A throughjourneyInquiry
The Early Years (Prep to Year 2)
COOLOOLA CHRISTIAN COLLEGE
INQUIRY LEARNING
At CCC we are equipping our students to be Learners for a lifetime, rather than Knowers for now.
We believe we are created with a natural desire to discover, to investigate new situations, and make sense of God’s world.
We recognise that learners are equipped with five powerful senses, amazing skills of communication, and the ability to connect new information with existing understandings.
At CCC, we encourage the natural learning behaviours of young children through our Inquiry Learning Approach.
“Tell me and I forget, teach me and I may remember, involve me and I learn”
BENJAMIN FRANKLIN
Welcome to the world of Inquiry Learning!
At the heart of our approach lies the belief in the power of students as active participants in their own education journey. Inquiry learning empowers students to not only engage with ideas and topics but to become the architects of their learning experience. Through wonder, questioning, investigation, comparison, and reflection, students embark on a transformative journey of discovery.
In traditional methods of teaching, the focus often lies on the transmission of information from teacher to student. Success is commonly measured by the student’s ability to memorise and recite this information, emphasising rote learning over deep understanding. This approach tends to foster learners who passively receive knowledge rather than actively engage with it.
Inquiry learning is not just a teaching method; it’s a philosophy that puts the learner at the centre. In this model, the role of the teacher evolves into that of a guide and facilitator, orchestrating experiences that promote discussion, collaboration, and critical thinking. The teacher moves between “sage on the stage, guide on the side and meddler in the middle”. Drawing from the constructivist theory, which posits that
students construct knowledge through their experiences and reflections, inquiry learning provides a fertile ground for holistic learning and growth.
Being an inquirer is more than just a role; it’s a mindset—a mindset that fosters excitement and transformation. Through inquiry, students not only deepen their understanding of concepts but also cultivate essential skills, dispositions, and attitudes necessary for lifelong learning. Collaboration, communication, critical thinking, and social-emotional skills are just some of the invaluable assets students develop as they navigate the inquiry process.
At the core of inquiry learning is the belief that children learn best when they are actively involved in the learning process— when they ask questions, explore solutions, create knowledge, share discoveries, and reflect on new insights. This brochure invites you to delve into the world of inquiry learning, where curiosity knows no bounds, and every question is a step towards enriched learning. Join us on this journey of discovery, where learning is not just a destination but a lifelong adventure.
INQUIRY LEARNING IN THE CLASSROOM
In an inquiry-based approach to learning the teacher acts as a facilitator rather than the provider of information.
The teacher develops an open-ended question or devises a topic to explore based on the curriculum for the students to determine their own questions.
Through use of carefully planned activities the teacher will encourage the students to discuss the question and search for answers.
The students share their findings and reflect on their learning. Through this process students are building their own knowledge.
THREE LEVELS OF Inquiry
There are three levels of Inquiry that vary according to the abilities of the students and the topic:
STRUCTURED (SAGE)
The teacher directs the inquiry, providing a question to be investigated and step by step instructions that enable the students to find the answers. In this level, students gradually develop their abilities to construct more open-ended inquiries.
GUIDED (GUIDE)
The teacher offers inquiry questions, and the students take more responsibility for establishing the direction and methods to undertake their inquiry. The teacher provides feedback, further questions and helps lead students in the right direction.
OPEN (MEDDLER)
Students take the lead in establishing questions and methods, whilst the teacher operates in a supportive role, working beside the student to expand and reflect on learning together.
INQUIRY LEARNING IN PRACTICE
with Trudy Evans | Early Years Teacher
“We had been investigating how everyday materials can be changed in a variety of ways.
Our inquiry process commenced by asking lots of questions about materials. What is a material? What are materials made of? Many of my students thought that a material was fabric. So, we tested our theory by watching videos about materials. We observed objects in our classroom and around the school. We discovered that materials weren’t just fabric, but a material was a substance something was made from. This led into an exploration of finding as many different materials as we could.
Next, we wondered how materials change. Do they change? Do they change by themselves or does something have to happen for them to change? We were scientists for a day. We had our clipboards ready to take notes and we observed different materials to see how they changed. We eagerly observed and patiently waited.
To the disappointment of many the materials
didn’t change. But we were not perplexed, maybe they just take a little longer to change.
Some children suggested we put some materials away in the cupboard and check them at the end of the term to see if they had changed. Another student had a different theory that they don’t change by themselves they need people or God’s influence to change. He remembered having a bucket in his sandpit at home and it was bright and yellow when he got it but now the colour wasn’t the same.
We wondered why? Maybe it was the sun. This led to a series of experiments where we explored change in materials. We discovered through our journey that the temperature can change materials and we can also physically manipulate materials in variety of ways.
During this journey many discussions were had reflecting on our theories and newfound knowledge”.
“I often wonder what difference [inquiry learning] is making to our little learners. I see little people that are engaged, excited to learn, curious about our world and how things work.
They take risks in their learning; they challenge themselves and they are starting to question everything.
Through our inquiry journey I have started to see our learners become critical thinkers”.
TRUDY EVANS | TEACHER
A Week IN THE LIFE OF OUR EARLY YEARS
LITERACY
Literacy learning plays a fundamental role in laying the foundation for future educational success. Through interactive and engaging activities, young learners develop essential language skills such as phonemic awareness, vocabulary expansion, and basic reading comprehension.
NUMERACY
Numeracy learning in our early years classrooms focuses on developing foundational mathematical skills in young children. Through interactive activities, games, and hands-on experiences, children are introduced to concepts like counting, basic arithmetic, shapes, and patterns.
SCIENCE
Through an inquiry approach, handson exploration, age-appropriate experiments, and interactive activities, young learners develop essential skills such as observation, critical thinking, and problem-solving while building a solid foundation for future scientific inquiry.
HPE
HPE focuses on fostering fundamental movement skills and promoting an early understanding of healthy living through engaging activities, fostering teamwork, body awareness, and the importance of staying active for overall wellbeing.
CREATIVE ARTS
Creative Arts focuses on fostering our young students’ imagination and selfexpression through various artistic mediums such as visual arts, music, drama, and dance. Students engage in handson activities that encourage creativity, collaboration, and an appreciation for different forms of artistic expression.
TECHNOLOGY
Technology in our early years classrooms introduces students to fundamental concepts of technology and its role in their lives. Through age-appropriate activities, students begin to explore basic digital skills, problem-solving techniques, and the responsible and ethical use of technology tools.
HASS
HASS typically refers to the subject areas of Humanities and Social Sciences. These subjects encompass a range of topics including history, geography, and cultural studies and aims to ensure that students develop a sense of wonder and curiosity about places, people, cultures and systems throughout the world, both past and present.
SPANISH
Spanish introduces our early years students to an additional language and culture, promoting an appreciation for global communication and understanding. Through engaging activities and ageappropriate materials, students begin to develop basic language skills and cultural awareness.
BIBLICAL STUDIES
Each day, students pray, worship, and study the Bible, engaging with Old and New Testament stories. Our Biblical Studies program spans all year levels, fostering a holistic understanding of a Biblical worldview—integrating knowledge, practical skills, and heartfelt faith.
CHAPEL
Chapel is a time when we come together as a primary school for a time of worship, prayer, and reflection. These services are rooted in our College’s Christian values and are designed to provide a space for spiritual growth and community building.
FOR FURTHER INFORMATION ABOUT THE EARLY YEARS PROGRAM
PLEASE VISIT WWW.CCC.QLD.EDU.AU
Connecting Head, Heart and Hands by being Courageous, Learners, Excellent, Accountable and Respectful.