Pyp Exhibition Planner 2010-2011 Radford Australia

Unit Map 2011 :: Radford College Collaboration / Units of Inquiry 6* / Year 6 (Primary Years Programme)
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Planning the inquiry

1. What is our purpose?
To inquire into the following:
Transdisciplinary Theme
Sharing the Planet - an inquiry into rights and responsibilities in the
struggle to share finite resources (water) with other people and with
other things; communities and the relationships within and between
them; access to equal opportunities.
Class/grade: Units of Inquiry 6*

Age group: Year 6
School: Radford College
School code:
Title: Conflict
Teacher(s): Birks, Chad; Blanch, Helen; Copeland, Joel; Dunn, Sarah
Gocentas, David; Heinrich, Matt; Jaggers, Nicole; Joleen, Emma;
Keaton, Janine; Stanton, Jane; Sullivan, Andrew
Proposed duration
number of hours:
over number of weeks:
(Week 20, 13 Weeks)
2. What do we want to learn?

Central Idea
Conflict can influence our choices and actions.
Summative assessment task(s):
What are the possible ways of assessing students understanding of
the central idea? What evidence, including student-initiated actions,
will we look for?
The students will be assessed throughout the Exhibition process as
well as on Exhibition day. Process and Final presentation rubrics (see
attached) will be used to assess the students' understanding of the
central idea as well as anecdotal records kept on each group.
Throughout Exhibition, students will be assessed based on all
transdisciplinary skills, attitudes and attributes of the learner profile.
Exhibition will require all students to present their understanding of
the central idea through the provision of at least one written work
sample (of their choice), at least one mathematical work sample (of
their choice), an oral presentation, an art (visual, music or drama)
presentation/performance, an action component, as well as a
combination of student chosen samples, eg. artwork, drama, science
experiments, working models, etc. Students will also become aware
of the skills required to deliver persuasive texts orally, for the
http://radford.rubiconatlas.org/c/pi/v.php/Atlas/Browse/UnitMap/View/Default?UnitID=1124&Print=&
What are the key concepts (form, function, causation, change,

connection, perspective, responsibility, reflection) to be
emphasized within this inquiry?
All concepts
What lines of inquiry will define the scope of the inquiry into
the central idea?
Following on from the 'tuning in' and 'finding out' phases (week 1-2),
the students choose an issue to investigate for the remainder of
Exhibition. Having chosen a focus issue, they then develop focus
questions followed by their own lines of inquiry (in small groups).
What teacher questions/provocations will drive these
inquiries?
The students generate questions for all eight concepts (linked to their
chosen issue). After researching all eight concepts (week 3), the
students choose three focus questions (week 4) to inquire into for the
duration of Exhibition.
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purpose of delivering information and findings to the members of the

wider school community.
Summative Assessment Exh (2011).doc

Exhibition process rubric.doc
International Baccalaureate Organization 2007
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Planning the inquiry

3. How might we know what we have learned?
This column should be used in conjunction with "How best
might we learn?"
What are the possible ways of assessing students prior
knowledge and skills? What evidence will we look for
Students will embark on a series of excursions and host various
guest speakers to 'provoke' thought into various local and global
conflicts. Following each excursion, each child will complete
some form of reflection designed to assess their understanding
and prior knowledge of these issues, eg. De Bono's six thinking
hats, KWL charts, venn diagrams, etc.
Timetable and details of guest speakers attached (see section
4).
What are the possible ways of assessing student learning in
the context of the lines of inquiry? What evidence will we
look for?
Process
Following the tuning in phase the children will be placed in small
groups (3-4) based upon their chosen/preferred issues. Each group
then develops their own concept questions (all eight concepts) and
lines of inquiry. Each group researches all eight questions before
choosing 3 focus concept questions for the remainder of Exhibition.
Throughout Exhibition, each student will be assessed during the
process using the attached 'Exhibition process rubric'. The rubric
assesses highlighted attributes of the learner profile, attitudes and
transdisciplinary skills. Mentors will also use this rubric to provide
feedback to all group members.
Anecdotal records will be kept on all groups and students based on all
attitudes, attributes of the learner profile and transdisciplinary skills.
Presentation
4. How best might we learn?

