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Year 5, Term 3 of the Heal Earth Curriculum transitions students from scientific diagnosis to ethical leadership through the Stewardship & Mitigation module. This term moves beyond the how of Earth’s mechanics to the how of human behavior, exploring the boundaries that keep our planet stable and the rules required to protect our shared resources. Learners develop a deep understanding of systemic resilience, discovering that the health of the planet is inextricably linked to the fairness of our social and legal systems.

Learners become Global Stewards as they investigate the 9 Planetary Boundaries and use Doughnut Economics to visualize a safe and just space for humanity. They simulate the Tragedy of the Commons to understand the necessity of collective governance and apply Indigenous wisdom through the Seventh Generation Principle to weigh the long-term impact of modern choices. The term culminates in the final Earth Doctor Report, where students synthesize complex data into a systemic prescription for restoration, establishing a lasting identity as informed advocates ready to build the regenerative future of Year 6.

Curriculum Structure

• Modular Strands: Climate & Community Systems, Planet Data Lab, NeuroNature

• Pedagogical Frame: Prepare → Learn → Practice → Reflect

• Duration: 12 weeks (Stewardship & Mitigation Module)

• SDG Links: SDG 12 (Responsible Consumption), SDG 13 (Climate Action), SDG 16 (Peace, Justice & Strong Institutions), SDG 17 (Partnerships for the Goals)

Year 5, Term 2 of the Heal Earth Curriculum invites students to investigate the invisible chemistry of our planet through The Carbon Cycle & Energy Flows. This term marks a shift from observing planetary subsystems to understanding the chemical threads that bind them. Learners adopt the role of Planetary Data Scientists, discovering that carbon is not just a pollutant, but the fundamental LEGO of life that must be kept in a delicate balance between the sky, the sea, and the soil.

Students engage in rigorous scientific inquiry as they model the Short Circuit caused by burning fossil fuels and conduct Shell Shock experiments to witness the chemical reality of ocean acidification. They move beyond simple observation to data analysis, interpreting the Sawtooth patterns of the Keeling Curve and mapping local carbon Sources and Sinks across their school grounds. The term culminates in the creation of Carbon Comics, where students synthesize complex timescales and feedback loops into a narrative of restoration, establishing a lasting identity as informed specialists capable of bending the curve toward a cooler future.

Curriculum Structure

• Modular Strands: Planet Data Lab, Regenerative Earth, Eco Communication

• Pedagogical Frame: Prepare → Learn → Practice → Reflect

• Duration: 12 weeks (The Carbon Cycle Module)

• SDG Links: SDG 7 (Affordable & Clean Energy), SDG 13 (Climate Action), SDG 14 (Life Below Water), SDG 15 (Life on Land)

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Year 5, Term 1 of the Heal Earth Curriculum invites students to embark on a journey of Systems Thinking through the Earth's Spheres module. This term marks a significant cognitive shift, moving learners from observing isolated natural phenomena to understanding the Earth as a single, self-regulating entity. Students discover that the Atmosphere, Hydrosphere, Geosphere, and Biosphere are not separate boxes, but deeply interconnected systems that talk to one another through constant exchanges of energy and matter.

Learners adopt the professional identity of Planetary Physicians as they conduct diagnostic investigations into the Earth's subsystems. They build Layer Cake models of the atmosphere, visualize the Earth's thermal heartbeat through Current Convection labs, and use Chocolate Rock Cycles to grasp the immense scale of geologic time. By designing Biome in a Box dioramas and mapping the Butterfly Effect of systemic disruptions, students develop the high-level systems empathy required to diagnose and eventually prescribe treatment for our planet’s complex health challenges.

Curriculum Structure

• Modular Strands: Regenerative Earth, Planet Data Lab, NeuroNature

• Pedagogical Frame: Prepare → Learn → Practice → Reflect

• Duration: 12 weeks (Earth's Spheres Module)

• SDG Links: SDG 14 (Life Below Water), SDG 15 (Life on Land), SDG 6 (Clean Water & Sanitation), SDG 13 (Climate Action)

Year 6, Term 3 of the Heal Earth Curriculum represents the culmination of the six-year primary journey, transitioning students into the role of Systems Architects. This final term explores the intersection of material science and social ethics through the lens of the Circular Economy and Climate Justice. Learners discover that a truly regenerative world is one that mimics nature’s loops, where waste is designed out of existence and resources are shared equitably across all communities.

Students engage in high-level systemic redesign as they participate in Deconstruction Labs to identify design flaws and Bend the Line of the linear economy into regenerative circles. They utilize Equity Maps to advocate for tree equity and environmental justice in their local neighborhoods, and pilot a School Library of Things to experience the power of the sharing economy. The curriculum concludes with the Legacy Build, a permanent regenerative installation designed and constructed by the Year 6 graduates as a gift to the school’s incoming Year 1 students, cementing their identity as lifelong Future Builders.

