INQUIRY LEARNING IN THE JUNIOR SCHOOL

By Blair Saunders

Play-based pedagogy in the early years gradually develops into Inquiry learning as the student progresses through the Junior School. The introduction of the ASC Inquiry Framework, a co-constructed framework, primarily empowers students to take an active role in their learning, encouraging them to meaningfully engage with the world around them. The framework comprises four key components: Experience, Question, Research and Action.

In her book, Experience Inquiry: 5 Powerful Strategies, 50 Practical Experiences, Kimberly Mitchell states: “Inquiry is both a disposition and a pedagogy, enabling students to do most of the question-asking and answerseeking. The teacher designs and guides experiences and environments that promote student discussions, collaboration, and critical thinking. Inquiry methods foster relationships and inspire joyful curiosity in classrooms.”

Sparking this joyful curiosity in classrooms and studio walls is at the core of the Junior School’s teaching and learning focus. The College provides students with rich, authentic experiences that stimulate their senses and promote questioning, enabling them to generate their questions and take ownership of their learning. The first stage of the Inquiry Framework is Experience, to which the College commits to providing through various rich and engaging experiences, both within and outside the classroom (such as day trips to Rottnest Island and Point Walter), and intentional daily provocations within the classroom walls. The Inquiry Framework continues with

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a focus on developing key skills such as critical thinking, thorough research, and purposeful action. Students continually grapple with their questions and research, and we always look forward to seeing their actions come to fruition.

Inquiry learning is not limited to the students; teachers model the ASC Inquiry Framework as inquirers themselves, enabling students to see the impact of this mindset and pedagogical approach firsthand. The framework encourages deeper learning, resulting in meaningful and purposeful action that may impact the school environment or even the wider community.

During this year, All Saints’ College Junior School has received feedback from experts in inquiry-based teaching and learning, including teacher, writer and consultant Kath Murdoch and education transformer Professor Yong Zhao, both affirming the current teaching and learning approach. The College’s participation in the University of Melbourne’s New Metrics research project aligns with an inquiry-based pedagogy, supporting teachers in measuring what is valued, particularly in terms of student agency, collaboration and communication.

Committed to fostering a love of learning and a spirit of inquiry in its students, the Junior School’s focus on inquiry-based pedagogy and the ASC Inquiry Framework empowers students to take an active role in their learning, promoting critical thinking, collaboration and communication skills that prepare them for success in the real world.