Global Goals

WHAT DOES IT MEAN TO BE A GLOBAL CITIZEN?

​THE GLOBAL GOALS AND THE PRIMARY PROGRAMME OF INQUIRY

We are an internationally-minded community of spirited learners, dedicated to the development of knowledgeable, caring, confident and responsible global citizens.

The global goals that provide the blueprint for the world’s development over the next 15 years were ratified by UN member states in New York in 2015. The UN Secretary General, Ban Ki-moon, described the goals as “a to-do list for people and planet, and a blueprint for success.” He went on to add: “We can no longer afford to think and work in silos. Institutions will have to become fit for purpose, a grand new purpose.” The goals are ambitious and important.

As international educators, it is critical that in our own institutions, we do all that we can to ensure our students have a deep understanding of their significance. The Global Goals for Sustainable Development Website highlights the increasing importance for us to view ourselves as Global Citizens with Planet Earth as our shared home.

​With this in mind, PYP Teachers at Stonehill International School took time to review and revise the Primary Programme of Inquiry to ensure that learners are provided with the essential knowledge, skills and understandings to equip them for the future.

​Below, you can see how we have developed our curriculum to align with the school's Vision, and with the Global Goals. Each Unit of Inquiry is organised within one of the trans-disciplinary themes outlined below.

Our school offers a programme of international education designed to foster the development of the whole child. Units of Inquiry are developed around transdisciplinary themes. These inquiries are substantial, in-depth and usually last for several weeks. Since these ideas relate to the world beyond the school, students see their relevance and connect with them in an engaging and challenging way. Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved with their education and develop an understanding of the value of education and its important role in society. Our full programme of inquiry can be viewed at www.pypcurriculum.com and learning in action is visible by using the hashtag #SISlearns.

Eradicating poverty is not a task of charity, it is an act of justice and the key to unlocking an enormous human potential. Still, nearly half of the world’s population lives in poverty, and lack of food and clean water is killing thousands every single day of the year. Together, we can feed the hungry, wipe out disease and give everyone in the world a chance to prosper and live a productive and rich life.

The How We Organise Ourselves Unit in P7 enables learners focus on the following Central Idea:

Economic activity relies on systems of production, exchange, and consumption of goods and services.

The lines of inquiry for this unit are as follows:

  • Factors that influence supply and demand of goods and services
  • Structure within a business system
  • Making informed decisions

The Sharing the Planet Unit in P8 enables learners to focus on the following Central Idea:

People can make choices to ensure the sustainability of the Earth.

The lines of inquiry for this unit are as follows:

  • Renewable and nonrenewable resources
  • The effects of food production on the environment
  • The effects of people’s choices on the environment
  • Our responsibility towards the interconnected balance of the planet​​
Hunger is the leading cause of death in the world. Our planet has provided us with tremendous resources, but unequal access and inefficient handling leaves millions of people malnourished. If we promote sustainable agriculture with modern technologies and fair distribution systems, we can sustain the whole world’s population and make sure that nobody will ever suffer from hunger again.
Over the last 15 years, the number of childhood deaths has been cut in half. This proves that it is possible to win the fight against almost every disease. Still, we are spending an astonishing amount of money and resources on treating illnesses that are surprisingly easy to prevent. The new goal for worldwide Good Health promotes healthy lifestyles, preventive measures and modern, efficient healthcare for everyone.

The Who We Are Unit in P5 enables learners to focus on the following Central Idea:

The choices people make affect their health and well-being.

The lines of inquiry for this unit are as follows:

  • What it means to have a balanced lifestyle
  • Consequences of personal choices
  • Different sources of information that help us make choices​


The Who We Are Unit in P6 enables learners to focus on the following Central Idea:

The effective interactions between human body systems contribute to health and survival.

The lines of inquiry for this unit are as follows:

  • Body systems and how they work
  • How body systems are interdependent
  • Impact of lifestyle choices on the body

The Who We Are Unit in P3 enables learners to focus on the following Central Idea:

Awareness of our characteristics, abilities and interests informs our learning and development.

