Venue: Hakki-Pikki Community • Bannerghatta National Park
Programme Type: Half-Day Academic Field Investigation
Age Group: 14–15 years
Duration: Half Academic Day
Core Lens: Systems Thinking • Structural Inequality • Governance • Environmental Stewardship
This Stage 9 field investigation positions social and environmental contexts as interconnected systems shaped by power, policy, access and responsibility.
Students conduct structured analysis of:
Distribution of resources within marginalised communities
Structural causes of inequality
Governance and institutional accountability
Human–environment responsibility frameworks
The academic progression follows:
Field Evidence Collection → Systems Mapping → Stakeholder Analysis → Ethical Evaluation → Policy-Oriented Recommendation
The focus shifts from emotional response to analytical rigour, causal reasoning and evidence-based judgement, meeting upper Stage 9 expectations.
Cambridge Lower Secondary Global Perspectives (Stage 9):
• Analyse complex local issues with multiple causal factors
• Evaluate stakeholder perspectives using evidence
• Assess short- and long-term impacts of decisions
• Develop justified, feasible action proposals
Cambridge Lower Secondary English (Stage 9):
• Construct structured analytical and evaluative arguments
• Use evidence to justify claims
• Engage in formal academic discussion
Cambridge Lower Secondary Geography (Stage 9):
• Analyse patterns of human settlement and resource distribution
• Evaluate sustainability and environmental management strategies
• Examine interactions between people and ecosystems
Students will:
• Identify structural factors contributing to inequality
• Analyse governance and institutional influence on access
• Evaluate competing stakeholder priorities
• Apply systems thinking to social and environmental contexts
• Construct reasoned, evidence-supported judgements
Students will:
• Categorise at least four field observations under structural, economic or policy causes
• Produce a systems map identifying causal relationships
• Evaluate institutional effectiveness using explicit criteria
• Present a structured argument including counter-perspective
• Develop a realistic and justified civic or environmental recommendation
AO1 – Research & Enquiry
Systematic collection of field data, stakeholder perspectives and observable indicators
AO2 – Analysis
Identification of causal relationships and systemic patterns
AO3 – Evaluation
Judgement of effectiveness, fairness and sustainability using explicit criteria
AO4 – Communication
Structured, coherent, evidence-based presentation of conclusions
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