Who we are
Justice systems can guide how people live.
Lines of Inquiry – an inquiry into
- How crime and punishment has transformed (change)
- How justice systems operate (function)
- Whether punishments always fit the crime (perspective)
- Spoken Language
Children will be involved in a crime scene investigation. They will be looking at artefacts, witness descriptions and photographs of a crime scene. They will try and match the crime to the witness description to find out who the culprit was.
Home Learning Opportunities
- Research and designing fan boats ready to be made at school.
- The Highwayman – Alfred Noyes
- Holes – Louis Sachar
Transferrable skills (approaches to learning)
- The Law: reinforcement, chronology, crime, social, justice, trial, database, witness, suspect, juvenile, behaviour, policy, Sanctions
- Science: forces, air resistance, gravity, friction, tension, contact, streamlined
During the term, children will upload evidence to their Class Dojo profiles that they have met their lines of inquiry. The action will be a reviewed behaviour policy ratified by the students and shared with their peers and the community.
Children will research and use their knowledge to write the school behaviour policy and present to their year group and senior management team.
Milestones covered in this Inquiry
- I can give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
- I can articulate and justify answers, arguments and opinions.
- I can use relevant strategies to build my vocabulary.
- I can ask relevant questions to extend my understanding and knowledge.
- I can participate in discussions, presentations, performances, role play/improvisations and debates .
- I can consider and evaluate different viewpoints, attending to and building on the contributions of others
- I can use a range of presentational devices, including use of title, subheadings and bullet points.
- I can organise writing into sections or paragraphs; create cohesion by linking ideas within paragraphs.
- I can discuss and develop initial ideas in order to plan and draft before writing.
- I can use dialogue to indicate character and event.
- I can describe characters, settings and plot.
- I can find key words and ideas; begin to write a summary.
- Subject: Design and Technology
- I can produce appropriate lists of tools, equipment and materials that they need?
- I can use dates and historical language in my work.
- I can draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.
- I can use my mathematical skills to work out exact time scales and differences as need be.
- I can describe historical events from the different period/s I am studying.
- I can make comparisons between historical periods; explaining things that have changed and things which have stayed the same.
- I can appreciate that significant events in history have helped shape the country we have today.
- I can show I have an understanding as to how crime and punishment has changed over the years.
- I can test out a hypothesis in order to answer a question.
- I can conduct a video chat with someone elsewhere outside the school community.
- I can create a formula in a spreadsheet and then check for accuracy and plausibility
- I can search databases for information using symbols such as = > or <?
- I can create databases planning the fields, rows and columns.
- I can use a search engine using keyword searches?
- I can decide which sections are appropriate to copy and paste from at least two web pages?
- I can experiment with and combine materials and processes to design and make 3D form?
- I can successfully use shading to create mood and feeling.
- I can organise line, tone, shape and colour to represent figures and forms in movement.
- I can create a range of moods in my paintings.
- I can work collaboratively towards shared goals
- I can listen and respond respectfully to a wide range of people and be able to constructively challenge others.
- I can appreciate that I have different kinds of duties, rights and responsibilities at home, school, community and the environment.