ patterns, cycles, systems; structure and function of between social and ecological other living things; communities and ▪ rights, responsibilities, and
how humans use their ▪ diverse practices, methods, organizations; societal decision- systems; the relationships within and between dignity of all;
understanding of scientific and tools; discovery, design, making; economic activities and their ▪ approaches to livelihoods and them; access to equal opportunities; ▪ pathways to just, peaceful,
principles; the impact of scientific ▪ innovation, possibilities, and impact on humankind and the trade practice - intended and peace and conflict resolution. and reimagined futures;
and technological advances on impacts environment. unintended consequences; ▪ nature, complexity,
society and on the environment. ▪ representation, collaboration, coexistence, and wisdom
and decision-making

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 TISB PROGRAMME OF INQUIRY
2024 – 2025

How to read the Program of Inquiry

Central Ideas: These are statements summarizing broad conceptual understandings that are central to the unit and have lasting value beyond the classroom. They synthesize what students should
understand—not just know or do—because of studying a particular topic.
Related conceptual understandings: They refer to the micro concepts that connect various pieces of knowledge within a particular subject or across disciplines. It also supports the transferability of
knowledge, enabling students to apply their understanding to new situations and contexts.
Key Concepts: The concepts that drive the PYP are timeless (factual examples change, but not the core understanding), universal (so students can apply understandings across cultures, situations,
and disciplines) and abstract (so students engage in higher order thinking to grapple with central ideas). There are 7 Key Concepts: Change, Perspective, Connection, Responsibility, Form, Function,
Causation. Key concepts provide breadth to units of inquiry.
Related Concepts: Micro concepts which support learners in their perception of the unit of inquiry and work to develop conceptual understanding. These are 1 or 2 words or a small phrase which
provide specification to the learner and support transfer of understanding. Related concepts provide depth to units of inquiry.
Lines of Inquiry: Statements that define the scope of the inquiry. Help to focus student research. Are open enough to extend student inquiries and deepen understanding of the Central Idea. Are
distinctive yet connected to one another.
Approaches to Learning (ATL) Skills: They refer to a set of transdisciplinary skills that are essential for students to develop as they engage in the inquiry-based learning process. These skills go
beyond subject-specific content and are designed to support students in becoming independent, lifelong learners.
Our young learners (Pre - KG – to LG1) will engage with the learning process through four engaging Units of Inquiry. For our Grade 5 students, the pinnacle of their PYP will be in the form of the PYP
Exhibition. This student-led inquiry project will be based on the theme ‘WHO WE ARE’ showcasing an amalgamation of the knowledge and skills learnt through the year. Through in-depth
exploration of real-world issues, Grade 5 students will showcase their ability to take action and make a positive impact.
Goals:
The primary goals of the POI are:
▪ introduce topics/ themes that have relevance beyond that specific knowledge and skill that students are learning.
▪ deepen students’ understanding of individual concepts, for example through concept formation activities such as concept quadrants, concept riddles etc.
▪ ask students to recognise and describe how concepts look in context, for instance by reading a text or having an outdoor experience.
▪ invite students to form and justify their own understandings.
▪ facilitate transfer, by requiring students to test their understandings in novel situations.
▪ promoting student agency (choice and voice) through learning engagements, for example, students ask questions, engage in dialogue, and analyse and synthesise
ideas to form understandings.
▪ build diversity of thinking through discussion, giving students a platform to voice their unique ideas.
Inquiry Model
Several strong models of inquiry-based learning have already been developed and being implemented in the various schools (Dewey, 1938; Murdoch, 1998; Short, 2009). At TISB, we follow the
Concept Based Inquiry Model developed by Rachel French and Carla Marschall as it brings together two distinct pedagogical approaches: inquiry-based learning and Concept-Based learning. The
intent behind choosing this model is to help educators reflect on how concepts and conceptual understandings form through inquiry-based learning and develop student agency.
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 TISB PROGRAMME OF INQUIRY
2024 – 2025
Grade Pre – KG
Age: 3 - 4 years old
TRANSDISCIPLINARY WHO WE ARE HOW THE WORLD WORKS HOW WE EXPRESS OURSELVES HOW WE ORGANISE OURSELVES
THEME
Timeline Year Long Approx 7 – 8 Weeks Year Long Year Long
CENTRAL IDEA We learn about ourselves by observing, Exploring nature leads to new discoveries and Celebrations bring joy and connect people Exploring the systems in our everyday lives
(CONCEPTUAL trying things out and interacting with others. understanding. to their cultures and communities. helps us understand how things work
UNDERSTANDING) together.

