Seisen International School Programme of Inquiry 2018-2019

Grade 1
Who we are
An inquiry into the nature of the self;
beliefs and values; personal,
physical, mental, social and spiritual
health; human relationships including
families, friends, communities, and
cultures; rights and responsibilities;
and what it means to be human.
Where we are in place and
time
An inquiry into orientation in place
and time; personal histories; homes
and journeys; the discoveries,
explorations and migrations of
humankind; and the relationships
between and the interconnectedness
of individuals and civilizations, from
local and global perspectives.
How we express
ourselves
An inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values;
the ways in which we reflect on,
extend and enjoy our creativity; our
appreciation of the aesthetic
How the world works
An inquiry into the natural world and
its laws; the interaction between the
natural world (physical and biological)
and human societies; how humans
use their understanding of scientific
principles; and the impact of scientific
and technological advances on
society and on the environment.
How we organize
ourselves
An inquiry into the
interconnectedness of human-made
systems and communities; the
structure and function of
organizations; societal
decision-making; economic activities
and their impact on humankind and
the environment
Sharing the planet
An inquiry into rights and
responsibilities in the struggle to
share finite resources with other
people and with other living things;
communities and the relationships
within and between them; access to
equal opportunities; peace and
conflict resolution.

Relationships Family Histories Celebrations Light and Sound Transportation Systems Living Things

Central Idea Central Idea Central Idea Central idea Central Idea Central Idea
The relationships children have with Learning about previous generations can Celebrations and traditions can be Sound and Light can be produced by Communities make efforts to create Living things adapt to their habitats and
others can have an impact on well-being. help people understand the relationship expressions of shared beliefs and values. different sources and can be changed transportation systems that help meet their use their adaptations to survive and
between past and present needs. reproduce
Key concepts:​​ function, connection, Key concepts: ​form, connection, Key concepts: ​form, causation,
responsibility Key concepts: ​causation, change, perspective connection Key concepts: ​form, function, change Key concepts: causation, connection,
Related concepts: ​behaviour, choices, reflection Related concepts: ​beliefs, values, Related concepts: ​light, sound, transfer, Related concepts: ​technology, network, responsibility
relationships Related concepts: ​time, continuity, belonging, culture energy organization Related concepts:​​ balance, diversity,
heritage, significance interdependence,adaptation
Lines of Inquiry Lines of Inquiry Lines of Inquiry Lines of Inquiry
Grade 1 ● Roles within relationships Lines of Inquiry ● Features of traditions and ● Different sources of light and ● Features of transportation Lines of Inquiry
● Ways to build good relationships ● Ways to find out about the past celebrations sound systems ● How living things are suited to
● Reasons relationships are ● The passing of time and ● Reasons people celebrate ● Ways light can be blocked and ● Decisions involved in using their habitats
(6-7 Year important significant events ● Symbols in celebrations and reflected transportation systems ● How living things interact in their
● Why some practices have traditions ● Ways sounds can be produced ● The different ways habitats
Olds) changed over time and changed transportation systems change ● How people can interact with
over time habitats in a safe and
responsible way

PYP ● PSPE ● Mathematics ● PSPE ● Language ● Language ● Language / Library

● PE ● PSPE ● Language / Library ● Mathematics ● PSPE ● Science
Subject ● Language ● Social Studies ● Social Studies ● Science ● PE ● Social Studies
Focus ● Social Studies ● Language ● Visual Art ● ICT ● Mathematics ● Mathematics
● Visual Art ● Japanese ● Religion ● Music ● Social Studies ● ICT
● ICT ● Dance ● Japanese ● Visual Art ● ICT ● Music and Dance
● Japanese ● Music ● Japanese (Advanced) ● Visual Art
● Dance ● Music ● Japanese
● Dance ● Religion

Approaches ● Social ● Communication ● Thinking ● Thinking ● Social ● Communication

● Communication ● Thinking ● Communication ● Communication ● Communication ● Thinking
to Learning
● Research ● Research ● Research ● Research ● Research ● Research

Learner ● Learner Profile: ● Learner Profile​​: Reflective, ● Learner Profile: ​Globally ● Learner Profile​​: ● Learner Profile: ​Thinker, ● Learner Profile​​: Risk-taker,
Compassionate, Principled, Knowledgeable minded, religious, Knowledgeable, Inquirer Inquirer Balanced
Profiles Caring Open-minded, Communicator
Seisen International School Programme of Inquiry 2018-2019

Grade 1 Order of Units and Reading / Writing Units of Study Alignment:

