Venue: Bannerghatta • Hakki-Pikki Tribal Community • Wildlife & Conservation Experience
Program Type: Half-Day Interdisciplinary Field Inquiry
Age Group: 12–13 years
Duration: Half Academic Day
Focus: Fairness, responsibility, sustainable development, conservation systems and ethical decision-making
This half-day field inquiry positions Bannerghatta and the Hakki-Pikki community as real-world case studies for analysing how societies organise themselves, manage resources and balance development with responsibility.
Learners investigate how indigenous communities sustain cultural identity, how conservation systems protect wildlife and how fairness operates within human and environmental systems. Through guided observation, structured dialogue and ethical evaluation, students examine how responsibility shapes sustainable futures.
The inquiry progression follows:
Context Awareness → Perspective Analysis → Systems Observation → Ethical Evaluation → Reflective Responsibility
Students gather first-hand evidence, analyse multiple viewpoints and construct informed ethical responses supported by observation.
Cambridge Lower Secondary Global Perspectives (Stage 7):
• Explore issues of fairness and development
• Analyse different perspectives within communities
• Evaluate consequences of social and environmental decisions
• Reflect on personal responsibility as global citizens
Cambridge Lower Secondary Science (Stage 7):
• Explain human impact on ecosystems
• Describe conservation methods and biodiversity protection
• Analyse sustainability within environmental systems
Cambridge Lower Secondary English (Stage 7):
• Participate in structured discussions using reasoned arguments
• Present reflective and analytical responses supported by evidence
Students will:
• Investigate fairness and equity within community systems
• Analyse how communities organise for survival and development
• Examine conservation systems and environmental responsibility
• Evaluate ethical dilemmas involving development and nature
• Construct reflective responses grounded in evidence
Students will:
• Identify examples of fairness and inequality within observed systems
• Analyse at least two perspectives (community and environmental)
• Explain how conservation supports ecological balance
• Evaluate one ethical dilemma using structured reasoning
• Reflect on personal and societal responsibility
AO1: Research and Enquiry – Gather structured field observations
AO2: Analysis – Compare perspectives and explain systemic relationships
AO3: Evaluation – Assess fairness, responsibility and development trade-offs
AO4: Communication – Present structured reflective and analytical responses
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