Curriculum Structure

• Modular Strands: Climate & Community Systems, NeuroNature, Regenerative Earth

• Pedagogical Frame: Prepare → Learn → Practice → Reflect

• Duration: 12 weeks (Circular Economies & Social Equity Module)

• SDG Links: SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities & Communities), SDG 12 (Responsible Consumption & Production), SDG 17 (Partnerships for the Goals)

Year 6, Term 2 of the Heal Earth Curriculum transitions students from imagining the future to actively restoring the planet through the Regenerative Agriculture module. This term moves beyond the concept of sustainability (doing less harm) to the power of regeneration (doing more good). Learners explore the soil not as mere dirt, but as a complex, living Microbiome City that holds the key to cooling our atmosphere and feeding a growing global population.

Students become Soil Scientists as they investigate the Wood Wide Web of fungal mycelium and model the Carbon Sponge to witness how healthy earth absorbs both water and CO2. They apply Indigenous wisdom through the Three Sisters companion planting model and engineer vertical Window Farms to solve food security challenges in urban environments. The term culminates in a 0 km Harvest Feast, where students calculate the food miles saved by their regenerative designs, establishing a lasting identity as stewards of the Earth's living skin.

Curriculum Structure

• Modular Strand: Regenerative Earth

• Pedagogical Frame: Prepare → Learn → Practice → Reflect

• Duration: 12 weeks (Regenerative Agriculture Module)

• SDG Links: SDG 2 (Zero Hunger), SDG 13 (Climate Action), SDG 15 (Life on Land)

Year 6, Term 1 of the Heal Earth Curriculum launches students into the high-level role of Strategic Designers. This term shifts the pedagogical focus from diagnosing planetary health to actively dreaming and planning the restorative worlds of 2050. Learners discover that the future is not a fixed destination that happens to them, but a Preferable Path that they have the power to steer through creative innovation, strategic foresight, and personal leadership.

Students explore the Cone of Plausibility to map global trends and use Solarpunk aesthetics to visualize cities where nature and high technology live in harmony. They master the advanced skill of Backcasting, reverse-engineering thirty-year goals into immediate, actionable milestones. From pitching Strange Energy inventions in a Shark Tank style simulation to drafting a formal Future Builder Manifesto, students develop the ethical framework and technological literacy needed to become the architects of a regenerative tomorrow.

Curriculum Structure

• Modular Strands: Eco Communication, Climate & Community Systems, NeuroNature

• Pedagogical Frame: Prepare → Learn → Practice → Reflect

• Duration: 12 weeks (Futures Thinking & Innovation Module)

• SDG Links: SDG 4 (Quality Education), SDG 7 (Affordable & Clean Energy), SDG 9 (Industry, Innovation & Infrastructure), SDG 11 (Sustainable Cities & Communities)

From Sensory Defense to Scientific Discovery

Transform messy play into rigorous, neuro-inclusive soil science. This session introduces the Sensory Bridge protocol, an evidence-based methodology designed to help educators move students from tactile defensiveness into active scientific curiosity.

Learn to bypass the biological disgust response that blocks the prefrontal cortex, allowing every learner; including those with sensory processing differences, to engage with the living Earth on their own terms.

From Auditory Overwhelm to Focused Listening

Help students navigate the wall of noise in outdoor environments. This session focuses on the Auditory Filter protocol, teaching educators how to support learners with Auditory Processing Disorder (APD) and sensory sensitivities.

Learn to distinguish between Bio-phony (regulating nature sounds) and Anthro-phony (distracting machine noise), providing students with the tools to filter background chaos and find their "acoustic focus" in any setting.

From Local Observation to Dynamic Interconnection

Move beyond identification and start mapping the web of life. This session introduces the Systems Mindset, helping educators transition students from asking "What is this?" to "How does this connect?"

Learn to use the Internal Weather framework to help students self-regulate using environmental metaphors, turning abstract emotions into predictable patterns that support classroom focus and stability.

From Visual Observation to Concrete Evidence

Translate abstract astronomy into concrete playground data. This session provides the tools to teach Earth's rotation using shadow movement as scientific evidence.

Learn to use the Ray the Sunbeam narrative and Spinning Top movement anchors to help students embody planetary mechanics, moving from "the sun moves" to "the Earth spins."

From Invisible Force to Usable Power

Teach students to feel the invisible physics of the atmosphere. This session provides the tools to transition from observing the weather to understanding wind as a powerful source of kinetic energy.

Learn to use the Human Storm co-regulation protocol to manage classroom arousal levels and the Air in a Hurry narrative to explain complex pressure systems to young learners.