Warrington School/Curriculum/Inquiry Process

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GNU and Tux - and?

the "AND" inquiry process

Immersion in:

  • Knowledge, concepts, processes and skills
  • Issues or further aspects which will engage emotionally and cognitively
  • Opportunities to check consolidation of past learning; and to check if learners actually know what they are intending to focus on
and how is this learning going to make a difference in their life or the lives of others?
GNU and Tux - Inquiring

Brainstorm Ideas

  • Engage learners in brainstorming what they know about the focus challenge/s using a recording tool of their choice
  • Invite learners to determine what they will need to know; these wonderings may be incorporated into the inquiry
  • Learners need to design questions that consider and?


  • Share with learners the classroom models indicating the skills, tools and strategies that they will be introduced to during the inquiry process
Brian theories, learning philosophies etc
  • Learners once they develop their understanding of thinking will use planners with guidance
  • Inquiries using the thinking framework of their choice


  • Provide learners with a planner that outlines the entire learning journey; all steps should be clearly identified


  • Create with learners criteria in the format of a rubric; learners will reference this criteria to self evaluate


  • Provide learners with the learning and thinking tools associated with each stage of the inquiry for,
Knowledge/comprehension, analysis, evaluation, synthesis as each tool and/or strategy is used
  • As each tool is used, it should be immediately identified
  • Informal internalisation time is provided at the end of each learning session
  • Learners are encouraged to record discoveries and wonderings within their learning journals at this time
  • Target teaching and/or explicit whole class teaching is provided as required
  • Regular debrief sessions are conducted to ensure accuracy and completeness of student accessed information
GNU and Tux - Pausing

Pause for thought

  • Invite learners to self select a strategy and tool for internalisation of newly accessed information - thought time
  • Invite learners to self select a strategy and tool for sharing their comprehension : What do you now know?
Learners are not to ‘regurgitate’ what they KNOW - the communication vehicle is NOT
assessed and evaluated - learners are simply given the opportunity to, 
‘get it out’ so that they and you can determine if they need
to move back before they move forward


  • Invite learners to reconsider how they might use their new learning to make a difference in their life or the lives of others?
  • Learners may continue with their original idea as per the brainstorming & question stage; they may make modifications; or

include additional actions

  • Invite learners to determine a communication vehicle which will get their idea to an appropriate audience (this may result in an

additional inquiry so that learners can generate criteria for their specific communication vehicle)

  • Direct learners to put their and idea into action

Innovate & Celebrate

  • Direct learners to trial and monitor the results of their inquiry
  • Invite learners to celebrate the learning journey while waiting to identify if their and made the intended difference
  • Celebration includes a formal, informal and social time
GNU and Tux - Innovating


  • Direct learners to track the thinking skills, tools and strategies used during the inquiry
  • Invite learners to identify the strengths and weaknesses of their inquiry and set goals for improving it next time