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Totara Inquiry Topic Plan

It’s Not an Even Playing Field
Duration Term 2/3 Level 3
Enduring Learning Citizenship is everyone’s business

Key Idea Not Everyone in the world has their Human Rights Respected

Key Competencies Relating to others, using language symbols and texts, thinking & participating and contributing.

Curriculum area Curriculum Objective

• Integrate sources of information, processes and strategies with developing confidence to
identify, form and express ideas.
English
• Show an understanding of how texts are shaped for different purposes and audiences.
• Select form and communicate ideas on a range of topics,
• Identify and demonstrate ways of maintaining and enhancing relationships between
Health & P.E.
individuals and within groups.
Social Studies • Understand that people have social, cultural, and economic roles, rights, and
responsibilities.
• Conduct investigations using the statistical enquiry cycle
Mathematics • Compare statements with the features of simple data displays from statistical
investigations undertaken by others.
• Explore and act on issues and questions that link their science learning to their daily
activity.
Science
• Extend their experiences and personal explanations of the natural world through
exploration, play, asking questions and discussing simple models.

The ‘Universal declaration of human rights’ states that everyone is born
free and equal in dignity and rights.
• Throughout history the Human Rights of many people and cultures have
Lines of Inquiry
not been respected.
• There are places in the world today where children’s rights are not
respected
Specific Learning Intentions Success Criteria
#
We are learning to… We will know we are successful when we …
Can identify keywords/phrases about our topic.
1 Identify and use keywords about a topic. Can use keywords correctly (understand their
meaning).
Write questions that have one or more of the 7
2 Ask good inquiry questions
servants, keywords/key phrases.
Research and present a digital story that highlights
Can make a PPP or Movie that combines words &
a group or culture whose human rights have not been
3 pictures to tell the story of people who have had
respected.
their human rights taken away.
Write a sentence that explains the main idea in our
4 Make useful notes about our information.
own words.
Successfully organize, promote and run a
5 Help people in need through fundraising. fundraising event and donate our proceeds to a
charity that the class agreed on.
Publish our recounts on the Web, local paper, blogs,
6 Write interesting recounts about events & activities
newsletter as a way of promoting Human Rights
Evaluate our personal feelings & attitudes before
7 Be reflective learners
and after the unit
Inquiry Rich Task: Choose a group whose Human Rights are not being respected and plan and
Task organise a fundraising event that will help them.

Relevant
Learning Week
Possible Learning Progressions
Intentio #
n
Setting the scene:
1. Self evaluation of their individual views on Human Rights issues (Slavery,
Racism etc).
2. Show You Tube movies –Faces of Modern Slavery, Contemporary Slave
Labour, Poverty in Haiti Sporns Child Slavery. Use 6 thinking hats (feelings,
bad points, thinking & reflecting, information) to analyse the movies.
3. It’s not and even playing field game of Soccer/netball etc (with different
disabilities for various teams e.g. blindfold, 3 legged, only allowed to run
backwards).
4. Set up class segregation and treat each group differently. Afterward discuss
how children felt & why treatment was unfair.
1-2 5. Invite Tracy Watkins to speak to classes/ assembly about her experiences.
6. Invite outside Guest speakers to visit and speak to the classes (Rick will
organise this)
7. HRIE Racism activity – refer PDF document
8. Vocabulary development activities – keywords, synonyms, silent card shuffle,
crosswords etc.

Acquire
• Children research a group of people in the World today that suffer from lack of
human rights and create a Digital Story to present to the class (and display on
class Bloggs) about their group.
3-4
• As class agree on a group that they want to support through fundraising.
• Research the charity groups (e.g. Red Cross, Amnesty International) that try to
help out these people and present information back to class about who the
charity helps and how they help.
Use
5
• Plan and run a fundraising event donating funds to appropriate charity
Communicate
6
• Promote their cause in School assemblies and to local media.
Evaluate
• Self Evaluation of their feelings & attitudes before and after the unit.
Relevant learning
Assessment tasks
Intention