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Inquiry Learning at Peninsula East Primary Academy
Inquiry Learning at Peninsula East Primary Academy
Transdisciplinary Themes
Transdisciplinary Themes
As part of the IB PYP, we have the six transdisciplinary themes that help our teachers to develop a programme of inquiry into these important concepts. Each term, we focus on one of these themes.
The transdisciplinary theme of ‘Who we are’ - for example - is explained using the following descriptor: 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; what it means to be human. To ensure coverage, each year group is allocated part of the descriptor to focus on in more detail. By doing so, we can confidently ensure that each child will have explored these ideas - through age-appropriate and relevant inquiries - by the time they leave us in Year 6.
For example, at PEPA this term, we have had inquiries ranging from understanding our role within our families, our friends and our communities in EYFS to identifying rights and responsibilities of an individual in Year 4. There are many advantages of learning through inquiry, one of these being that children can explore key themes and concepts through contemporary, engaging and transdisciplinary learning.
Once we have decided upon the transdisciplinary descriptor that makes up part of the entire transdisciplinary theme, we are able to carefully craft our inquiry through a refined Central Idea; narrowing the scope of the Inquiry. The Central Idea, will always display a degree of uncertainty, to allow room for students' exploration, that will prove or disprove their hypothesis.
Using pupil agency, the children decide upon their lines of inquiry. Lines of Inquiry are used to clarify the central idea and to define the scope and focus of the learning. The inquiry will be structured around these inquiries and will help to deepen the children's' understanding.
Learner Attributes
Learner Attributes
At PEPA, we believe that our children should embody the ten learner profiles, also known as learner attributes, that are enhanced and developed through the Primary Years Programme. These ten characteristics resemble all that is important when developing as global citizens. We aim to encourage children to demonstrate these in all areas of their lives, whether they are at home or within school. These characteristics support the children to be an active participant in the global community but also develop their role as an internationally-minded citizen.
We encourage the children to always reflect on their learning by self-analysing their achievements. At PEPA, we strongly believe that every achievement should be celebrated and by being reflective, the children are able to celebrate their own learning and the learning of others.
Critical Thinking in an Inquiry Classroom.
Critical Thinking in an Inquiry Classroom.
Critical thinking is a skill that is embedded at the heart of the International Baccalaureate. This is why, within our classrooms, we endeavour to promote and enhance this through daily learning experiences within inquiry but also independent critical thinking sessions. Critical thinking skills include, but are not limited to, problem solving, being open-minded, analysis, communication and being creative.
In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information.
Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value. They will always seek to determine whether the ideas, arguments and findings represent the entire picture and are open to finding that they do not.
Critical thinkers will identify, analyse and solve problems systematically rather than by intuition or instinct.
It is imperative that we continue to embed this skill so as to further develop children’s critical thinking which, as a result, encourages an essential explorative mindset to challenge and question concepts and ideas that they are approached with. As an essential life skill, it’s the one that often differentiates IB students from others, particularly with the additional inquiry-based learning which the IB promotes.
Where possible, we ensure there are always consistent opportunities for students to expand their understanding of how to pull apart a concept or idea using their critical thinking skills. We have been collaborating as a staff team to develop ways to incorporate our children’s lines of inquiry with critical thinking questions. For example: Do you think that refugees should have a choice over which country they settle in? Should each country be forced to look after refugees? If you were a Roman Emperor, would you believe it’s correct to cut off someone's hand if they had stolen an animal?
At home, there are a number of ways adults can help to nurture the critical thinking skills, such as:
Debate things that you see or hear in the news.
Explore the benefits of critical thinking and how it can enhance their inquiry skills.
Practice how to use evidence to support your ideas
Make critical thinking a game.
Some questions you could discuss at home, could be:
Can we have happiness without sadness?
What is Art?
What is freedom?
Parent Workshops
Parent Workshops
We have been enhancing our delivery of the Primary Years Programme further by incorporating all members of our learning community. We share our journey with all staff and governors but it is also imperative to us that we share our learning with our children's adults too. Therefore, we have been creating opportunities to include our children's parents and adults into our classrooms. We always encourage parents to attend workshops that we run to enhance their understanding of the IB PYP, but also, we welcome any suggestions for further parent workshops too.
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