Central Idea
Human societies adapt to geography, environment, and historical forces in ways that shape settlement patterns, livelihoods, and cultural continuity over time.
Lines of Inquiry
How geography and location influence settlement, trade, and livelihoods
What historical events and cultural interactions shape places over time
How understanding continuity and change helps us engage responsibly with places today
Age Group
MYP (Grades 6–10):
Learning experiences are designed with increasing conceptual depth and complexity, enabling students to explore geography, history, and human–environment relationships through inquiry-based discussions, site-based exploration, observation, reflection, collaboration, and experiential learning. Tasks are differentiated to support varied learner needs while encouraging temporal thinking, spatial awareness, and contextual understanding.
Venue
Cochin – Kerala
Munnar – Kerala
(Coastal Port City & Hill Station | Trade, Plantation History, and Cultural Landscapes)
Learning Style
Inquiry-led • Experiential • Concept-driven • Reflective • Interdisciplinary • Place-based
Learner Profile Focus
Inquirer • Knowledgeable • Thinker • Open-Minded • Communicator • Reflective • Balanced
Includes
Pre-Tour • On-Tour • Post-Tour Learning Engagements
“Landscapes, Trade, and Transformation” is an inquiry-driven experiential learning programme designed for MYP students, using Kerala’s contrasting coastal and hill landscapes as a living classroom to explore how geography and history shape human societies over time.
Through structured pre-tour inquiry framing, immersive on-site exploration of port cities, colonial heritage spaces, plantation landscapes, national parks, and community settings, and guided post-tour reflection, students investigate how trade routes, environmental conditions, and historical decisions have influenced settlement patterns, livelihoods, and cultural exchange.
Key learning experiences include exploration of Fort Kochi’s layered colonial history, observation of port-city evolution and cultural interaction, examination of tea plantation systems and their historical roots, engagement with hill ecosystems, and reflection on how human use of land has transformed natural landscapes over time.
The programme supports learners in understanding that places are not static; they evolve through continuous interaction between people, environment, and historical context. By comparing coastal and mountainous regions, analysing continuity and change, and reflecting on responsibility, students develop spatial awareness, historical thinking, and informed global perspectives.
The programme is structured in alignment with IB MYP philosophy, with learning intentionally sequenced across Pre-Tour, On-Tour, and Post-Tour phases to help students connect inquiry with lived experience and translate observation into meaningful understanding.
Students develop Thinking, Research, Communication, Social, and Self-Management skills as they analyse historical and geographical contexts, observe landscapes and cultural sites, ask inquiry-driven questions, collaborate during experiential tasks, manage responsibilities during travel, and reflect on continuity and change across time and place.
Students will:
Understand how geography influences settlement, trade, and livelihoods
Explore continuity and change in cultural practices and land use
Develop inquiry, observation, collaboration, and reflection skills
Analyse how historical events shape present-day places
Build respect for cultural heritage and natural landscapes
Recognise responsibility when engaging with historical and ecological spaces
Students will:
Identify key geographical and historical features of coastal and hill regions
Explain how human–environment relationships evolve over time
Demonstrate respect and responsibility during site-based learning
Make connections between past decisions and present conditions
Reflect on continuity and change through structured discussion and journaling
Apply spatial and temporal understanding in school and community contexts
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