CONCEPTUAL LENS Relationships, Learning Discovery Cultural Practices Systems

LINES OF INQUIRY ▪ different aspects of my identity ▪ using our senses to explore and ▪ celebrations and festivals from ▪ systems around us
An Inquiry into: ▪ social relationships and interactions discover the natural world different communities ▪ elements that make up a system
▪ exploration of abilities and ▪ discovering purposes and roles of ▪ symbols and customs in different ▪ connection between different parts
preferences natural elements festivals of a system
▪ taking responsibility for ourselves ▪ consequences for neglecting or caring ▪ traditions and stories behind
for nature different festivals
▪ importance of celebrations
KEY CONCEPTS Form, Perspective, Connection Function, Change, Causation Form, Perspective, Responsibility Form, Function, Connection
RELATED CONCEPTS Identity (body parts), interactions (school/ natural elements (sun, moon, water, wind, traditions, symbolism, customs, systems (toy, school, transportation, daily
family), exploration, social relationships land, plants/ trees, animals), seasons, communities, stories, personal experiences routine, food), interdependence, elements/
(school/ family), preferences parts of systems
MAIN SUBJECT Social Studies, PSPE Science, Arts (Visual Arts) Social Studies, Arts (Visual Arts) Social Studies, Science
FOCUS
INTERGRATION Science, Arts (Music), Language Language, Mathematics Language, PSPE, Arts (Music) Mathematics, PSPE, Language
WITH OTHER
SUBJECTS
ATL SKILLS and Communication Skills – Listening, Thinking Skills – Critical Thinking; analysing, Self – Management Skills – States of Mind; Thinking Skills – Critical Thinking; Forming
SUB SKILLS Interpreting, Speaking evaluating Mindfulness Decisions
Self – Management – Organisation Research Skills – information literacy; Communication Skills – Literacy, Reading Self – Management Skills – Organisation;
Social Skills- Self – Social and emotional formulating questions, data gathering and Writing Managing Self
intelligence Thinking Skills – Transfer; Application in
Multiple Contexts
SDG Goals
Connection

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 TISB PROGRAMME OF INQUIRY
2024 – 2025
Grade KG
Age: 4 - 5 years old
TRANSDISCIPLINARY WHO WE ARE HOW THE WORLD WORKS HOW WE EXPRESS OURSELVES SHARING THE PLANET
THEME
Timeline Year Long Approx 8 – 9 Weeks Year Long Approx 8 – 9 Weeks
CENTRAL IDEA Our relationships with family and friends Scientists explore, experiment, and observe to Rhymes, poems, and songs help us express We belong to one world and have to share
(CONCEPTUAL help us grow. learn about the world around them. our feelings and ideas. and take responsibility for that world.
UNDERSTANDING)

