Integrated Inquiry

Our Inquiry Vision: 

Students who are engaged, extended and empowered through the use of inquiry across the curriculum.

 

At our school integrated inquiry is:

  • Integration that enables students to transfer understandings across curriculum areas.
  • Meaningful and authentic contexts.
  • Students who have a voice and are actively involved in the planning processes.
  • Development of understandings, curiosity and wonderment.
  • Purposeful inquiry, learning and outcomes through active investigation.
  • Supported student-centred learning.
  • Flexible teaching and allowing for diversity.
  • Students who are challenged by learning conversations.
  • Students who make connections to their own experiences and the wider world.
  • Development of skills to enable students to become: researchers, thinkers, self-managers, communicators, collaborators and risk takers.
  • Clear links to the New Zealand curriculum principles, the key competencies and our school values.
  • Future focused.
  • Constant reflection about learning.

 

What does integrated inquiry mean?

  • That inquiry learning through a concept, filters into all curriculum areas and through all our teaching and learning experiences, to make learning purposeful and authentic.
  • Knowledge and skill based learning in core curriculum areas is driven by the concept and wonderings of students.
  • Deliberate acts of teaching through needs based workshops and group teaching sessions in reading, writing, maths and spelling still happens.

  

How are our concepts chosen?

Our concepts are derived from a collaboration of the NZ Curriculum, the community, our students, and our staff. We also ensure that the learning areas of social sciences, science, technology and the arts are covered over time.

These concepts also encourage students to make connections to the Huapai District School Values and the Key Competencies and Principles stated in the New Zealand Curriculum.  

 

The Inquiry Process

Inquiry begins with student’s prior knowledge and experiences (wonderings). It moves through a deliberate process where knowledge is extended, challenged and refined.

 

The sequence of activities has been grouped under the following broad headings:

Engage – Tuning In, Finding Out

Extend – Sorting Out, Going Further

Empower – Making Conclusions, Taking Action, Reflection

The basic inquiry process is similar for students of all ages.   Students pose questions and explore ways to answer them, locate and manage information from various sources, process and synthesise their findings, share their findings on an ongoing basis, supporting each other in their research, reflect on and celebrate their inquiry findings with an audience and take action.

 

Assessment: 

Teachers co-construct “Skill Matrices” with their class to be used for self / peer assessment throughout the inquiry.

Students place themselves on the matrix and continually reflect on their progress throughout the inquiry.