The lines of inquiry for this unit are as follows:

  • Physical, emotional characteristics and social skills
  • Similarities and differences between ourselves and others
  • Personal abilities and interests
Education liberates the intellect, unlocks the imagination and is fundamental for self-respect. It is the key to prosperity and opens a world of opportunities, making it possible for each of us to contribute to a progressive, healthy society. Learning benefits every human being and should be available to all.
Gender bias is undermining our social fabric and devalues all of us. It is not just a human rights issue; it is a tremendous waste of the world’s human potential. By denying women equal rights, we deny half the population a chance to live life at its fullest. Political, economic and social equality for women will benefit all the world’s citizens. Together we can eradicate prejudice and work for equal rights and respect for all.

The Who We Are Unit in P1 enables learners to focus on the following Central Idea:

Learning about ourselves helps us to understand and connect with others.

The lines of inquiry for this unit are as follows:

  • Me and my body
  • Life at home, life at school
  • Recognizing similarities and differences between myself and others

​The How We Express Ourselves Unit in P7 enables learners to focus on the following Central Idea:

Powerful strategies can be used to influence ideas, values, choices and decisions.

The lines of inquiry for this unit are as follows:

  • The different techniques used to persuade others
  • How decisions can be influenced
  • Making informed choices as digital citizens

In addition to the focus on identity, diversity and prejudice in the written curriculum, Primary Teachers at Stonehill have outlined their commitment to developing the learning community's understanding of gender equality by developing a Gender Equality Essential Agreement.

The Sharing the Planet Unit in P6 enables learners to focus on the following Central Idea:

Water is essential to life, and is a limited resource for many people.

The lines of inquiry for this unit are as follows:

  • Sources of water and how water is used
  • What happens to water after we have used it
  • Distribution and availability of useable water
  • Responsibilities regarding water
One in three people live without sanitation. This is causing unnecessary disease and death. Although huge strides have been made with access to clean drinking water, lack of sanitation is undermining these advances. If we provide affordable equipment and education in hygiene practices, we can stop this senseless suffering and loss of life.
Renewable energy solutions are becoming cheaper, more reliable and more efficient every day. Our current reliance on fossil fuels is unsustainable and harmful to the planet, which is why we have to change the way we produce and consume energy. Implementing these new energy solutions as fast as possible is essential to counter climate change, one of the biggest threats to our own survival.

The How We Organise Ourselves Unit in P4 enables learners to focus on the following Central Idea:

Communities create systems to meet their energy needs.

The lines of inquiry for this unit are as follows:

  • Renewable and nonrenewable sources of energy
  • Systems that produce and supply energy
  • Organising ourselves to conserve energy

The How The World Works Unit in P7 enables learners to focus on the following Central Idea:

Earth's changing geology has an impact on human interactions with their environment.

The lines of inquiry for this unit are as follows:

  • Variability of geology around the world
  • The causes and effects of catastrophic events
  • How technology is used in geology

The Sharing The Planet in P8 enables learners to focus on the following Central Idea:

People can make choices to ensure the sustainability of the Earth.

The lines of inquiry for this unit are as follows:​

  • Renewable and nonrenewable resources
  • The effects of food production on environment
  • The effects of people’s choices on the environment
  • Our responsibility towards the interconnected balance of the planet

​The How We Organise Ourselves Unit in P7 enables learners to focus on the following Central Idea:

Economic activity relies on systems of production, exchange, and consumption of goods and services.

The lines of inquiry for this unit are as follows:​

  • Factors that influence supply and demand of goods and services
  • Structure within a business system
  • Making informed decisions​
Economic growth should be a positive force for the whole planet. This is why we must make sure that financial progress creates decent and fulfilling jobs while not harming the environment. We must protect labour rights and once and for all put a stop to modern slavery and child labour. If we promote job creation with expanded access to banking and financial services, we can make sure that everybody gets the benefits of entrepreneurship and innovation.
A functioning and resilient infrastructure is the foundation of every successful community. To meet future challenges, our industries and infrastructure must be upgraded. For this, we need to promote innovative sustainable technologies and ensure equal and universal access to information and financial markets. This will bring prosperity, create jobs and make sure that we build stable and prosperous societies across the globe.

