Central Idea: Community systems are shaped by governance structures, resource distribution, cultural values, and power dynamics.
Key Concepts: Causation • Connection • Responsibility • Perspective • Change
Related Concepts: Governance • Equity • Sustainability • Interdependence • Agency
Age Group: PYP 5 (10–11 years)
Duration: Full-Day Field Trip
Venue: Model Village @ Rangoli Gardens
Learning Approach: Inquiry-driven • Analytical • Evidence-based • Debate-oriented
Includes: Pre-Tour, On-Tour and Post-Tour Phases
Village Systems Inquiry for PYP 5 is a high-rigor investigation into how traditional village communities organised governance, distributed power, managed resources, and sustained social cohesion.
Students interrogate systems through layered questioning:
Who makes decisions?
Who benefits?
Who carries responsibility?
Is the system equitable?
Could it adapt to change?
Learners gather primary evidence, analyse structural patterns, evaluate fairness and sustainability, and construct defensible claims grounded in field data. The experience prepares students for Exhibition-level inquiry by demanding independent reasoning, structured documentation, and ethical evaluation.
Research: Primary evidence gathering, categorisation, inferencing, source validation
Thinking: Systems thinking, evaluation of equity, ethical reasoning, synthesis
Communication: Structured argumentation, evidence citation, academic discussion
Social: Role-based collaboration, constructive peer critique
Self-Management: Independent documentation, time management, leadership responsibility
Creative Thinking: Systems redesign, scenario modelling
Students analyse governance structures within traditional village systems.
Students evaluate resource allocation and its impact on equity.
Students examine environmental sustainability within labour systems.
Students construct evidence-based claims about stability and adaptability.
Students compare historical systems with contemporary community frameworks.
Students articulate how governance influences equity and responsibility.
Students justify conclusions using field-based observations and structured reasoning.
Students evaluate sustainability through environmental and economic lenses.
Students synthesise observations into comparative arguments.
Students propose system improvements grounded in ethical reasoning.
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