CONCEPTUAL LENS Relationships, Learning Methods, Tools Creativity Nature

LINES OF INQUIRY ▪ family relationships and interactions ▪ being a scientist ▪ using our senses in rhymes, poems, ▪ what is our world like, and how are
An Inquiry into: ▪ qualities of friendship and how ▪ ways of exploring and investigating and songs we connected to it
friends support ▪ recording observations and finding ▪ the structure and elements of ▪ ways we share our world with others
▪ emotions we experience in answers to questions rhymes, poems, and songs ▪ how to make our world a better
relationships ▪ creating our own rhymes, poems, place
▪ communicating in relationships and songs
KEY CONCEPTS Form, Change, Connection Function, Change, Causation Form, Perspective, Connection Function, Responsibility, Connection
RELATED CONCEPTS family relationships, emotions, feelings, investigation, tools, discovery environment, sustainability, choice,
qualities, friendship, play empathy, community
MAIN SUBJECT Social Studies, PSPE Science, Arts (Visual Arts) Language, Arts (Music) Social Studies, Science
FOCUS
INTERGRATION Arts (Music), Language Language, Mathematics PSPE Mathematics, PSPE, Language, Arts (Visual
WITH OTHER Arts)
SUBJECTS
ATL SKILLS and Communication Skills – Exchanging Thinking Skills – Analysing, Evaluating, Self – Management Skills – Organisation; Thinking Skills – Creative; Considering new
SUB SKILLS information skills. Generating Novel ideas Time management perspectives
Self – Management Skills – States of Mind Research Skills – Information Literacy; Communication Skills – Literacy; reading, Social Skills – Interpersonal; resolving
Social Skills- Interpersonal relationships Formulating and planning, data gathering and writing conflict
recording, synthesizing and interpreting, Thinking Skills – Creative thinking; Research Skills – Information Literacy;
evaluating and communicating Generating novel ideas, Reflection Formulating and planning, data gathering
and recording,
SDG Goals
Connection

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 TISB PROGRAMME OF INQUIRY
2024 – 2025
Grade LG
Age: 5 - 6 years old
WHO WE ARE HOW WE EXPRESS OURSELVES SHARING THE PLANET HOW THE WORLD WORKS
TRANSDISCIPLINARY
THEME
Timeline Approx 5 – 6 weeks Year Long Approx 8 – 9 Weeks Approx 6 – 7 Weeks
CENTRAL IDEA Personal choices may shape relationships Stories help us see, reflect and learn about Living things have needs to grow, survive, Patterns come in different forms and
(CONCEPTUAL and health. ourselves, others and the world. and stay healthy. observations help discover the patterns.
UNDERSTANDING)
CONCEPTUAL LENS Relationships, Health and Well-being Inspiration, Creativity Nature, Responsibilities Patterns
LINES OF INQUIRY ▪ how relationships affect well being ▪ what are stories ▪ how living things grow and change ▪ what are patterns and how do we
An Inquiry into: ▪ healthy choices to keep our bodies ▪ ways we can connect with others ▪ the needs of living things for survival recognise them
and minds strong through storytelling ▪ caring for living things ▪ patterns in nature, art, mathematics,
▪ how our choices impact health and ▪ the role of stories in the world and daily life
relationships ▪ purpose and use of understanding
patterns
KEY CONCEPTS Function, Responsibility, Causation Perspective, Function, Connection Responsibility, Change, Causation Form, Function, Connection,
RELATED CONCEPTS friendship, relationships, conflict resolution, sequence, representation, culture, retelling, living things, growth, survival, care weather/ season patterns, number patterns,
health, nutrition, exercise themes, messages, storytelling sequence, repetition, order,
MAIN SUBJECT Social Studies, Science Language, Arts (Drama) Science, Language Science, Mathematics
FOCUS
INTERGRATION PSPE, Language Science, Social Studies Mathematics, PSPE, Arts (Visual Arts) Langauge, Arts (Visual Arts and Music)
WITH OTHER
SUBJECTS
ATL SKILLS and Communication Skills –Literacy; reading and Self – Management Skills –Organisation; Time Thinking Skills – Critical Thinking; Analyzing Thinking Skills – Transfer – Application in
SUB SKILLS writing management and evaluating issues and ideas multiple contexts
Self – Management Skills – Organisation; Communication Skills – Exchanging Communication Skills – Literacy; reading Research Skills – Information Literacy;
managing self and goal setting information, Literacy and writing synthesizing and interpreting, evaluating
Social Skills – Interpersonal relationships, Thinking Skills – Transfer; application in and communicating
Respecting others, Group decision making, multiple contexts
Resolving Conflict
SDG Goals
Connection