How We Learn Best? Teaching Strategies
What are the learning experiences suggested by the teacher

and/or students to encourage the students to engage with the
inquiries and address the driving questions?
Tuning In/Finding Out:
Weeks 1-2
Collect newspaper articles during the first two weeks
(homework) that are connected to the central idea. Have
students read, highlight topic and key words and summarise
articles as a part of literacy and research work. Students post
articles to a class 'conflict wall' and share their readings with
classmates.
A series of guest speakers and excursions are organised to
provoke thinking into different local and global conflicts (see
attached guest speaker/excursion timetable). Issues covered
include conflict in water, sport, families, environment (climate
change, urban growth), bullying and cyberbullying, human
rights, assylum seekers, war.
Following all guest speakers and excursions, the students will be
required to reflect on their learning using different thinking
tools, eg. De Bono's thinking hats, KWL chart, etc.
Week 3 - 8
Begin week 3 with the children participating in various team
building activities. Following each activity, groups are asked to
share and reflect on what strategies their group used to
complete the set task.
SEE THE ATTACHED DOCUMENT 'EXHIBITION TIMELINE' IN THE
LINKS TAB (this document covers all literacy and maths tasks
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Each group will be assessed on the day of Exhibition based on their

presentation of their information. A separate rubric (see attached
'Exhibition presentation rubric') will be used to assess each group's
presentation. Year 6 teachers (and specialists) will use this rubric to
assess each group as a whole.
Year 5 students will also be used to assess each Exhibition group.
Using the presentation rubric, Year 5 students (working in pairs) will
also assess one group on their presentation on Exhibition day.
Exhibition process rubric.doc

Summative Assessment Exh (2011).doc
Numeracy Summative Assessment (term 3).doc
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throughout weeks 3-8).

Student organised/instigated excursions/phone
interviews/emails to further research their student questions,
including the RSPCA, ADF, and CSIRO.
What opportunities will occur for transdisciplinary skills
development and for the development of the attributes of the
learner profile?
Thinking: Students will be asked to think constantly during weeks 12 about the conflicts they are exposed to and to reflect on the causes
and consequences of such conflicts. In particular, the students will
need to consider these conflicts from different perspectives,
developing knowledge of the issues and be open-minded to alternate
views. When the students identify a chosen conflict to inquire into
further (week 3), they will challenged to think quite deeply about their
chosen issue and develop questions aligned to all eight key concepts.
As Exhibition draws to a close, they will also need to consider an
appropriate action to their issue, thinking of something at a local level.
Communication: Every learning experience will be underpinned by
reflective talk and discussion. Each teacher will facilitate conversations
during tuning in and finding out phases so that ideas can be pulled
apart and evaluated. Teacher/student conferencing will be an integral
part of the group work. Teacher will need to act as mentor and
motivator, to assist students develop skills in cooperation and
collaboration as well as conflict resolution.
Researching: Students will need to be provided with TIME to explore
texts, before being expected to draw information from them. They will
require explicit and ongoing teaching of reading, identifying key points
and summarising. They will be scaffolded with the skills to research
individually and then evaluate/critique resources collaboratively in
their teams. It will be useful for them to learn how to identify multiple
perspectives and current/relevant information.
Social Skills: The entire Exhibition will require students to cooperate,
learn off others, share and collaborate. Teachers will have to provide
students with strategies in resilience, script them with lines that may
help them out in a difficult situation - this can be practiced through
role play - draw out a challenging situation out of hat and solve it
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through drama. Teachers should provide open channel of reflection

and communication, so that group members have a safe opportunity
to vent. Teachers will encourage students to sort it out/ make it work.
It is essential for each Exhibition group to develop an essential
agreement for any conflicts that arise in their group, including
strategies for how such conflicts can be resolved.
Exhibition Timeline.doc
Final Exhibition Excursions.doc
Exhibition Timeline (for kids).doc
Learner Profile
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Each teacher will endeavour to provide

