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Let’s begin with the end in mind… Beliefs CENTRAL IDEA A study of beliefs and religions provides new perspectives. SUMMATIVE ASSESSMENT Create a book/brochure/publication for children that explores a perspective or multiple perspectives of beliefs or religions through the eyes of the child. You may choose a storybook, a picture book, a graphic novel, brochure or other form of publication - be creative! This can be presented individually or in pairs. You may produce this digitally or by hand. Use this as an opportunity to practice identifying your sources as part of this assessment. The deadline for this is Friday 1 July. See the accompanying Timeline to help you meet this deadline.           Use   ↻  Kath Murdoch’s INQUIRY CYCLE and                 ▲ Bloom’s Taxonomy THINKING SKILLS to help support your process of learning.

The big idea… Beliefs TRANSDISCIPLINARY THEME 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; what it means to be human. LEARNER PROFILE ATTITUDES Open minded Thinker Confidence Empathy Tolerance TRANSDISCIPLINARY SKILLS THINKING SKILLS COMMUNICATION SKILLS Acquisition of knowledge Listening to others Comprehension Speaking Application RESEARCH SKILLS SELF MANAGEMENT SKILLS Formulating questions Safety Organising data SOCIAL SKILLS Presenting research findings Respecting others

We are inquiring into… Beliefs LINES OF INQUIRY The function of religion. The diversity of beliefs and religions around the world. The impact of beliefs on the self and on  others. How people respond to different beliefs. Map the geography of world religions. PROVOCATION 84% of the world’s population identifies as…

Beliefs: TIMELINE FOR SUCCESS Week 6 What is a religion?    ↻    TUNING IN Create a word cloud about what you know and what you wonder. Use the CENTRAL IDEA and the CONCEPTS to guide your wondering. Take a screenshot and save to your Inquiry folder on Drive. Go to http://www.abcya.com/word_clouds.htm    ↻    FINDING OUT    ▲   REMEMBERING & UNDERSTANDING Origins of the faith: When was it founded? Was there an identifiable founder? Where in the world most of the faith's adherents are located Scriptures or holy texts/books Key figures or individuals Major values or rules for human behavior Key holidays/holy days/religious observances ✍  Create a map and colour code with the locations and populations of the world’s religions. ✍  Record all your sources. Week 7 Synthesise your information & fill any gaps    ↻    SORTING OUT    ▲   APPLYING & ANALYSING What is unique about the religion (relative to others) What is similar about the religion (relative to others) The impact of beliefs on the self and on others. ✍  Use a Venn Diagram or other tool to display your comparison in your PYP Inquiry journal.     ↻    REFLECTION ✍  Record in your PYP Inquiry journal: What do you    know now you didn’t know before? How has your perspective changed? Ideas adapted from http://www.educationworld.com/a_lesson/world-religions-multicultural-diversity.shtml Week 8 Draft your assessment piece    ↻    GOING FURTHER, MAKING CONNECTIONS    ▲   EVALUATING & CREATING Take what you have learned and design a story, brochure or other publication Have at least two people edit your draft and make suggestions     ↻    REFLECTION Make improvements to your draft Included a connection to the CENTRAL IDEA. Week 9 Publish your assessment piece    ↻    TAKING ACTION    ▲   CREATING Publish your work and submit it to Ms Wilson before Friday 1 July. KATH MURDOCH’S    ↻    INQUIRY CYCLE BLOOM’S TAXONOMY    ▲   THINKING SKILLS TUNING IN What do I know? How do I know? FINDING OUT Where do I go to find out more? SORTING OUT How do I sort out what I’ve learned? GOING FURTHER Who is my audience? How will I present this? MAKING CONNECTIONS What do I understand about the Central Idea? TAKING ACTION What am I doing to make a difference? REFLECTING How did I learn best? How have I changed through the process? REMEMBERING Recall or retrieve previous learned information. UNDERSTANDING Comprehending the meaning and interpretation of instructions and problems. APPLYING Use a concept in a new situation or apply a new understanding. ANALYSING Separates your learning into parts. Distinguishes between facts and inferences. EVALUATING Make judgments about the value of ideas or materials. CREATING Put your learning together in a new way. Adapted from http://www.kathmurdoch.com.au/new-page-2-1/ Adapted from http://www.virtuallibrary.info/blooms-taxonomy.html and http://www.nwlink.com/~donclark/hrd/bloom.html