5
 TISB PROGRAMME OF INQUIRY
2024 – 2025
Grade UG1
Age: 6 - 7 years old
HOW WE ORGANISE SHARING THE PLANET HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS WHO WE ARE WHERE WE ARE IN PLACE AND
TRANSDISCIPLINARY OURSELVES TIME
THEME

Approx 4 – 5 Weeks Approx 4 – 5 Weeks Yearlong Approx 6 – 7 weeks Approx 4 – 5 Weeks Approx 5 – 6 weeks
Timeline
CENTRAL IDEA Communities thrive when Body parts and behaviours of People express their creativity in Exploring and observing matter, Making informed choices often Historical events contribute to
(CONCEPTUAL people work together, care for living things help them live and a variety of ways and use a light, and sound helps scientists help people stay healthy, happy, shaping the world and the lives
UNDERSTANDING) each other, and achieve more by grow (survive). process to reflect and refine. understand their properties and contribute to positive of people.
collaborating. change.
CONCEPTUAL LENS Social systems, Collaboration Nature, Cycles Imagination, Creativity Discovery, Methods and Tools Learning and growing Periods, Events
LINES OF INQUIRY ▪ different types of ▪ how the structures of plants ▪ dramatic expression through ▪ properties of matter ▪ choices that promote ▪ historical events that
An Inquiry into: communities (family, and animals help them movement, art, and music ▪ how matter interacts with health and well being changed the world
classroom, neighbourhood, survive and thrive ▪ role of dramatic light and sound ▪ ways to contribute to ▪ impact of historical events
groups) ▪ young animals and their performances to ▪ how scientists observe and change through choices we on peoples’ lives
▪ the features of a community behaviours communicate ideas and explore to learn make ▪ connections between
(members, roles, rules, place ▪ the life cycles of plants and feelings ▪ communicating using light ▪ how our choices impact historical events and their
& purpose) animals ▪ process of reflection and and sound well-being of others own lives.
▪ rules and regulations in a ▪ our role and responsibility refinement
community towards living things
▪ our role in building
community
KEY CONCEPTS Form, Function, Responsibility, Function, Connection, Form, Perspective, Connection Form, Change, Causation Form, Responsibility, Change Change, Causation, Connection
Responsibility
RELATED CONCEPTS community, roles, contribution, anatomy, survival strategies, narrative, imagination, matter, properties, light, sound, health, contribution, choice, chronology, significance,
support, safety, regulations behaviour, growth, changes in interpretation, representation, communication hygiene empathy
the environment reflection
MAIN SUBJECT FOCUS Social Studies, Language Science, Language Arts (Drama), Language Science, Language PSPE, Science Social Studies, Langauge
INTERGRATION WITH PSE Arts (Visual/ Performing Arts), PSPE, MFL (French and Hindi), Mathematics, Arts (Music) Language, Mathematics (Data PSE
OTHER SUBJECTS PSE Arts (Performing Arts & Music) Representation)
ATL SKILLS and Social Skills – Respecting others, Research Skills – Information Communication Skills – Thinking Skills – Critical Thinking; Self - Management Skills – Communication Skills -reading
SUB SKILLS Cooperating, Adopting a variety Literacy, Formulating and Exchanging information, Literacy analysis, evaluating, forming Organisation, Goal setting, and writing
of group roles Planning, Evaluating and Self – Management Skills – decisions Mindfulness; self-motivation Thinking Skills – Creative
Communicating Skills – communicating Perseverance, Time Communication Skills – Literacy, Communication skills: ICT; thinking; considering new
Listening, Speaking, Writing, Thinking Skills – generating Management Reading and writing Informed choices perspectives
Reading novel ideas, Analysis, Forming Thinking Skills – Creative Skills; Research Skills – Information Thinking Skills – Reflection Research Skill – media literacy
Self – Management Skills – decisions generating novel ideas Literacy Gathering and
Safety, Codes of Behaviour Communicating Skills - Literacy Recording, Synthesizing and
Interpreting
SDG Goals Connection

