During their study of Ancient Egypt, students were posed with the inquiry question ‘What are you curious about?’ They were provided with some stimulus material to provoke their curiosity. As a result of their initial brainstorm, the class was grouped based on their curiosity and interest. Each group explored a different component of Ancient Egypt, including Religion, The Pyramids and the afterlife. In addition to this, they were asked to write, research and respond to their own inquiry question. Their information was presented in a final product of their own choice including diorama, animated videos, interactive games and other various forms. Throughout the process there were check in points where students offered feedback to each other, and opportunities for each group to reflect on the progress of their curiosity task. Students had the opportunity to present their final product to the class and share their learning experiences. The curiosity task provided students the opportunity to self direct their learning and attain a thorough understanding of the significance of Ancient Egyptian society.

In their learning on the processes and operation of the water cycle, Newman students worked in groups of 4-5 to create their own edible water cycle. They were instructed that each water cycle needed to contain a minimum of 50% healthy food, and that their presentations had to be creative. The only limitation provided was that it had to fit on a piece of butchers paper!

In their learning on the causes, impacts and responses to one contemporary hydrologic hazard (floods), Mrs Edwards and Ms Anderson read a book called “Floods” by Jackie French and Bruce Whatley, then held a philosophical discussion which posed the question 'Can water be considered a hero and a villain?'. Students' inquiry questions about floods were recorded onto hexagons and then grouped according to themes. Big hexagons of inquiry questions were developed and used to lead geographical investigations in future Geography lessons.