Big Ideas, Big Adventures: DUCKS Beijing Investigate Identity and Beyond

At DCB DUCKS, each child is not just another face in the crowd—they are seen as individuals, encouraged to explore their potential in a space that celebrates curiosity and creativity. Our mission? To nurture happy, independent, and enthusiastic learners, ready to take on the world.

The Programme of Investigation: Igniting Curiousity

At DUCKS, learning is more than just lessons—it's an adventure of curiosity and discovery. Our curriculum invites students to dive into Big Ideas through a holistic Programme of Investigation that sparks imagination and deepens understanding. 

Students explore these Big Ideas through our Units of Investigation, where they explore thought-provoking concepts, ask bold questions, and uncover connections that shape their world. 

This year, the DUCKS embarked on a new year of learning, kicking it off with their first Unit of Investigation: Identity. Every step of the way, they were guided by a transdisciplinary programme that blends subjects into a seamless journey of discovery. This wasn’t just about facts and lessons—it was about uncovering the "big ideas" that help children understand themselves and the world around them.

What does this look like for our DUCKS learners? Join us in this series and see how our DUCKS learn.  

The Journey Begins: Investigating “Identity”

Each UOI (Unit of Investigations) starts off with, naturally, an introduction. Parents and students are given a separate introduction about the “Big Idea” that the students would be tackling, setting the stage for the exciting weeks ahead. Everyone knew what to expect, how this journey would connect to their lives, and the kinds of experiences that lay ahead.

But the true adventure began with something called Provocations – experiences designed to spark curiosity and ignite a sense of wonder in every child.

Sparking Curiosity Through Provocations

After a clearer idea of the “Big Idea”, students start off their journey of learning through “Provocations.” 

In the Nursery classrooms, tiny hands were at work. The children were introduced to the idea of identity by making collage faces in the style of Picasso. Little fingers carefully cut out eyes, noses, and mouths, creating colourful and unique faces that reflect each child’s personality. They giggled as they explored their physical features and wondered what made them, them. 

Meanwhile, garden walks were filled with sensory discoveries—tasting fresh produce, feeling different textures underfoot, and soaking in the beauty of nature. Through stories like Rosie’s Walk, the children reflected on their surroundings and began thinking about their place in the world.

In Reception, the exploration of identity took a different route. In their Big Idea My Body and My Senses, the young learners embarked on a sensory carousel, where each class was an opportunity to dive into one of the five senses. They tasted sour, sweet, and salty snacks, smelled fresh mint leaves, felt bumpy plants and sticky slime, and listened to enchanting music. Everywhere you turned, children were exclaiming, laughing, and writing down lists of adjectives as they learned to describe what they saw, heard, felt, and tasted. The journey through the senses became their doorway to understanding more about their bodies and their place in the world.

Over in Year 1, students began investigating customs and beliefs as they "travelled" through places like India, Alaska, Kenya, and Greece. They learned about traditional clothing, iconic landmarks, unique animals, and how culture shapes who we are. Each child marveled at the diversity of the world, comparing it to their own customs and beliefs at home. 

Year 2 took this exploration a step further, delving into China’s rich cultural history. Their journey included studying famous landmarks such as Xi’an, the Silk Road, the Bund and The Great Wall. They even had the opportunity to ask one of the warriors a question!

Lines of Investigation: The Detective Follows the Trail 

Once the provocations had ignited the students’ curiosity, students then take their learning deeper and begin their Lines of Investigations, following a trail of discovery like little detectives. During this period, students are largely led by their own curiousity. 

Reception classes, for example, explored their second line of investigation on how bodies change over time by putting human growth cycles in order and observing how, as we age, our bodies grow and are capable of more skillful tasks – such as being able to walk or run now, compared to crawling when they were younger. Students also naturally learned grammar by comparing using past tense to describe things we could do before with what we are able to do now.

Year 1’s Shark Class Line of Investigation explored the redevelopment of the Great Wall of China through an engaging, AI-generated interactive interview with Emperor Wanli of the Ming Dynasty. The children also learnt about the significant contributions the Ming Dynasty made to the Great Wall, deepening their understanding of this historical landmark.

Another example is Year 2’s Tree Frog class, where students began one of their lines of investigation by asking, What is China like today? They pored over maps, tracing continents and oceans, and locating countries. As they followed this trail of discovery, their knowledge grew, and they saw how the world around them connected back to their own identities. 

Big Finish 

Each unit concludes with a Big Finish – an event where students proudly present what they’ve learned, showcasing their understanding in creative and meaningful ways.

In Nursery, this meant sharing their newfound knowledge of themselves, their families, and their school communities. The children expressed their understanding through colourful artwork, models, and multimedia presentations. Whether through collages, drawings of their homes, or models of themselves, they shared their stories with pride, reflecting on what makes them unique.

For their Big Finish, Reception students made collages of themselves at different ages and reflected on how their bodies have developed since they were babies, and learned proper hygiene practices to help them stay healthy. Students reviewed where they began, exploring their different body parts and how their bodies can do more as they aged. Confident Cong representatives from each class also showcased their works to other teachers, complete with interactive stations where students and guests alike could use their five senses to explore touch, taste, smell, and more.

Year 1 students actively shared aspects of Beijing's culture, including landmarks, clothes, food, and history, delving into the rich history of Beijing and China, comparing Beijing with other parts of the world. They enjoyed exploring landmarks from their home countries and places they have visited, sparking excitement and curiosity. The children were tasked to create an individualized piece, sharing three aspects of Beijing’s culture, and explaining their consolidated learning journey throughout the past 6 weeks. 

Similar to our Year 1 students, our Year 2 students created informative posters comparing their newfound knowledge about China with that of another country. We are looking forward to them sharing their insights with their classmates, showcasing the incredible learning journey they've undertaken.

The first Unit of Investigation was more than just a lesson on identity—it was an adventure that showed our DUCKS the many ways they could learn about themselves, their community, and the broader world. 

Stay tuned for the next part of this series, and see how our DUCKS students learn with curiosity, creativity, and a sense of ownership over their learning.