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 TISB PROGRAMME OF INQUIRY
2024 – 2025
Grade 2
Age: 7 - 8 years old
WHO WE ARE HOW WE ORGANISE SHARING THE PLANET HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS WHERE WE ARE IN PLACE AND
TRANSDISCIPLINARY OURSELVES TIME
THEME

Approx 4 – 5 Weeks Approx 4 – 5 Weeks Approx 6 –7 Weeks Approx 4 – 5 Weeks Approx 6 – 7 weeks Approx 5 – 6 weeks
Timeline
CENTRAL IDEA Understanding the growth and Communities create rules and Humans use their understanding People can communicate Scientists and engineers use Explorers travel unfamiliar
(CONCEPTUAL changes in their bodies helps laws through collaboration and of the form and function of information and ideas using their understanding of materials territory to develop their
UNDERSTANDING) individuals take care of it. decision-making processes to animals as inspiration for non-verbal cues, signs and to create products or structures. understanding of the world.
promote order and safety. innovation. symbols.
CONCEPTUAL LENS Learning, Growing Collaboration, Decision Making Nature Communication, Interpretation Design Natural and human drivers of
movement (Exploration)
LINES OF INQUIRY ▪ internal and external body ▪ purpose of different types ▪ animals and their ▪ different types of non-verbal ▪ properties and uses of ▪ famous explorers and their
An Inquiry into: parts and their function of community rules and environments communication different materials discoveries
▪ effects of unhealthy habits laws ▪ how animals use their body ▪ creating and interpreting ▪ how materials can be ▪ motivation and challenges
▪ safety and injury prevention ▪ consequences of following parts to interact with their symbols and signs changed (physical changes of of exploration
▪ connection between physical or breaking rules or laws environment ▪ cultural differences in non- matter) ▪ mapping and navigation
health and emotional well ▪ process of creation rules ▪ using knowledge of animal verbal communication ▪ manipulating materials to tools as well as techniques
being and laws form and function to solve practices design and create
human problems
(biomimicry)
KEY CONCEPTS Function, Causation, Function, Connection, Form, Function Form, Perspective Function, Change, Connection Function, Change, Perspective
Responsibility Responsibility
RELATED CONCEPTS growth, hygiene, nutrition, authority, fairness, justice, biotic, animal parts, biomimicry culture, symbols, icons, signs, properties, choice, innovation, journeys/ voyages, discovery,
habits, well -being, safety consequences, interpretation, gestures, creation, classification explorers, tools (navigation
expression tools, maps)
MAIN SUBJECT FOCUS Science, PSPE Social Studies, Language Science, Langauge Arts (Visual Arts & Drama), PE Science, Mathematics Social Studies, Langauge
INTERGRATION WITH Language, MFL (French and PSE Engineering (Model Making), MFL (French and Hindi), Arts (Visual Arts/ Model Making) PSE
OTHER SUBJECTS Hindi), Arts (Visual Arts) Language
ATL SKILLS and Self – Management Skills – Research Skills – Information Communication Skills – Literacy; Communication Skills – Literacy, Thinking Skills – Creative; Research Skills – Information
SUB SKILLS managing self, emotional literacy; Gathering and reading and writing ICT Generating novel ideas; Transfer; Literacy; evaluating and
management recording, Synthesizing & Research Skills – Media Literacy Thinking Skills – Reflection Application communicating
Thinking Skills – Information Interpreting Thinking Skills – Transfer; Social Skills – Interpersonal Social Skills – Interpersonal Thinking Skills – Critical Thinking;
Transfer; application in multiple Thinking Skills – Creative application Relationships; respecting others Relationships; Resolving conflict analysis, forming decisions
contexts generating novel ideas Research Skills – Information
Communicating Skills – Literacy; Formulating &
Exchanging Information; Planning, Gathering & Recording
listening, interpreting and
speaking
SDG Goals Connection

