1. Inquiry Learning Real Learning

6. Could Inquiry Learning be an answer to student disengagement…?

11. Using the “SAUCE” Model…

12. Briefly… S - Setting the scene …provides context and involves initial interaction with the task and identification of prior knowledge.

19. “ We need to find out about types of conflict between groups of people in today’s world…” What questions can we ask that will help us find the information we need?

20. Questioning Rubric http://www.ictnz.com/Questioning/

21. Created statements rather than questions. 1 Any non-relevant question (does not contain contextual key words or phrases). 2 Asked a relevant yes/no/maybe question (is, can, does, could, may etc). 3 Used the Seven Servants and key words to write questions ( who, what, when, where, why, how, which). 4 Used the Seven Servants and relevant key words and phrases to create questions. 5 Used relevant synonyms to edit questions. 6 Used multiple question words to create a probing question when interviewing an “expert.” 7 http://www.ictnz.com/Questioning/ stage

27. 2009 Programme of Inquiry Learning An inquiry into the interconnectedness of human-made systems and communities; the structure and functions of organisations; societal decision making; economic activities and their impact on humankind and the environment. An inquiry into the nature of self beliefs and values: personal physical, mental, social and spiritual health: human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human Kahikatea Syndicate -Term 1 “ Getting Along” Key idea : We build systems in order to achieve harmonious environments. “ Rights respect and responsibilities” Key idea: Our lives are enhanced by actively respecting everyone’s rights and accepting our own responsibilities How we organise ourselves Who we are

29. An inquiry into our orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between the interconnectedness of individuals and civilizations from local and global perspectives. An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Term 2 (and part Term 3) “ Children’s rights” Key idea: We can identify and apply our knowledge of children’s rights to NCS. “ Endangered species” Key ideas : Humans impact on their environment. Living things have requirements in order to thrive. Where we are in time and place Sharing the Planet

30. Term 4 Term 3 An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment. An inquiry into the ways in which we discover and express our ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. “ A Clean Stream” Key idea: We can use the Sciences to help us protect and improve our environment. “ Express yourself” Key ideas : People express ideas and opinions in many different ways How the world works How we express ourselves

31. Rich Task: As a group create a proposal for how our student council should be structured and elected so that it represents all children at NCS. From the proposals presented the children at NCS will be involved in a democratic process to decide on our new student council structure and election process. Key Competencies Using language, symbols and text, Thinking, Participating and contributing. Relating to others, Managing Self How we organise ourselves “ It’s our voice” Key Idea: As a member of a community we all have the right to be involved in the decision making process. Totara Syndicate -Term 1 An inquiry into the interconnectedness of human-made systems and communities; the structure and functions of organisations; societal decision making; economic activities and their impact on humankind and the environment.