1. C’mon baby light my fire!!

2. SELF COMMUNITY GLOBAL

3. RICH CONCEPTS Biculturalism Cause and effect Conflict Citizenship Creative potential Current Events Customs and Rituals Cycles Design Ecology Energy Environment Experimentation Exploring the natural, physical, material World Exploring the wider universe Future Globalisation History Identity Inclusion Interdependence Invention Investigation Leisure Living/Non-living Multiculturalism Participation Patterns Needs, Wants & Opportunities Performance Political Life

4. RICH CONCEPTS cont Presentation Process Production Relationships Rights, Roles and Responsibilities Social Justice Society Spirituality Stewardship Supply and Demand Survival Tradition and Heritage Visual Communication Visual Culture Well Being Success Respect

5. BEFORE EACH INQUIRY FOCUS The host curriculum team will develop: A statement, provocation or rich question. The Deep Understandings - ‘What do we want our kids to know / find out /understand?’ A rubric that focuses on HOM, the Key Competencies and our Inquiry Model

6. TEACHER: What do my kids know? Students Where are they at? current Any misconceptions that thinking my kids may have? What are my kids personal experiences? W.A.L.T – Key Competencies, Deep Understandings, Inquiry Skills and Habits of Mind

7. Developing and Reviewing Questions and Thinking From The Beginning: Fishbone T- Chart Fat and Skinny Questions Brainstorms KWL charts PMI Graffiti Wall

8. IDEAS FOR TUNING IN: Film Audio You Tube clips News Clips Music Simulations Scenarios Trips Invited guests Visual Prompts e.g. photographs, paintings

9. THE RESEARCH PHASE GATHERING DATA (Use the H.O.M language to address key aspects of the process.) QUESTIONING (Blooms Taxonomy, Pam Hook’s Questioning, Socratic Questions, Micheal Pohl, Trevor Bond.) STIMULATE AND MAINTAIN CURIOSITY

10. Organising Analysing Making Sense 6 Hats Thinking In relation to (what are the next steps) Skill: Being able to make valid judgements on what we have found out

11. Make conclusions and generalizations Assess and demonstrate progress towards understanding Inform further planning Encourage reflection Foster synthesis – help students see the ‘big picture’ ideas Explore and justify feelings and values Develop metacognitive skills

12. What do we need to know more about and why?

13. What have you learnt that you can use in your everyday life? How can we apply this knowledge in everyday life? Now what? So what? How are we going to make a difference? Personally, Locally and Globally? (*not all need to be covered in one inquiry)

14. KEY QUESTION What’s the most significant and interesting thing we have learnt? IDEAS FOR SHARING, EVALUATING and CELEBRATING Reporting Invited Guests Peer Feedback Open Door Viewing Parent Evening Photos Blogs and Wikis Video Responses Media Clips Self Evaluation Other Classes Sharing