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 TISB PROGRAMME OF INQUIRY
2024 – 2025
Grade 3
Age: 8 - 9 years old
WHERE WE ARE IN PLACE AND WHO WE ARE SHARING THE PLANET HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANISE
TRANSDISCIPLINARY TIME OURSELVES
THEME

Approx 4 – 5 Weeks Approx 4 – 5 Weeks Approx 6 –7 Weeks Approx 4 – 5 Weeks Approx 6 – 7 weeks Approx 5 – 6 weeks
TIMELINE
CENTRAL IDEA Technological advancements Individuals' actions contribute to The survival of species depends Dance is a powerful form of Understanding the principles of Communities thrive through
(CONCEPTUAL often contribute to the progress shaping relationships and on the combination of its communication that allows us to force, motion, and magnetism diverse livelihoods and trade
UNDERSTANDING) of communities and shape the communities. inherited traits and behaviours. express ideas, emotions, and helps develop simple machines. practices.
way people live and work. cultural stories.
CONCEPTUAL LENS Events Relationships, Well - being Nature, Coexistence Communication, Creativity Design, Tools Trade, Livelihood
LINES OF INQUIRY ▪ relationship between ▪ building and maintaining ▪ inherited traits and ▪ elements and forms of ▪ types and characteristics of ▪ significance of different
An Inquiry into: technological relationships behavioural adaptations of dance forces, motion, and livelihoods in a community
advancements and ▪ ways individuals can species ▪ how dance communicates magnetism ▪ purpose of trade practices
community progress contribute to their ▪ environmental factors ideas and emotions ▪ application forces, motion, and its impact on
▪ role of technological community influence the development ▪ cultural expressions and and magnetism in simple communities
advancements in addressing ▪ conflict resolution and of traits perspectives in dance machines ▪ how technology influences
environmental challenges problem-solving strategies ▪ how adaptations and ▪ designing and creating livelihoods and trade
▪ benefits and drawbacks of behaviours evolve over time simple machines practices.
technological
advancements
KEY CONCEPTS Change, Connection, Responsibility, Change Function, Causation, Change Function, Perspective, Form Form, Function, Causation Function, Causation, Change
Responsibility
RELATED CONCEPTS Inventions, innovation, empathy, kindness, respect, adaptation, diversity, expression, culture, creativity design, force, motion, market, resources, producers,
environment civic/ community engagement, interdependence, variation magnetism, simple machines consumers, goods, services,
service import, export, sustainability
MAIN SUBJECT FOCUS Social Studies, Language Social Studies, PSE Science, Langauge Performing Arts (Dance), Science, Mathematics Social Studies
Langauge
INTERGRATION WITH Science, Arts (Visual Art) Language, Arts (Visual Arts & Arts (Visual Arts), Mathematics Arts (Music) Engineering and Design Arts (Drama), Language
OTHER SUBJECTS Music – Artists/ Musicians)
ATL SKILLS and Thinking Skills – Critical Thinking; Social Skills – Social-emotional Communication Skills – Literacy; Self-Management Skills – States Thinking Skills – Creative Communication Skills – Literacy,
SUB SKILLS Analysis, Evaluation, Forming intelligence Reading, Writing of Mind; Self-Motivation, Thinking; Generating novel ICT skills
Decisions Self-Management skills - States Research Skills – Media literacy Resilience ideas, Application Research Skills – Information
Communication Skills – Literacy; of Mind; Mindfulness, Thinking Skills – Critical Thinking; Social Skills – Interpersonal Research Skills – Information Literacy; Synthesizing and
reading and writing Perseverance analysis, evaluation, forming relationships and collaboration skills; Formulating and planning, interpreting
Research Skills – Media Literacy, Thinking skills - Reflection decisions skills data gathering and recording,
Ethical Use Communication Skills – synthesizing and interpreting
Exchanging information
SDG Goals Connection