Seisen International School Programme of Inquiry 2018-2019

Grade 2
Who we are
An inquiry into the nature of the self;
beliefs and values; personal,
physical, mental, social and spiritual
health; human relationships including
families, friends, communities, and
cultures; rights and responsibilities;
and what it means to be human.
Where we are in place and
time
An inquiry into orientation in place
and time; personal histories; homes
and journeys; the discoveries,
explorations and migrations of
humankind; and the relationships
between and the interconnectedness
of individuals and civilizations, from
local and global perspectives.
How we express
ourselves
An inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values;
the ways in which we reflect on,
extend and enjoy our creativity; our
appreciation of the aesthetic
How the world works
An inquiry into the natural world and
its laws; the interaction between the
natural world (physical and biological)
and human societies; how humans
use their understanding of scientific
principles; and the impact of scientific
and technological advances on
society and on the environment.
How we organize
ourselves
An inquiry into the
interconnectedness of human-made
systems and communities; the
structure and function of
organizations; societal
decision-making; economic activities
and their impact on humankind and
the environment
Sharing the planet
An inquiry into rights and
responsibilities in the struggle to
share finite resources with other
people and with other living things;
communities and the relationships
within and between them; access to
equal opportunities; peace and
conflict resolution.

Self-Awareness Places We Live Expressive Language Forces and Motion Community Workers Rivers, Seas and Oceans

Central Idea Central Idea Central Idea Central Idea Central Idea Central Idea
Awareness of our characteristics, abilities People’s lives are influenced by the time TBA People apply their understanding of forces People play different roles in the Maintaining clean and healthy rivers, seas
and interests informs our learning and and place in which they live and energy to simple, compound and communities they belong to. and oceans can help sustain life
development. Key concepts:​​ form, connection, complex machines.
Key concepts: ​form, causation, change perspective Key concepts: ​form, function, Key concepts:​​ function, connection,
Key concepts: ​causation, perspective, Related concepts: ​similarities/differences, Related concepts: ​communication, Key concepts:​​ function, change, responsibility responsibility
reflection diversity, chronology, history, geography characterization, expression causation Related concepts: ​role, community, rules, Related concepts: ​habitats, conservation,
Grade 2 Related concepts: ​identity, Related concepts: ​work, forces, interaction sustainability, biodiversity
consequences, behaviour Lines of Inquiry Lines of Inquiry efficiency, mechanics,
● Unique features of where we ● TBA Lines of Inquiry
(7-8 Year Lines of Inquiry live Lines of Inquiry Lines of Inquiry ● Identifying and classifying river,
● Physical, social and emotional ● Lifestyles in different places ● How forces can change the sea and ocean life
Olds) characteristics (urban and rural) shape, position and direction of
● Reasons people live in a
● How rivers, seas and ocean
community
● Personal abilities and interests ● Ways in which our host country objects ● Jobs and services needed to environments support life
● Using self awareness to set has changed over time ● How machines function support a community (plants and animals)
learning goals ● The impact of machines on our ● How communities are organized ● People’s efforts to conserve
world rivers, seas and oceans

PYP ● PSPE ● PSPE ● Language / Library ● Science ● Language ● Language / Library

● PE ● Language ● Social Studies ● Mathematics ● Social Studies ● Science
Subject ● Language ● Social Studies ● PSPE ● Language ● PSPE ● Social Studies
Focus ● Music and Dance ● ICT ● Music and Dance ● PE ● Religion ● ICT
● ICT ● Japanese ● ICT ● ICT ● Japanese ● Religion
● Visual Art ● Dance ● Religion ● PE ● Music and Dance
● Dance ● Japanese
● Religion ● Visual Art

Approaches ● Social ● Communication ● Thinking ● Thinking ● Communication ● Communication Skills

● Communication ● Thinking ● Communication ● Research ● Social ● Thinking Skills)
to Learning
Self-management ● Social ● Self management ● Thinking ● Social Skills
● Research ● Research ● Research ● Self-management ● Research
● Research

Learner ● Learner Profile ​reflective, ● Learner Profile​​: open-minded , ● Learner Profile: ● Learner Profile​​: ● Learner Profile ​communicator, ● Learner Profile focus​​:
caring inquirer knowledgeable, inquirer Knowledgeable, Thinker risk-taker principled, balanced
Profiles
Seisen International School Programme of Inquiry 2018-2019

Grade 2 Order of Units and Reading / Writing Units of Study Alignment:

Seisen International School Programme of Inquiry 2018-2019

Grade 3
Who we are
An inquiry into the nature of the self;
beliefs and values; personal,
physical, mental, social and spiritual
health; human relationships including
families, friends, communities, and
cultures; rights and responsibilities;
and what it means to be human.
Where we are in place and
time
An inquiry into orientation in place
and time; personal histories; homes
and journeys; the discoveries,
explorations and migrations of
humankind; and the relationships
between and the interconnectedness
of individuals and civilizations, from
local and global perspectives.
How we express
ourselves
An inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values;
the ways in which we reflect on,
extend and enjoy our creativity; our
appreciation of the aesthetic
How the world works
An inquiry into the natural world and
its laws; the interaction between the
natural world (physical and biological)
and human societies; how humans
use their understanding of scientific
principles; and the impact of scientific
and technological advances on
society and on the environment.
How we organize
ourselves
An inquiry into the
interconnectedness of human-made
systems and communities; the
structure and function of
organizations; societal
decision-making; economic activities
and their impact on humankind and
the environment
Sharing the planet
An inquiry into rights and
responsibilities in the struggle to
share finite resources with other
people and with other living things;
communities and the relationships
within and between them; access to
equal opportunities; peace and
conflict resolution.

Healthy Choices Inventors & Inventions Performing Arts Forces and Motion The Marketplace (6) Plants

Central Idea Central Idea Central Idea Central Idea Central Idea Central Idea
The choices people make can affect their Inventions create change and can lead to The performing arts are a tool for People apply their understanding of forces Marketplaces depend on the ability to Conservation of plant diversity can affect
health and well-being. new possibilities. creativity, expression, and enjoyment in and energy to create practical produce goods and supply services that the wellbeing of people and other living
different cultures. applications. can be exchanged. things.
Key concepts: ​causation, responsibility, Key concepts:​​ form, change, causation
reflection Related concepts:​​ initiative, efficiency, Key concepts:​​ function, perspective, Key concepts:​​ function, change, Key concepts: ​function, connection, Key concepts: ​causation, connection,
Related concepts: ​consequences, technological advances, discovery reflection causation responsibility responsibility
behaviour, nutrition, health, choice Related concepts: ​self-expression, Related concepts: ​work, forces, Related concepts: ​trade, opportunity, Related concepts:​​ biology, classification,
Lines of Inquiry diversity, traditions efficiency, mechanics, cost, business conservation, growth
Lines of Inquiry ● Types of inventions and how
Grade 3 ● What it means to have a they work Lines of Inquiry Lines of Inquiry Lines of Inquiry Lines of Inquiry
balanced diet ● Inventions that impact people’s ● How cultures communicate ● Types of forces and how they ● The role of supply and demand ● The conditions plants need to
● How the choices we make affect lives ideas through performing arts can be applied ● The distribution of goods and grow well
(8-9 Year our mind and body ● How circumstances lead to the ● Common features of ● How simple machines function services ● The interrelationship between
● Different sources of information creation of important inventions performances ● The impact of machines on our ● Being responsible consumers plants and other living things
Olds) that help us make choices ● Creativity and appreciation world ● The importance of plant diversity
within the performing arts

PYP ● Language ● Language ● Music and Dance ● Science ● Mathematics ● Science

● PSPE ● Social Studies ● PSPE ● Mathematics ● Language / Library ● Language / Library
Subject ● PE ● Science ● Language ● Language ● Social Studies ● Mathematics
Focus ● Science ● ICT ● Social Studies ● PE ● Music ● Religion
● Dance ● Japanese (Advanced) ● Religion ● ICT ● Spanish ● Japanese (Adv)
● ICT ● Music ● Visual Arts ● Japanese (Beg)
● Religion

Approaches ● Thinking ● Research ● Communication ● Thinking ● Self-Management ● Thinking

● Communication ● Thinking ● Self-management ● Research ● Social ● Self-management Skill
to Learning
● Research ● Communication ● Social ● Research
● Research

Learner ● Learner Profile​​: Reflective, ● Learner Profile​​: Open-minded ● Learner Profile​​: ● Learner Profile​​: ● Learner Profile​​: Principled ● Learner Profile​​: Inquirer,
Balanced Communicators, Risk-takers Knowledgeable, Thinker Caring
Profiles
Seisen International School Programme of Inquiry 2018-2019

Grade 3 Order of Units and Reading / Writing Units of Study Alignment:

Seisen International School Programme of Inquiry 2018-2019

Grade 4
Who we are
An inquiry into the nature of the self;
beliefs and values; personal,
physical, mental, social and spiritual
health; human relationships including
families, friends, communities, and
cultures; rights and responsibilities;
and what it means to be human.
Where we are in place and
time
An inquiry into orientation in place
and time; personal histories; homes
and journeys; the discoveries,
explorations and migrations of
humankind; and the relationships
between and the interconnectedness
of individuals and civilizations, from
local and global perspectives.
How we express
ourselves
An inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values;
the ways in which we reflect on,
extend and enjoy our creativity; our
appreciation of the aesthetic
How the world works
An inquiry into the natural world and
its laws; the interaction between the
natural world (physical and biological)
and human societies; how humans
use their understanding of scientific
principles; and the impact of scientific
and technological advances on
society and on the environment.
How we organize
ourselves
An inquiry into the
interconnectedness of human-made
systems and communities; the
structure and function of
organizations; societal
decision-making; economic activities
and their impact on humankind and
the environment
Sharing the planet
An inquiry into rights and
responsibilities in the struggle to
share finite resources with other
people and with other living things;
communities and the relationships
within and between them; access to
equal opportunities; peace and
conflict resolution.

