Central Idea: Human creativity and interaction with the environment shape culture, heritage, and identity over time.
Lines of Inquiry:
Age Group: PYP (5–11 years) ,Learning tasks are developmentally differentiated in complexity to suit early, middle, and upper PYP learners.
Venue: Halebidu (Hoysaleshwara Temple), Hoysala Village Resort – Hassan, Guided Village Trail, Mullayanagiri Peak – Chikkamagaluru, Karnataka.
Learning Style: Inquiry-led • Experiential • Social • Reflective • Ethics-integrated
Learner Profile Focus: Inquirer • Thinker • Communicator • Caring • Risk-Taker • Reflective
Includes: Pre-Tour • On-Tour • Post-Tour Learning Engagements
“Hoysala Heritage & Highlands: An Inquiry into Culture, Creativity, and Connection” is an inquiry-driven experiential learning programme designed for all PYP students, using heritage architecture, rural life, and natural landscapes as meaningful contexts to explore culture, identity, continuity, and responsibility.
Through pre-tour provocation and questioning, guided exploration of the Hoysaleshwara Temple at Halebidu, village walks, collaborative team challenges, mountain trekking at Mullayanagiri, and structured reflection, students investigate how people in the past and present interact with their environment and express beliefs, values, and stories through art, architecture, and lifestyle.
The programme supports learners in understanding that creativity, cooperation, respect, and responsibility are essential when engaging with cultural and natural heritage. By observing closely, working collaboratively, reflecting on perspectives, and discussing conservation and responsible tourism, students develop historical awareness, empathy, resilience, and a sense of stewardship toward shared heritage.
The programme is fully designed and facilitated by Crazy Holidays and its expert resource team, ensuring high-quality experiential delivery with no academic instruction required from school teachers, while remaining strongly aligned to IB PYP philosophy. Learning is intentionally structured across Pre-Tour, On-Tour, and Post-Tour engagements, enabling students to connect inquiry with experience and reflection with meaningful action.
Students develop Thinking, Research, Communication, Social, and Self-Management skills as they observe architectural details, ask inquiry questions, sketch and record evidence, collaborate in team challenges, manage physical activities such as trekking, reflect on cultural perspectives, and make connections between heritage, environment, and human responsibility.
Students understand how culture and identity are shaped by beliefs, creativity, geography, and experiences; explore how people record history and values through architecture and art; develop inquiry and observation skills; practise ethical decision-making during collaborative and outdoor activities; build empathy and respect for diverse communities; recognise responsibility toward preserving cultural and natural heritage; and reflect on how human choices impact places and communities over time.
Students identify key features of Hoysala architecture and cultural heritage; describe how geography influences human settlement and lifestyle; demonstrate empathy, cooperation, and respect during group experiences; make responsible choices during heritage and nature-based activities; connect values to actions through reflection and discussion; participate confidently in inquiry and sharing; and apply ethical thinking and responsibility in school and community contexts.
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