The How We Organise Ourselves Unit in P3 enables learners to focus on the following Central Idea:

Communities make efforts to create transportation systems that meet their needs.

The lines of inquiry for this unit are as follows:​

  • Features of transportation systems
  • Decisions involved in using transportation
  • How systems of transportation respond to changing needs​


The How We Express Ourselves Unit in P4 enables learners to focus on the following Central Idea:

Imagination is a powerful tool for extending our ability to think, create and express ourselves.

The lines of inquiry for this unit are as follows:​

  • Demonstrating and enjoying our imagination
  • Imagination helps us to consider other perspectives
  • Solving problems using our imagination


The How The World Works Unit in P5 enables learners to focus on the following Central Idea:

People apply their understanding of scientific principles to solve problems.

The lines of inquiry for this unit are as follows:

  • Inventions that impact people’s lives
  • How circumstances lead to the creation of important inventions
  • How understanding of scientific principles help inventors


The Where We Are In Place And Time Unit in P8 enables learners to focus on the following Central Idea:

Human ingenuity and technology continue to evolve and influence the way people live.

The lines of inquiry for this unit are as follows:​

  • Inventions that have influenced the way we live
  • Human ingenuity and the evolution of technology
  • The impact of technology on the past, present and future

The Who We Are Unit in P7 enables learners to focus on the following Central Idea:

People around the world demonstrate their ideas, feelings and beliefs in many ways.

The lines of inquiry for this unit are as follows:​

  • How beliefs and values around the world are expressed
  • Humans value their cultural identity
  • Understanding our communities and environment helps us make informed choices

​During this unit of inquiry, learners will consider conflict, migration, exploration and borders (social and political)

Too much of the world’s wealth is held by a very small group of people. This often leads to financial and social discrimination. In order for nations to flourish, equality and prosperity must be available to everyone - regardless of gender, race, religious beliefs or economic status. When every individual is self sufficient, the entire world prospers.
The world’s population is constantly increasing. To accommodate everyone, we need to build modern, sustainable cities. For all of us to survive and prosper, we need new, intelligent urban planning that creates safe, affordable and resilient cities with green and culturally inspiring living conditions.

The How We Organise Ourselves Unit in P2 enables learners to focus on the following Central Idea:

School communities are organised to meet the needs of the learners.

The lines of inquiry for this unit are as follows:​​

  • How do we learn
  • Our school community
  • How we take action from learning


The How We Organise Ourselves Unit in P3 enables learners to focus on the following Central Idea:

Communities make efforts to create transportation systems that meet their needs.

The lines of inquiry for this unit are as follows:​​​

  • Features of transportation systems
  • Decisions involved in using transportation
  • How systems of transportation respond to changing needs


The Where We Are in Place And Time Unit in P4 enables learners to focus on the following Central Idea:

Many factors influence the design and structure of our homes.

The lines of inquiry for this unit are as follows:​​​

  • Availability of materials
  • Design of homes in connection with our needs
  • Impact of the environment on the design and structure of our homes


The How We Organise Ourselves Unit in P6 enables learners to focus on the following Central Idea:

Physical and virtual public spaces provide people with opportunities to make connections and establish a sense of community.

The lines of inquiry for this unit are as follows:​​​

  • Purpose of public spaces
  • Characteristics of different public spaces
  • How people use public spaces


The How The World Works Unit in P7 enables learners to focus on the following Central Idea:

Earth's changing geology has an impact on human interactions and settlement.

The lines of inquiry for this unit are as follows:​​​

  • Variability of geology around the world
  • The causes and effects of catastrophic events throughout human history
  • The relationship between location and human settlement


The Sharing The Planet Unit in P8 enables learners to focus on the following Central Idea:

People can make choices to ensure the sustainability of the Earth.

