Inquiry Curriculum

Curriculum Content and Coverage

• The curriculum delivered will include the New Zealand Curriculum Achievement Objectives and School Values developed at a school wide level. Inquiry Studies covers the subject areas of Science, Social Sciences and Technology and can also be integrated with The Arts, Literacy and Mathematics where applicable.
• Eight overarching concepts have been chosen to provide direction for learning. Each concept will be covered every two years. Teachers will teach the specified Achievement Objectives and Special Character focus from within the topics provided in the prescription.
• The Inquiry Process is the prominent focus for teaching as opposed to any given topic and specific content material. It will provide opportunity for developing learning skills for life and the Key Competencies.
• Students will be exposed to scientific process and learning.
• Students will be exposed to social enquiry processes and skills.
• Specific topics covered each term will be recorded to ensure curriculum content is effectively covered.

Curriculum Goals – Science and Social Science

Science

• Understand the wisdom of God as they explore, with wonder, the world He made and the way it operates
• Engage in relevant activities to understand their environment, the needs of their environment and their daily lives
• Experiment and participate in ‘hands on’ activities
• Develop research skills through an Inquiry approach

Social Science

• Reflect the character of God as they interact with people
• Understand their own cultural heritage
• Gain knowledge of our local geography
• Be aware of how other people think and act, their similarities and differences
• Appreciation of other group values
• Be inquisitive, question confidently, tolerant of others opinion and cultures
• Understand they are part of the global family

Programme Emphasis

• The use and development of skills in the Inquiry Process is the core focus of any Inquiry Learning. These skills include
  • developing thinking skills
  • asking questions
  • researching answers
  • interpreting information
  • collaborating and co-operating
  • presenting findings
  • reflecting
• Children should learn these skills of inquiry and be able to apply them to learn in any subject specific lessons.
• Children should be developing the key competencies as a part of the learning process.
• Rather than just learning knowledge of facts and content-specific information, Inquiry emphasises identifying thinking processes and contributions made, as well as self-management and participation.

Teaching Methodology

• We follow the Kath Murdoch Inquiry process described in her book Classroom Connections. Following this model, teaching should involve a range of strategies, covering a range of intelligences and learning styles, throughout each of the process areas:
  • Tuning In
  • Finding Out
  • Sorting Out
  • Going Further
  • Making Conclusions
  • Taking Action
  • Sharing and Discussion
  • Reflection and Self-Assessment.
• Students should have a variety of learning settings including individual, paired, group and whole class.
• Use of thinking tools is critical in this learning area. See this link for more information.
• Monitoring, assessment and evaluation will occur daily through observation, data collection, and presentations during the course of the work. Self and peer assessment is also encouraged.

Characteristics of an effective Inquiry Lesson

• Christ-centred and content glorifies God
• Hands on, experiential learning
• Clarity of learning, which is best achieved when learning outcomes, success criteria and exemplars are used to enhance self regulated learners
• Teacher modelling which reinforces the Success Criteria
• Co-operation and collaboration amongst learners
• Student choice
• Expressive and creative content that is relevant to 21st century learners
• Active and engaged learners
• Reflective time to ensure Learning Outcomes achieved

School Organisation for Delivery

Topics will be based on the 8 overarching concepts in the following attachment. Teachers will collaborate to decide on topics which are relevant to the students and our school/community context. Student input will also influence the topic that is selected. Teachers will use a suggested topic list (attached) to generate possible themes.