opportunity for each child to develop all
attributes of the IB Learner Profile throughout
the course of Exhibition.
5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
"Flow" - DVD on the privatisation of water
"Flush" - novel by Carl Hiaasen
Art materials (such as wire, charcoal, paper/card)
Newspaper articles from various local and national papers
"Waiting on the World to Change" - song by John Mayer
Laptops and class computers - each group assigned a computer in classrooms and had access to a laptop on the day of Exhibition
Mentors - volunteer teachers from both the Senior School and Junior School
Guest speakers and Excursions (see attached file in Box 4 - Links) - program of expert speakers and excursions during the first two weeks of
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Exhibition
Exhibition slideshow - photos documenting all eight weeks of Exhibition (shown to parents on Exhibition Day) (slideshow located on server in
'Junior school - Year 6 2011 - Exhibition' folder as the file is too large
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
See 'final exhibition excursions' document in box 4.
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Reflecting on the inquiry

6. To what extent did we achieve our purpose?
Assess the outcome of the inquiry by providing evidence of
students understanding of the central idea. The reflections of
all teachers involved in the planning and teaching of the
inquiry should be included.
7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:
Develop an understanding of the concepts identified in "What
do we want to learn?"
The students' understanding of the central idea was mixed during the
Exhibition process. Towards the beginning/middle of Exhibition, the
entire year group got together (during Week 3 of the unit) to
brainstorm a central idea that would match the learning experiences
of our guest speakers and excursions during the first two weeks.
Given the size of the group it was difficult to 'narrow' down a
consistent idea/suggestion from the entire group (the central idea was
subsequently written by the Year 6 teaching team using the
suggestions of the students). This resulted in some confusion as to
what the central idea actually was, ie. the students didn't really 'own
it' despite our intentions to let them write it. Consequently, we had to
return to the central idea during the unit (around week 6) to revise it
and unpack the central idea further. For this reason, we believe it
would have been better idea to give the children the central idea and
present this to the students earlier in the year. This probably would
have removed any confusion and helped the children focus better on a
known central idea. For next year, it is preferrable that the students
know the central idea before the beginning of the unit (possibly
develop the central idea in consultation with the students in Term 1 or
2, or, use the same central idea).
Every activity in every phase of the inquiry allowed for the

effective scaffolding and research of all eight concepts. The initial
'tuning in' phase at the beginning of Exhibition was particularly
effective at exposing the children to different conflicts in our
community, provoking good reflections and relevant discussions. The
'tuning in' phase also introduced the children to various 'experts' in
the community, with some groups maintaining contact with these
experts throughout Exhibition.
Despite some confusion around the central idea, there were some
good examples of the students' understanding by the end of
Exhibition. All groups chose a relevant issue related to the idea of
conflict, with most groups having at least one person in the group with
a personal interest/experience in their chosen issue. Many groups
also chose some very relevant and well-thought out actions in
response to their inquiry, eg. developing central agreements for the
school around cyberbullying, raising the profile of Radford's code of
conduct (sport), 'don't bear a bully' day to promote positive attitudes
Each week that followed the 'tuning in' phase targeted specific
transdisciplinary skills (see the 'timeline' document in box 4). Each
skill was scaffolded, modeled and specifically taught before the
children were then asked to apply those skills to their own inquiry.
After the initial 'tuning in' phase, students were asked to consider
their chosen issue in terms of all eight concepts (through the use of
the 'octupus model'). Having identified eight concept questions, the
students then researched and modified all eight questions, keeping
evidence of their research in their group folders. They then narrowed
down their focus to just three concept questions, and effectively and
thoughtfully communicated their understanding of these concepts and
their research on Exhibition day.
Demonstrate the learning and application of particular
transdisciplinary skills?
Self Management/Social Skills

At the beginning of week 3 of Exhibition, immediately after the
children were put into their groups, each group constructed an
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conduct (sport), 'don't bear a bully' day to promote positive attitudes