The Human Body Systems Explorers Expression through the Arts Weather Systems Rules, Rights and Responsibilities Energy and Earth’s Resources

Central Idea Central Idea Central Idea Central Idea Central Idea Central Idea
The effective interactions between human Exploration can lead to discoveries, People create pieces of art to express Being able to predict weather systems and The rules and responsibilities within social People can make choices to support the
body systems contribute to health and opportunities and new understandings. complex and meaningful themes patterns can help people prepare for structures can either support or deny sustainability of the Earth’s resources.
survival. different conditions human rights.
Key concepts:​​ causation, perspective, Key concepts:​​ perspective, responsibility,
Key concepts: ​function, connection, reflection Key concepts:​​ function, perspective, Key concepts:​​ function, causation, Key concepts: ​causation, connection, reflection
responsibility Related concepts: ​impact, chronology, reflection perspective responsibility Related concepts: ​lifestyle, resources,
Grade 4 Related concepts: ​systems, navigation, colonialism, power Related concepts: ​creativity, perception, Related concepts: ​weather, systems, Related concepts: ​rights, justice, waste, energy, conservation,
interdependence, health bias/interpretation, symbolism, themes interdependence, collaboration, service renewable/non-renewable,
Lines of Inquiry Lines of Inquiry
(9-10 Year Lines of Inquiry ● Reasons for exploration Lines of Inquiry ● Weather patterns around the Lines of Inquiry Lines of Inquiry
● Body systems and how they (historical and personal) ● How arts can be a reflection of world ● Purpose of social structures ● How energy forms are
Olds) work ● How explorations have taken societal values and issues ● Measuring and predicting ● The relationship between rules, transferred and transformed
● How body systems are place over time ● Different perspectives when weather rights and responsibilities within ● Generating energy using Earth’s
connected ● The consequences of viewing art ● The impact of extreme weather social structures (home, school, resources
● Impact of lifestyle choices on exploration ● Creating art to reflect issues events local, global communities) ● The impact of people’s choices
the human body systems ● Supporting people’s rights on the environment

PYP ● PSPE - Counselor/Nurse ● Language / Library ● Music ● Science ● PSPE ● Language

● PE ● Social Studies ● Language ● Mathematics ● Language / Library ● Science
Subject ● Science ● Science ● Social Studies ● Language ● Social Studies ● Social Studies
Focus ● Mathematics ● Japanese ● PE ● Religion ● Japanese
● Japanese ● PE ● Dance ● Dance
● Dance ● Dance
● Music
● Religion

Approaches ● Communication ● Self-Management ● Social ● Communication ● Self-Management ● Thinking

● Self-Management ● Thinking ● Thinking ● Thinking ● Thinking ● Research
to Learning
● Social ● Communication ● Communication ● Research ● Social
● Research ● Research ● Research Skills ● Research

Learner ● Learner Profile: ​Balanced, ● Learner Profile: ● Learner Profile: ​Risk-taker, ● Learner Profile: ● Learner Profile: ​Thinker, ● Learner Profile: ​Principled,
Inquirer, Communicator Knowledgeable, Open-minded Communicator, Open-minded Knowledgeable, Thinker Caring, Open-minded Reflective, Caring
Profiles
Seisen International School Programme of Inquiry 2018-2019

Grade 4 Order of Units and Reading / Writing Units of Study Alignment:

Seisen International School Programme of Inquiry 2018-2019

Grade 5
Who we are
An inquiry into the nature of the self;
beliefs and values; personal,
physical, mental, social and spiritual
health; human relationships including
families, friends, communities, and
cultures; rights and responsibilities;
and what it means to be human.
Where we are in place and
time
An inquiry into orientation in place
and time; personal histories; homes
and journeys; the discoveries,
explorations and migrations of
humankind; and the relationships
between and the interconnectedness
of individuals and civilizations, from
local and global perspectives.
How we express
ourselves
An inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values;
the ways in which we reflect on,
extend and enjoy our creativity; our
appreciation of the aesthetic
How the world works
An inquiry into the natural world and
its laws; the interaction between the
natural world (physical and biological)
and human societies; how humans
use their understanding of scientific
principles; and the impact of scientific
and technological advances on
society and on the environment.
How we organize
ourselves
An inquiry into the
interconnectedness of human-made
systems and communities; the
structure and function of
organizations; societal
decision-making; economic activities
and their impact on humankind and
the environment
Sharing the planet
An inquiry into rights and
responsibilities in the struggle to
share finite resources with other
people and with other living things;
communities and the relationships
within and between them; access to
equal opportunities; peace and
conflict resolution.