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 TISB PROGRAMME OF INQUIRY
2024 – 2025

Grade 4
Age: 9 - 10 years old
WHO WE ARE HOW THE WORLD WORKS HOW WE EXPRESS OURSELVES WHERE WE ARE IN PLACE AND HOW WE ORGANISE OURSELVES SHARING THE PLANET
TRANSDISCIPLINARY TIME
THEME

Approx 4 – 5 Weeks Approx 4 – 5 Weeks Approx 6 –7 Weeks Approx 4 – 5 Weeks Approx 6 – 7 weeks Approx 5 – 6 weeks
TIMELINE
CENTRAL IDEA Cultural practices, values, and Humans use their understanding People can express and interpret Civilizations emerge and evolve Understanding supply chains and Understanding the continual
(CONCEPTUAL beliefs often shape individuals. of the different forms of energy thoughts emotions and feelings over time as groups of people engaging in fair trade practices changing nature of the planet
UNDERSTANDING) to create and innovate. through poetry. come together, develop promotes social and and its connection with human
structures, and establish ways of environmental responsibility. activities can help humans
life. create a better world.
CONCEPTUAL LENS Belonging (beliefs/ Values) Methods, Tools Communication, Creativity Periods, Events Trade, Livelihood Nature, Coexistence
LINES OF INQUIRY ▪ different cultural practices ▪ energy and its forms (sound; ▪ forms of poetry ▪ characteristics and structures ▪ the structure of supply chains ▪ ways geological processes
An Inquiry into: within communities light; heat; electric and ▪ ways poets use language for civilizations ▪ components of fair-trade shape the planet
▪ how cultural practices, chemical) self – expression ▪ factors driving the systems ▪ impact of human activities
beliefs and values impact ▪ storage, transformation and ▪ how readers interpret and establishment and growth of ▪ impact of fair-trade practices on geological processes
individuals transfer of energy derive meaning from poetry civilizations ▪ the role of consumers ▪ sustainable practices to
▪ ways to promote ▪ applying understanding of ▪ change and continuity in reduce the negative impact
intercultural understanding energy to create and/or civilizations
design
KEY CONCEPTS Function, Perspective, Form, Change, Causation Form, Perspective, Connection Form, Function, Change Function, Connection, Form, Causation, Responsibility
Connection Responsibility
RELATED CONCEPTS Culture, ritual, traditions, energy forms, energy transfer, expression, language, culture, social structure, economics, sustainability, ethics geological processes
transformation, design interpretation innovation, trade and economy (weathering, plate tectonics,
erosion), sustainability, human
activities
MAIN SUBJECT FOCUS Social Studies, Language Science, Mathematics Langauge, Arts (Visual Arts) Social Studies, Arts (Drama) Social Studies, Mathematics Science, Langauge
INTERGRATION WITH Arts (Visual Art), PSE Engineering and Design Arts (Drama), PSE Arts (Music) Arts (Visual Arts) Arts (Visual Arts)
OTHER SUBJECTS
ATL SKILLS and Thinking Skills – Transfer; Research Skills – Information Communication Skills – Research Skills – Media Literacy, Thinking Skills – Creative Communication Skills – Literacy
SUB SKILLS Application in Multiple Contexts Literacy Exchanging Information, Literacy Information Literacy thinking Research Skills – Media Literacy,
Communication Skills – Self-Management Skills – States Social Skills – Interpersonal Thinking Skills – Critical Thinking Social Skills – Collaboration Ethical Use
Exchanging information of Mind; Perseverance, Resilience relationships and collaboration Communication Skills – Communication Skills – Thinking Skills – Critical Thinking
Social Skills – Social-emotional Communicating Skills - Literacy skills Exchanging Information, Literacy Exchanging Information, Literacy
intelligence Thinking Skills - Generating novel
ideas