in the playground. Many groups also presented very strong personal
responses to their chosen conflict through visual art and music, some
of which were very powerful in provoking discussion about the
conflicts we face in our community and the choices we make in
response, ie. one of the most powerful visual art pieces came from a
group looking at the issue of battery hens, showing people being
caged while chickens looked on.
Many groups were also able to discuss the concept of 'perspective',
recognising that any conflict involves differing views. On Exhibition
day, many groups were able to present different perspectives of their
issue to their audience. The only groups that tended to struggle with
the central idea and their chosen conflict, and thereby requiring more
support and guidance, were those groups focussing on 'war' and
'endangered species' as initially they saw their inquiry as an
opportunity to do a 'project' on war/an endangered species rather
than conduct a deep inquiry into the issues.
How you could improve on the assessment task(s) so that you
would have a more accurate picture of each students
understanding of the central idea.
The students had the opportunity to choose from a wide wide
variety of assessment tools, each catering to different learning styles,
in order to demonstrate their understanding of the central idea, their
lines of inquiry and their focus questions. This worked quite well as it
gave the students greater control and ownership of their inquiry and
the way in which they presented their understanding of the central
idea. It also meant that each group's presentation on Exhibition day
was very different in terms of the medium and work they presented.
Upon reflection, pre-assessment is one area of our Exhibition that
needs to be improved for next year. It was felt by all Year 6 teachers
that there were some children in particular groups who would have
presented the same understanding of their issue at the end of week 2
of Exhibition. This was mainly due to the fact that some children
lacked good research and inquiry skills and subsequently researched a
familiar issue (their conflict) purely at a surface level rather then
essential agreement (which they all signed) to guide their team

and how it managed their work and relationships.
At the start of everyday, each group sat down together and
planned and recorded their jobs for the day.
All work that each group did throughout Exhibtion had to be
collected each day, labeled and named before being filed into
their research folders (dividers helped to organise the work into
different sections, including assessment, concepts, etc.)
Timelines were given to each group to file into their research
folder as a way to manage their workload
Communication
In order to successfully manage oneself ongoing thinking and
communication skills are required. Every group was expected to
contact an expert, independently research and attempt to
answer their student questions.
EVERY task required consultation, communication and
agreement amongst all group members, and where
disagreements occurred, groups were referred back to their
essential agreements as a way to settle any disputes.
There were ample opportunities for effective and targetted
communication outside their group, with support from expert
speakers, classroom teachers, mentors and parents.
Research
Research was a significant part of Exhibition, so much so that
groups were given research folders to store all the information
they had collected.
Comprehension is a significant component of effective research.
Each group member was required to write a brief summary of
any research they contributed to their group's research folder.
Expert speakers were made available to all groups during the
research stage of Exhibition. Some groups took it upon
themselves to seek out and find relevant experts to help them
with their research.
Thinking
Page 8 of 30
familiar issue (their conflict) purely at a surface level rather then