Human Growth & Development Ancient Civilizations Media and Advertising States of Matter Global Food Production Peace & Conflict

Central Idea
Changes people experience during
adolescence can affect their evolving
sense of self.
Key concepts: ​function, change,
responsibility
Related concepts: ​maturity, image,
well-being, reproduction
Grade 5 Lines of Inquiry
● The physical, emotional and
intellectual changes that occur
(10-11 throughout life
● Factors that contribute to
Year Olds) well-being during adolescence
● How relationships contribute to
our self-concept
Central Idea
Evidence of past civilizations can be used
to make connections to present-day
societies.
Key concepts: ​form, change, connection
Related concepts: ​continuity, progress,
difference, validity
Lines of Inquiry
● Characteristics of civilizations
and societies
● Connections between past and
present societies
● Processes involved in collecting,
analysing and validating
evidence
Central Idea
People can create or manipulate
messages to target specific audiences
Key concepts - f​​orm, perspective,
reflection
Related concepts ​- media, advertising,
propaganda)
Lines of inquiry
● How images, text and music can
be used to influence target
audiences
● The power and impact of social
media
● Critical evaluation of messages
presented through media
Central Idea
People use their knowledge of properties
of matter to suit specific needs
Key concepts: ​function, change,
causation
Related concepts: ​measurement, ,
transformation, industrialization
Lines of Inquiry
● How scientists investigate
properties of matter
● Conditions that cause chemical
and physical changes in matter
● How societies take advantage of
the properties of matter
Central Idea
People have developed systems for
producing and distributing food around the
world
Key concepts: ​Function, Perspective,
Responsibility
Related concepts:​​ Sustainability,
consumption, waste
Lines of Inquiry
● Varying diets around the world
● Food production and distribution
● Sustainable practices in food
production
Central Idea
Reaching a resolution during periods or
moments of conflict can be influenced by
the actions and reactions of all involved.
Key concepts: ​causation, perspective,
responsibility
Related concepts: ​peace, reconciliation,
exploitation, grief
Lines of Inquiry
● Causes of conflict (local and
global)
● Strategies used to resolve
conflict
● Consequences of actions and
strategies

PYP ● PSPE / PE ● Mathematics ● Mathematics ● Science ● Language ● PE

● Language ● Language / Library ● Language ● Mathematics ● Social Studies ● Language
Subject ● Science ● Social Studies ● ICT ● Language / Library ● Science ● Social Studies
Focus ● Religion ● Visual Art ● Visual Art ● ICT ● Religion
● ICT ● Religion ● Music ● Japanese
● Spanish ● Japanese ● Visual Art
● Japanese(Intermediate) ● Japanese(Intermediate) ● Music

Approaches ● Self-Management ● Communication ● Social ● Thinking ● Thinking Skills ● Social

● Research ● Research ● Communication ● Research ● Research ● Research Skills
to Learning
● Research

Learner ● Learner Profile: ​Balanced, ● Learner Profile: ​Inquirers, ● Learner Profile: ● Learner Profile: ● Learner Profile: ​Leader, ● Learner Profile: ​Communicator,
Communicator, Caring Knowledgeable Communicators, Reflective, Knowledgeable, Thinker, Principled Open-minded
Profiles Principled Inquirer
Seisen International School Programme of Inquiry 2018-2019

Grade 5 Order of Units and Reading / Writing Units of Study Alignment:

Seisen International School Programme of Inquiry 2018-2019

Grade 6
Who we are
An inquiry into the nature of the self;
beliefs and values; personal,
physical, mental, social and spiritual
health; human relationships including
families, friends, communities, and
cultures; rights and responsibilities;
and what it means to be human.
Where we are in place and
time
An inquiry into orientation in place
and time; personal histories; homes
and journeys; the discoveries,
explorations and migrations of
humankind; and the relationships
between and the interconnectedness
of individuals and civilizations, from
local and global perspectives.
How we express
ourselves
An inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values;
the ways in which we reflect on,
extend and enjoy our creativity; our
appreciation of the aesthetic
How the world works
An inquiry into the natural world and
its laws; the interaction between the
natural world (physical and biological)
and human societies; how humans
use their understanding of scientific
principles; and the impact of scientific
and technological advances on
society and on the environment.
How we organize
ourselves
An inquiry into the
interconnectedness of human-made
systems and communities; the
structure and function of
organizations; societal
decision-making; economic activities
and their impact on humankind and
the environment
Sharing the planet
An inquiry into rights and
responsibilities in the struggle to
share finite resources with other
people and with other living things;
communities and the relationships
within and between them; access to
equal opportunities; peace and
conflict resolution.

