Central Idea: Human interaction with the environment and cultural practices shape identity, lifestyle, and responsibility over time.
Lines of Inquiry:
Age Group: PYP (5–11 years) : Learning experiences are differentiated across early, middle, and upper PYP through varied levels of questioning, observation tasks, drawing/writing expectations, physical challenge choices, and reflection depth. All students engage meaningfully at a developmentally appropriate level.
Venue: Wayanad
Learning Style: Inquiry-led • Experiential • Social • Reflective • Ethics-integrated
Learner Profile Focus: Inquirer • Thinker • Communicator • Caring • Risk-Taker • Reflective • Balanced
Includes: Pre-Tour • On-Tour • Post-Tour Learning Engagements
“Wayanad: Living with Land, People, and Nature” is an inquiry-driven experiential learning programme designed for all PYP students, using forests, caves, wildlife, tribal communities, and sustainable village practices as meaningful contexts to explore culture, identity, continuity, and responsibility.
Through pre-tour provocation and student questioning, guided exploration of Edakkal Caves, wildlife observation at Muthanga, tribal village interaction, hands-on sustainability learning at the Bamboo Village, forest trekking, and structured reflection, students investigate how people in the past and present adapt to their environment and express values, beliefs, and ways of living.
The programme supports learners in understanding that respect, cooperation, care, and responsibility are essential when engaging with cultural diversity and natural ecosystems. By observing closely, interacting respectfully with communities, reflecting on human impact, and participating in conservation-based actions such as sapling planting, students develop historical awareness, environmental sensitivity, empathy, resilience, and a strong sense of stewardship.
The programme is fully designed and facilitated by Crazy Holidays and its expert resource team, ensuring high-quality experiential delivery 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 cave carvings and wildlife, ask inquiry questions, sketch and record evidence, interact with tribal communities, collaborate in group discussions, manage physical activities such as trekking, reflect on cultural and environmental perspectives, and make connections between place, people, and responsibility.
Students understand how culture and identity are shaped by environment, geography, traditions, and experiences; explore how people record history and values through art, symbols, and lifestyle practices; develop inquiry and observation skills; practise ethical decision-making during community interaction and outdoor activities; build empathy and respect for diverse cultures and living beings; recognise responsibility toward preserving cultural and natural heritage; and reflect on how human choices impact places and ecosystems over time.
Students identify features of early human expression and local cultural practices; describe how forests, wildlife, and geography influence settlement and lifestyle; demonstrate empathy, cooperation, and respect during community and nature-based experiences; make responsible choices during environmental activities; connect values to actions through reflection and discussion; participate confidently in inquiry and sharing; and apply ethical thinking and environmental responsibility in school and community contexts.
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