SDG Goals Connection

9
 TISB PROGRAMME OF INQUIRY
2024 – 2025
Grade 5
Age: 10 - 11 years old
HOW WE ORGANISE HOW THE WORLD WORKS WHO WE ARE SHARING THE PLANET WHERE WE ARE IN PLACE AND HOW WE EXPRESS OURSELVES
TRANSDISCIPLINARY
OURSELVES TIME
THEME
Approx 4 – 5 Weeks Approx 4 – 5 Weeks Approx 6 –7 Weeks Approx 4 – 5 Weeks Approx 6 – 7 weeks Approx 5 – 6 weeks
TIMELINE

CENTRAL IDEA Peaceful and just communities Understanding the changes in Understanding body systems Ecosystems interconnect Migration shapes identities, The Primary Years Program
(CONCEPTUAL depend on the actions of matter and materials enhances and the changes that occur organisms, relying on each other enriches cultures, and impacts EXHIBITION
UNDERSTANDING) individuals, organizations and the ability to utilize them promotes self-awareness and for matter and energy, and these the social and economic Students identify personal
governments. effectively in everyday life. well-being. relationships sustain life. dynamics of communities. central ideas for this unit

CONCEPTUAL LENS Representation, Collaboration, Methods, Tools Growing, Health, Well - Being Nature, Coexistence Natural and human drivers of Dependent on student choice
Decision-making movement (Migration)
LINES OF INQUIRY ▪ form and functions of ▪ properties of materials ▪ functions and ▪ components of an ▪ reasons of migration ▪ Demonstrating agency and
An Inquiry into: governments and ▪ types of changes in matter interdependence of ecosystem ▪ effects of migration responsibility for one’s own
organisations (physical and chemical) body systems ▪ the flow of matter ▪ human rights and migration learning
▪ impact of actions of ▪ application of material ▪ changes within body (nutrients) and energy ▪ Designing learning goals and
different entities systems within an ecosystem (food establishing the criteria of
changes in various
▪ ways in which we can ▪ hormonal changes and web) what success will look like
industries ▪ Collaborating with peers,
advocate for ourselves and emotional well-being ▪ the ways humans impact the
others ▪ self-care and well-being web of life (pros and cons) teachers and mentors
practices throughout the exhibition
process
KEY CONCEPTS Form, Responsibility, Perspective Change, Causation, Connection Function, Connection, Change Causation, Connection Change, Causation, Perspective
RELATED CONCEPTS justice, rights and law, peace, states of matter, physical and adolescence, body systems, well balance, biodiversity, systems, resilience, displacement, diversity, Dependent on the focus of
governance, leadership, chemical changes, reversibility being matter and energy adaptation, identity, human rights Exhibition
community, decision-making, and irreversibility, material
properties
MAIN SUBJECT FOCUS Social Studies, Arts (Drama) Science, Mathematics Science, PSE Science, Langauge Social Studies, Language Dependent on focus of
Exhibition
INTERGRATION WITH Arts (Visual Art), PSE Design Arts (Drama) Arts (Visual Arts – Model Arts (Visual Arts), Dependent on focus of
OTHER SUBJECTS Making) Mathematics(statistics) Exhibition
ATL SKILLS and Thinking Skills – Transfer; Thinking Skills – Critical Thinking Self-Management Skills – States Research Skills – Media Literacy, Communication Skills –Literacy, Reflection by students of skills
SUB SKILLS Application in multiple contexts Self-Management Skills – of Mind; Mindfulness, Emotional Ethical Use ICT they demonstrated
Social Skills – Collaborating skills Organisation skills Management Thinking Skills – Critical Thinking, Research Skills – Media Literacy
social emotional intelligence Research Skills – Information Thinking Skills –Transfer, Transfer Social Skills – Collaboration
Self – Management Skills – Literacy Reflection Communication Skills - Literacy skills, social emotional
States of mind; Self-motivation, intelligence
Perseverance
SDG Goals Connection

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