International Mindedness
Central Idea
Understanding the beliefs and values of
different cultures can promote international
mindedness
Key concepts:​​ form, causation,
Grade 6 perspective
Related concepts: ​interpretation, identity,
subjectivity
(11-12
Lines of Inquiry
Year Olds) ● What constitutes culture
● The varying beliefs of different
people (secular and nonsecular)
● Developing and promoting
international mindedness
Earth and Space Role Models ​(Exhibition will be in place Earth’s Physical Geography Governments Global Access to Medical Care
of this unit in 2019)
Central Idea Central Idea Central Idea
Space exploration has led to an Central Idea The Earth’s physical geography has an The way in which government systems Central Idea
understanding of how Earth’s position in Choices of role models can reflect the impact on human interactions and function can influence the lives of citizens. Access to medical care around the world
space supports life characteristics that societies and settlements varies and can influence how diseases are
individuals value. Key concepts: ​function, perspective, spread
Key concepts: ​Function​, C
​ onnection, Key concepts: ​causation, change, responsibility
Reflection Key concepts: ​causation, responsibility, connection Related concepts: ​equality, governance, Key concepts:​​ form, change, reflection
Related concepts:​​ exploration, systems, reflection Related concepts: ​geology, adaptation, citizenship, politics, sustainability Related concepts: ​transmission, control,
time, space Related concepts: ​self-fulfilment, disaster communicability
influence, value Lines of Inquiry
Lines of Inquiry Lines of Inquiry ● How government systems Lines of Inquiry
● How Earth’s position in space Lines of Inquiry ● Causes of the variable physical function ● Global access to medical care
supports life ● How and why role models are geography around the world ● The United Nations Sustainable ● Types of diseases and
● Space exploration through time chosen ● The relationship between Development Goals microorganisms
● The possibilities for future space ● Influence of role models on our location and settlement ● How different types of ● How diseases spread
exploration choices and actions ● How humans respond to and government work to address the
● How personal strengths can be prepare for changes in Earth’s Development Goals
applied to help others physical geography

PYP ● PSPE / PE ● Science ● PSPE - Counselor ● Mathematics ● Language (Oral) ● Science

● Language ● Mathematics ● Language ● Language ● Social Studies ● Social Studies
Subject ● Social Studies ● Social Studies ● Social Studies ● Science ● PSPE ● Language / Library
Focus ● Religion ● Language ● Music ● Social Studies ● Japanese ● PE
● Music ● PE ● ICT ● ICT
● Art ● ICT ● Art ● Spanish
● Japanese ● Religion ● Religion ● Japanese (beginner)
● Music

Approaches ● Thinking ● Communication ● All TD Skills ● Research ● Social ● Research

● Communication ● Self-Management ● Thinking ● Research ● Thinking
to Learning
● Research ● Communication

Learner ● Learner Profile:​​ Global Minded, ● Learner Profile:​​ Thinkers ● All Learner Profile attributes ● Learner Profile​​: Inquirer, ● Learner Profile​​: Communicator, ● Learner Profile:​​ Inquirers,
Religious Knowledgeable, Thinker Knowledgeable, Principled Knowledgeable
Profiles
Seisen International School Programme of Inquiry 2018-2019

Grade 6 Order of Units and Reading / Writing Units of Study Alignment:

Seisen International School Programme of Inquiry 2018-2019

Kindergarten 3 Year cycle (2018-19 is Year C in the cycle)

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

Ourselves Feelings Seasons and Weather Animals

Central Idea Central Idea Central Idea

Everyday people can learn more about People can express their feelings in many Daily weather and seasonal changes can Central Idea
who they are and what they can do ways affect everyday life People can interact and share spaces with
animals in a variety of settings
Key concepts: ​change, connection, Key concepts:​​ form, perspective, Key concepts: ​form, change, connection
reflectio​n connection Related concepts: ​cycles, weather, Key concepts:​​ function, connection,
Related concepts:​​ learning, growth, Related concepts:​​ feelings, expression, lifestyles responsibility
KG personal identity Lines of Inquiry
● Ways of expressing ideas Related concepts: ​interdependence,
● Ways of expressing feelings Lines of Inquiry classification
(3-6 Year Lines of Inquiry ● How people respond to each ● Seasonal changes
others feelings
Olds) ● What people can do ● Weather patterns
Lines of Inquiry
● How I have changed ● How changing seasons affect
● How people are alike and living things ● The spaces people share with
Year A different different animals
● How animals can help people in
different settings
● Our responsibilities for the
well-being of animals