The lines of inquiry for this unit are as follows:​​​

  • Renewable and nonrenewable resources
  • The effects of food production on environment
  • The effects of people’s choices on the environment
  • Our responsibility towards the interconnected balance of the planet

The How We Organise Ourselves Unit in P4 enables learners to focus on the following Central Idea:

Communities create systems to meet their energy needs.

The lines of inquiry for this unit are as follows:​​​

  • Renewable and nonrenewable sources of energy
  • Systems that produce and supply energy
  • Organising ourselves to conserve energy


The How We Organise Ourselves Unit in P5 enables learners to focus on the following Central Idea:

Many products go through a process of change before they are consumed or used.

The lines of inquiry for this unit are as follows:

  • Origins of products
  • Changes products go through
  • Distribution of products
  • How people select the products they use


The Sharing The Planet Unit in P6 enables learners to focus on the following Central Idea:

Water is essential to life, and is a limited resource for many people.

The lines of inquiry for this unit are as follows:

  • Sources of water and how water is used
  • What happens to water after we have used it
  • Distribution and availability of useable water
  • Responsibilities regarding water


The How The World Works Unit in P7 enables learners to focus on the following Central Idea:

Economic activity relies on systems of production, exchange, and consumption of goods and services.

The lines of inquiry for this unit are as follows:​

  • Factors that influence supply and demand of goods and services
  • Structure within a business system
  • Making informed decisions​


The How The World Works Unit in P8 enables learners to focus on the following Central Idea:

The changes materials go through pose challenges and provide benefits for society and the environment.

The lines of inquiry for this unit are as follows:

  • The nature of chemical and physical change
  • Practical applications and implications of change in materials
  • Problems associated with changing materials
Our planet has provided us with an abundance of natural resources. But we have not utilized them responsibly and currently consume far beyond what our planet can provide. We must learn how to use and produce in sustainable ways that will reverse the harm that we have inflicted on the planet.
Climate change is a real and undeniable threat to our entire civilization. The effects are already visible and will be catastrophic unless we act now. Through education, innovation and adherence to our climate commitments, we can make the necessary changes to protect the planet. These changes also provide huge opportunities to modernize our infrastructure which will create new jobs and promote greater prosperity across the globe.

The How The World Works Unit in P6 enables learners to focus on the following Central Idea:

Changes in the Earth and its atmosphere have impacts on the way people live their lives.

The lines of inquiry for this unit are as follows:

  • Why the Earth has changed and is continuing to change
  • Effects of weather and climate change on the environment
  • Human response to the Earth’s changes


The Sharing The Planet Unit in P8 enables learners to focus on the following Central Idea:

People can make choices to ensure the sustainability of the Earth.

The lines of inquiry for this unit are as follows:

  • Renewable and nonrenewable resources
  • The effects of food production on environment
  • The effects of people’s choices on the environment
  • Our responsibility towards the interconnected balance of the planet

The Sharing The Planet Unit in P1 enables learners to focus on the following Central Idea:

Living things have certain requirements in order to grow and survive.

The lines of inquiry for this unit are as follows:

  • Characteristics of living things
  • Our needs and the needs of other living things
  • Our responsibility for the well-being of other living things


The Sharing The Planet Unit in P3 enables learners to focus on the following Central Idea:

When interacting with natural habitats, humans make choices that have an impact on other living things.

The lines of inquiry for this unit are as follows:

  • Balance between rights and responsibilities when interacting with natural habitats
  • Human impact on natural habitats
  • How living things respond to changing environmental conditions


The Sharing The Planet Unit in P5 enables learners to focus on the following Central Idea:

Over time, living things need to adapt in order to survive.

The lines of inquiry for this unit are as follows:

  • Living things and their lifecycles
  • Circumstances that lead to adaptation
  • How living things adapt or respond to environmental conditions


The Sharing The Planet Unit in P7 enables learners to focus on the following Central Idea:

Living things depend on each other and the environment in which they live.

The lines of inquiry for this unit are as follows:

  • The role of biodiversity in the environment
  • Adaptations that help living things survive
  • How human interaction can affect the balance of ecosystems​


The Sharing The Planet Unit in P8 enables learners to focus on the following Central Idea:

People can make choices to ensure the sustainability of the Earth.