delving into deep inquiry. It is suggested that the children be
assessed on their understanding of the central idea and their issue at
the beginning of the unit (possibly just after they have chosen their
issue and been grouped) so as to better assess their understanding of
the central idea at the end of the unit.
What was the evidence that connections were made between
the central idea and the transdisciplinary theme?
Throughout Exhibition, each group generated their own questions and
lines of inquiry, most of which were clearly linked to the central
idea and the transdisciplinary theme. The connections between the CI
and the TT, where students were expected to explore various conflicts
in their immediate, local and global community were clearly shown at
Exhibition.
In most group's action there was a large number of groups who
developed very authentic, well-focussed and achievable responses to
their inquiry, such as encouraging people in the community to pledge
to not buy eggs from farms with caged chickens, establishing an
'environmental day' where everyone in the entire school aims to
reduce their carbon footprint (once a month) by choosing an
environmentally friendly mode of transport to get to school, surveying
those in the school community on issues related to cyberbullying and
subsequently drafting an essential agreement for the Junior School.
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Thinking
As a way to encourage and promote deep thought and thinking
skills, groups had to consider their chosen issue using all eight
concepts. Whilst this was challenging for most students, it
encouraged them to be risk-takers and move beyond their
comfort zone.
Students were also encouraged to think creatively about their
issue and how they presented their inquiry. They were given
lots of opportunities to present their understanding using a
variety of learning styles.
In discussing their chosen issues, students were constantly
challenged to consider their issue from different perspectives.
Several groups focussed on this concept as one of their three
focus questions.
Develop particular attributes of the learner profile and/or
attitudes?
This inquiry undoubtedly nurtures the childs natural thirst for learning
through providing multiple and meaningful opportunities to think,
inquire, develop knowledge, take risks and open up their minds.
'Conflict' is relevant, engaging and meaningful for the students as
each child is able to apply this issue to one or more aspects of their
lives. It was such a thrill to watch our students display the attributes
of the learner profile and the attitudes, particularly 'inquirer',
'knowledgeable', 'thinker', 'caring', 'commitment' and 'creativity'.
Emails of congratulation.docx
Point Hutt Crossing Reflection.docx
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Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning?
Record a range of student-initiated inquiries and student
questions and highlight any that were incorporated into the
teaching and learning.
Each group developed their own lines of inquiry and concept questions
(initially for all eight concepts) before narrowing down their research
to just three key concept questions (based on their area of interest).
Examples of student initiated questions included:
How does war change the lives of soldiers?
What is the Government doing to promote a more positive body
image?
What is the connection between CO2 and climate change?
Who is responsible for stopping cyberbullying?
How have people's perceptions of body image changed over
time?
What does a healthy and an unhealthy ecosystem look like?
At this point teachers should go back to box 2 What do we
want to learn? and highlight the teacher
questions/provocations that were most effective in driving the
inquiries.
There were no teacher questions during Exhibition. However, the
tuning in phase, which included the excursions, viewings, guest
presenters, etc. proved to be the most effective provocations. Some
notable provocations were:
the visit from Paul Schofield and Kevin Zuccato (AFP) to discuss
the issue of cyberbullying;
the Australian War Memorial, although, it was a challenge at
times to focus the children's attention not just on the 'idea' of
war, but more the deeper issues related to war.
9. Teacher Notes
Exhibition Information Session for Parents
This was the first year of the information session for parents and it
was definitely worthwhile. It was a great introduction for parents and
many attended. In order to maximise attendance next year,
consideration could be given to hosting the event in the evening.
Exhibition booklet should be prepared for parents who can't make the
information session.
Pre-Exhibiton planning meeting
This was the first year that a meeting of this kind was held prior to
Exhibition involving all specialists. While this meeting was very
useful, it occurred quite late in the term. Ideally, a meeting of this
kind should be held earlier in the year, possibly Term 1, rather than in
the last two weeks of Term 2.
New Exhibition Issue for 2011
This was the first year of our new Exhibition issue - conflict. It proved
to be a very broad issue which allowed students the chance to choose
an area of personal significance in their lives. It is recommended that
this issue is the provocation for next year as it is so broad that it will
still be relatively 'new' to next year's Year 6 students and provide
them with ample opportunity to identify a conflict of interest.
General comments:
1. Next year teachers should do some formal pre-assessment once the
kids have chosen their issue in week 3. There was a feeling that some
of the Exhibition groups hadn't demonstrated a deep understanding of
their issue and could just have easily presented their Exhibition
inquiry on day 1, as their questions and research were not particularly
deep.
2. Individual needs - how do we group our 'learning support' children?
Should consideration be given to putting the 'learning support'
children into the one group. Initial reflections on this seem to indicate
that this in not the best solution, mainly due to the fact that it would
be difficult to find an issue that is relevant and engaging to all.
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be difficult to find an issue that is relevant and engaging to all.

The Amnesty International speaker (Bede Carmody) was also
fantastic as his presentation was very hands on, provoking good
discussion on the plight of asylum seekers. The children also
got to write a postcard to an asylum seeker which helped to
personalise the issue a little more.
Damon and Kelly (from WaterWatch) also provided a great
opportunity for the children to get 'up and close' with some of
the enironmental conflicts facing our local wetlands and nature
reserves.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups
showing their ability to reflect, to choose and to act.
'Don't Bear a Bully' day - one group focussed on bullying and
wanted to make a stand against bullying by having children
bring in a teddy bear to school for the day. By having the
majority of children bring their teddy bears into school, this
group was hoping to promote the idea that Radford won't put up
with bullies.
One of cyberbully group wrote an 'essential agreement' on the
safe and effective use of the internet in the JS. This agreement
was on display at Exhibition for students to comment on and to
make suggestions.
One of the sport groups investigated Radford's Code of Practice
(for sport) and decided to educate the JS about this code and
promote it on the field by making this code more visible. This
group planned to have the code displayed at Rugby games next
season.
A group focusing on climate change wrote to Mr Southwell with
an idea to promote a more eco friendly school by reducing
Radford's carbon footprint. This group proposed having one day
every fortnight where children in the JS are encouraged to come
to school using an eco-friendly form of transport. Names of the
students, and how often they participated throughout the term,
would entitle them to go into a draw and be given a small prize.
Two war groups have committed to educating the JS about
Secondly, this group would require significant support, which may be