PYP PYP Subject Focus PYP Subject Focus PYP Subject Focus PYP Subject Focus
● Language ● Language ● Science ● Science
Subject ● Social Studies ● Social Studies ● Social Studies ● Social Studies
Focus ● PSPE ● PSPE ● PSPE ● PSPE
● The Arts / Dance ● The Arts
● Mathematics

TD Skills ● Thinking ● Social ● Research ● Research

● Social ● Communication ● Thinking
Focus ● Self Management

Learner ● Reflective ● Reflective ● Inquirer ● Caring

● Open Minded ● Communicator ● Knowledgeable ● Principled
Profile ● Globally Minded ● Open Minded ● Compassionate
Focus ● Collaborators

KG Personal Health Visual Art Signs and Symbols Plants

Central Idea
Diet and exercise can help keep people Central Idea Central Idea
(3-6 Year healthy People can enjoy different artwork and Signs and symbols can be used to Central Idea
use creativity to create visual arts communicate messages to people Plants and People interact in different
Olds) Key concepts: ​change, causation, ways in different context
responsibility Key concepts:​​ form, perspective, Key concepts: form, function,
Related concepts: ​nutrition, health, connection connection Key concepts: ​connection, perspective,
Year B growth Related concepts: ​appreciation, Related concepts: communication, responsibility
expression, enjoyment systems, expression Related concepts:​​characteristics,
relationships and needs
Seisen International School Programme of Inquiry 2018-2019

Lines of Inquiry
● The different roles plants play
Lines of Inquiry Lines of Inquiry Lines of Inquiry in people’s lives
● How different food and drink ● Different forms of Art ● Signs and symbols around us ● Particular plants for specific
can help people stay healthy. ● How people show their ● Reasons for signs and symbols functions
● How different exercise can help appreciation of art ● Features used to communicate ● Our responsibility for the well
keep people healthy ● Creating different pieces of art locally and globally being of plants
● How the choices we make can
keep us healthy PYP Subject Focus PYP Subject Focus PYP Subject Focus
● Language ● Dance and music ● Science
PYP Subject Focus ● Social Studies ● Language ● Social Studies
● Science ● Dance ● Social Studies ● PSPE
● Social Studies ● PSPE ● PSPE
● PSPE ● The Arts
● Dance

KG Friendships with peers Houses and Homes Expression through Play Properties of Materials
Families Storytelling
Friendships Central Idea Central Idea Central Idea
(3-6 Year People’s homes can be influenced by
Through play we express our feelings and
Materials have properties which can
needs, wants, location and culture determine how people use them
Olds) Central Idea ideas and come to new understandings.
Peer relationships with each other can Key concepts:​​ form, perspective, Stories can be told in many different ways Key concepts:​​ form, change, connection
have an impact on well being connection Related concepts: ​properties,
Year C Our families help us in different ways Related concepts: ​home, needs, wants, Key concepts: ​connection, Function and classification,
Friends have qualities that can help each perspective
other learn and grow
Lines of Inquiry Lines of Inquiry
Related concepts: ​communication,
Key concepts:​​connection, function, ● Types of homes and houses imagination, creativity ● Properties of different materials
responsibility ● Ways homes meet our needs ● Changing materials
and wants ● Selecting materials for a
Related concepts:​​cooperation, friendship Lines of Inquiry
● How homes can reflect where purpose
and balance we come from ● Communicating through play
● Imaginative use of materials PYP Subject Focus
● The role of toys in play ● Science
Lines of Inquiry PYP Subject Focus ● Mathematics
● Why people tell stories
● How we develop ● Social Studies ● Different ways to express ● The Arts
relationships ● PSPE
stories
● Mathematics
● How relationships affect us ● Stories from different
● Science
● Roles and behaviours within cultures
relationships
● Different kinds of families PYP Subject Focus
● Roles within families ● Language
● Responsibilities within ● Mathematics
families ● Science
● Social Studies
● Qualities of a good friend
● How friends help each other
● Making different friends

PYP Subject Focus

● Social Studies
● Religion
● PSPE
Seisen International School Programme of Inquiry 2018-2019

Personal, Local, National and Global Perspectives

Seisen International School Programme of Inquiry 2018-2019
Seisen International School Programme of Inquiry 2018-2019
Seisen International School Programme of Inquiry 2018-2019