The lines of inquiry for this unit are as follows:

  • Renewable and nonrenewable resources
  • The effects of food production on environment
  • The effects of people’s choices on the environment
  • Our responsibility towards the interconnected balance of the plane
Healthy oceans and seas are essential to our existence. They cover 70 percent of our planet and we rely on them for food, energy and water. Yet, we have managed to do tremendous damage to these precious resources. We must protect them by eliminating pollution and overfishing and immediately start to responsibly manage and protect all marine life around the world.
A flourishing life on land is the foundation for our life on this planet. We are all part of the planet’s ecosystem and we have caused severe damage to it through deforestation, loss of natural habitats and land degradation. Promoting a sustainable use of our ecosystems and preserving biodiversity is not a cause. It is the key to our own survival.

The Sharing The Planet Unit in P1 enables learners to focus on the following Central Idea:

Living things have certain requirements in order to grow and survive.

The lines of inquiry for this unit are as follows:

  • Characteristics of living things
  • Our needs and the needs of other living things
  • Our responsibility for the well-being of other living things


The Sharing The Planet Unit in P2 enables learners to focus on the following Central Idea:

Animals are connected to our lives in many ways.

The lines of inquiry for this unit are as follows:

  • The different roles animals play
  • The connection we have with animals
  • Our responsibility for the well-being of animals


The Sharing The Planet Unit in P3 enables learners to focus on the following Central Idea:

When interacting with natural habitats, humans make choices that have an impact on other living things.

The lines of inquiry for this unit are as follows:

  • Balance between rights and responsibilities when interacting with natural habitats
  • Human impact on natural habitats
  • How living things respond to changing environmental conditions​


The Sharing The Planet Unit in P4 enables learners to focus on the following Central Idea:

Plants are a life-sustaining resource for us and other living things.

The lines of inquiry for this unit are as follows:

  • Plant reproduction and photosynthesis
  • The importance of plants
  • Caring for plants​


The Sharing The Planet Unit in P5 enables learners to focus on the following Central Idea:

Over time, living things need to adapt in order to survive.

The lines of inquiry for this unit are as follows:

  • Living things and their lifecycles
  • Circumstances that lead to adaptation
  • How living things adapt or respond to environmental conditions


The Sharing The Planet Unit in P7 enables learners to focus on the following Central Idea:

Living things depend on each other and the environment in which they live.

The lines of inquiry for this unit are as follows:

  • The role of biodiversity in the environment
  • Adaptations that help living things survive
  • How human interaction can affect the balance of ecosystems​


The Sharing The Planet Unit in P8 enables learners to focus on the following Central Idea:

People can make choices to ensure the sustainability of the Earth.

The lines of inquiry for this unit are as follows:

  • Renewable and nonrenewable resources
  • The effects of food production on environment
  • The effects of people’s choices on the environment
  • Our responsibility towards the interconnected balance of the planet​

The How We Organise Ourselves Unit in P2 enables learners to focus on the following Central Idea:

Stories can engage an audience and communicate meaning.

The lines of inquiry for this unit are as follows:

  • Why we tell stories
  • How stories are created
  • How stories are shared


The How We Express Ourselves Unit in P3 enables learners to focus on the following Central Idea:

Celebrations and traditions are expressions of shared beliefs and values.

The lines of inquiry for this unit are as follows:

  • Why people celebrate
  • Features of traditions and celebrations
  • What meaning people assign to celebrations and traditions
  • Appreciating others’ beliefs and values


The Who We Are Unit in P7 enables learners to focus on the following Central Idea:

  • People around the world demonstrate their ideas, feelings and beliefs in many ways.

The lines of inquiry for this unit are as follows:​

  • How beliefs and values around the world are expressed
  • Humans value their cultural identity
  • Understanding our communities and environment helps us make informed choices
Compassion and a strong moral compass is essential to every democratic society. Yet, persecution, injustice and abuse still runs rampant and is tearing at the very fabric of civilization. We must ensure that we have strong institutions, global standards of justice, and a commitment to peace everywhere.