difficult given that all groups require significant amounts of support.
Therefore, by grouping all the learning support children together, are
we setting them up to fail? It may be better to place these children
into mixed ability groups (peer tutoring) and to modify their
contribution by giving them a simple rather than complex question to
research.
3. The idea of changing the timetable towards the end of Exhibition
and allowing the children to choose one art component to their inquiry
worked very well. However, a better balance is needed as the visual
art rotations had the most groups and it was difficult to support such a
large group of children. Interestingly, one comment from one of our
guest speakers was that he missed the large group dramas from
previous years.
4. Venue - do we need to change? Can we use the Year 4 gold room
and outdoor space? The Year 6 team was mixed in their opinions - a
couple found the intimacy of the RA Young Hall to be great, while
others preferred more space (TB Millar). There were a few parents
that commented to teachers on the 'cramped' environment of the RA
Young Hall.
5. Length of Exhibition unit - all agreed that eight weeks was ideal.
6. Assessment - need to be more specific about what to put on their
boards.
7. Start conflict issues/discussions at the beginning of the year - btn,
current affairs sessions, conflict walls in classrooms. Discussion and
reflections need to be ongoing so that when the children begin
Exhibition, they have some context and some prior knowledge.
8. Give the central idea to the kids much earlier in the process/year
and let them write the lines of inquiry once Exhibition starts. The
central idea was forgotten for a while and having the central idea at
the beginning of the year would allow us to 'tune in' at a much earlier
date.
9. Continue the pre-Exhibition information session for Year 6 students
where they got to discuss Exhibition and do a bit of 'front loading' in
relation to the transdisciplinary themes and concepts. Students from
last year's Exhibition also attended to give the current Year 6 students
a bit of an idea of what to expect (the Year 6 children responded very
positively to these students).
Page 11 of 30
Two war groups have committed to educating the JS about

Remembrance Day and what it means, particularly what wars
Australians have fought in and the experiences and sacrifices
Australian soldiers have made in protecting Australia.
A group focusing on body image wrote a letter to Mr Heath and
Mr Leyshon wanting to have a 'love the skin you are in' day in
the Senior School as a way to promote a more positive body
image amongst senior students. Their idea was to encourage
everyone to come to school in the most natural way possible, ie.
without using any 'products' such as make-up, hair gel, etc.
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positively to these students).

10. Getting mentors involved early worked really well. All mentors
responded positively to the Exhibition process and were great at
supporting their groups.
Page 12 of 30

Pyp Exhibition Planner 2010-2011 Radford Australia

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Unit Map 2011 :: Radford College Collaboration / Units of Inquiry 6* / Year 6 (Primary Years Programme)

Planning the inquiry

Class/grade: Units of Inquiry 6*

2. What do we want to learn?

What are the key concepts (form, function, causation, change,

purpose of delivering information and findings to the members of the

Summative Assessment Exh (2011).doc

Planning the inquiry

4. How best might we learn?

What are the learning experiences suggested by the teacher

Each group will be assessed on the day of Exhibition based on their

Exhibition process rubric.doc

throughout weeks 3-8).

through drama. Teachers should provide open channel of reflection

Each teacher will endeavour to provide

5. What resources need to be gathered?

Reflecting on the inquiry

7. To what extent did we include the elements of the PYP?

Every activity in every phase of the inquiry allowed for the

Self Management/Social Skills

conduct (sport), 'don't bear a bully' day to promote positive attitudes

essential agreement (which they all signed) to guide their team

familiar issue (their conflict) purely at a surface level rather then

Reflecting on the inquiry

be difficult to find an issue that is relevant and engaging to all.

Secondly, this group would require significant support, which may be

Two war groups have committed to educating the JS about

positively to these students).

International Baccalaureate Organization 2007

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