Key Concept Coverage across the POI

*Updated 1st June 2016

All eight key concepts must be represented on the programme of inquiry at each year level…No more than three PYP key concepts should be selected to focus on in any one unit of inquiry. Related
concepts…deepen an understanding of the subject areas while providing further opportunities to make connections throughout the learning, from one subject to another, and between disciplinary
and transdisciplinary learning. There should be a balance of PYP key concepts used throughout each transdisciplinary theme. This does not mean that each key concept must be represented under
each transdisciplinary theme but rather that schools are mindful of repetition or under-representation of concepts in order to ensure that there are appropriate opportunities for students to revisit and
develop their understanding of all concepts.
-- Developing a Transdisciplinary Programme of Inquiry (2012) pp5-6
Key Concepts By Grade Level
Kindergarten (3yr cycle) Grade 1 Grade 2 Grade 3

Form - 7 Form - 4 Form - 3 Form - 1

Function - 5 Function - 2 Function - 2 Function - 3 +1
Connection - 8 Connection - 4 Connection - 3 Connection - 1 +1
Perspective - 4 Perspective - 1 Perspective - 2 Perspective - 2
Causation - 2 Causation - 2 Causation - 3 Causation - 4
Change - 4 Change - 1 Change - 2 Change - 2
Responsibility - 4 Responsibility - 3 Responsibility - 2 Responsibility - 3 +1
Reflection - 2 Reflection - 1 Reflection - 1 Reflection - 2
Total -- 36 Total -- 18 Total -- 18 Total -- 18

Grade 4 Grade 5 Grade 6 Total

Form - 1 Form - 2 Form - 2 Form - 18

Function - 2 Function - 3 Function - 2 Function - 20
Connection - 2 Connection - 1 Connection - 2 Connection - 21
Perspective - 3 Perspective - 3 Perspective - 2 Perspective - 16
Causation - 2 Causation - 2 Causation - 3 Causation - 18
Change - 1 Change - 3 Change - 2 Change - 15
Responsibility - 3 Responsibility - 3 Responsibility - 2 Responsibility - 20
Reflection - 4 Reflection - 1 Reflection - 3 Reflection - 13
Total -- 18 Total -- 18 Total -- 18 Total -- 144
Seisen International School Programme of Inquiry 2018-2019

Key Concept Coverage By Phase

Kindergarten (3yr cycle) Phase 2 (G1 - 2) Phase 3 (G3 - 4) Phase 4 (G5 - 6) Total

Form - 7 Form - 7 Form - 2 Form - 4 Form - 20

Function - 5 Function - 4 Function - 5 Function - 5 Function - 19
Connection - 8 Connection - 7 Connection - 3 Connection - 3 Connection - 21
Perspective - 4 Perspective - 3 Perspective - 5 Perspective - 5 Perspective - 27
Causation - 2 Causation - 5 Causation - 6 Causation - 5 Causation - 18
Change - 4 Change - 3 Change - 3 Change - 5 Change - 15
Responsibility - 4 Responsibility - 5 Responsibility - 6 Responsibility - 5 Responsibility - 20
Reflection - 2 Reflection - 2 Reflection - 6 Reflection - 4 Reflection - 14
Total -- 36 Total -- 36 Total -- 36 Total -- 36 Total -- 144

KG Key Concept Coverage during 3 Year Cycle

Year A Year B Year C Total

Form - 2 Form - 2 Form - 3 Form - 7

Function - 1 Function - 2 Function - 2 Function - 5
Connection - 4 Connection - 2 Connection - 2 Connection - 8
Perspective - 1 Perspective - 1 Perspective - 2 Perspective - 4
Causation - 0 Causation - 2 Causation - 0 Causation - 2
Change - 2 Change - 1 Change - 1 Change - 4
Responsibility - 1 Responsibility - 2 Responsibility - 1 Responsibility - 4
Reflection - 1 Reflection - 0 Reflection - 1 Reflection - 2
Total -- 12 Total -- 12 Total -- 12 Total -- 36
Seisen International School Programme of Inquiry 2018-2019

Key Concept Coverage By Transdisciplinary Theme (K-6)

WWA WWAPT HWEO

Form - 2 Form - 4 Form - 5

Function - 4 Function - 1 Function - 2
Connection - 3 Connection - 3 Connection - 4
Perspective - 2 Perspective - 2 Perspective - 7
Causation - 4 Causation - 4 Causation - 1
Change - 3 Change - 4 Change - 0
Responsibility - 6 Responsibility - 0 Responsibility - 1
Reflection - 3 Reflection - 3 Reflection - 4
Total --27 Total -- 21 Total -- 27

HTWW HWOO STP

Form - 5 Form - 3 Form - 1

Function - 2 Function - 6 Function - 4
Connection - 5 Connection - 4 Connection - 4
Perspective - 0 Perspective - 1 Perspective - 3
Causation - 4 Causation - 1 Causation - 4
Change - 6 Change - 1 Change - 1
Responsibility - 1 Responsibility - 5 Responsibility - 7
Reflection - 1 Reflection - 0 Reflection - 3
Total -- 24 Total --21 Total -- 24
​Total -- ​144