Central Idea: Human societies express identity, values, and beliefs through stories, art, architecture, and cultural practices, which connect past civilizations with present communities and responsibilities.
Lines of Inquiry
Age Group
MYP (Grades 6–10):
Learning experiences are designed with increasing conceptual depth and complexity, allowing students to engage through inquiry-based discussions, evidence collection, sketching and documentation, creative expression, critical reflection, collaboration, and student-led presentations. Tasks are differentiated to support varied cognitive levels while ensuring meaningful engagement for all learners.
Venue
Hampi – Karnataka
(UNESCO World Heritage Site | Vijayanagara Empire)
Learning Style
Inquiry-led • Experiential • Concept-driven • Reflective • Interdisciplinary • Ethics-integrated
Learner Profile Focus
Inquirer • Thinker • Communicator • Knowledgeable • Caring • Open-Minded • Reflective • Balanced
Includes
Pre-Tour • On-Tour • Post-Tour Learning Engagements
“Heritage, Identity, and Expression” is an inquiry-driven experiential learning programme designed for MYP students, using the rich cultural landscape of Hampi as a living classroom to explore identity, creativity, belief systems, historical continuity, and responsibility.
Through structured pre-tour provocation and inquiry framing, immersive on-site exploration of mythological landscapes, temple architecture, archaeological evidence, cave art, and community-based sustainability practices, and guided post-tour reflection and action, students investigate how human societies record history, express values, and shape cultural identity across time.
Key learning experiences include storytelling trails linked to the Ramayana, architectural and artistic analysis of Vijayanagara monuments, mock archaeological investigations, creative theatrical expression, interaction with local women entrepreneurs through sustainable craft practices, and reflective discussions on living heritage and ethical tourism.
The programme supports learners in understanding that culture is dynamic and shaped by human choices. By observing closely, analysing evidence, collaborating in inquiry groups, expressing learning creatively, and reflecting on responsibility toward heritage conservation, students develop critical thinking, cultural awareness, empathy, communication skills, and a strong sense of global citizenship.
The programme is fully designed and facilitated by Crazy Holidays and its trained experiential learning resource team, ensuring high-quality delivery while remaining strongly aligned with IB MYP philosophy and audit expectations. Learning is intentionally structured across Pre-Tour, On-Tour, and Post-Tour phases, 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 and analyse architectural forms and cultural artefacts, ask inquiry-driven questions, document evidence through sketching and journaling, collaborate during investigations and performances, manage time and responsibilities during travel, reflect on cultural perspectives, and make connections between people, place, identity, and responsibility.
Students will:
Students will:
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