The document discusses trialing an inquiry approach to teaching and learning that enhances student voice and responsibility. It notes that the approach may look different depending on year level as student capabilities vary. While planning has not changed, teachers are now involving students in decision making so they take ownership of their learning. Specific examples are provided of what the approach looks like in different classrooms. The document also discusses setting up an inquiry wall with students, unpacking the central idea, setting goals linked to skills and assessment criteria, and the importance of modeling links, clear reflections, developing vocabulary, and evaluating learning.

1. How Best Will We Learn

2. Commonalities in our Trials
 Trialing a way of embedding the inquiry to our daily teaching and learning by
also releasing responsibility from the teacher and enhancing student voice.
 Depending on what year level, this might look different as the capability of
students will vary from prep to year 9 and above. Your scaffolding will vary
across year levels as well as in each individual classroom for individual
students. Students will be required to analyse, evaluate and create.
 Our planning hasn’t changed as yet, we still plan the same, but we are
creating an awareness of how we plan with the students. We are now
involving students in the decision making process. Therefore students begin to
take ownership of their learning.

3. How Best Will We Learn
What it looks like for the students in 3D with
Niki Sylaidos.


4. How Best Will We Learn
What it looks like for the
students in 3B with Suzi Koneski.


5. Where to Start?
Setting up the Inquiry wall.
 What will the students refer to constantly?
 This should be built up with the students.
Getting started.
 Unpacking and making links.
 What can we do to show our learning?
 Set goals to meet the summative assessment.
What is important for students to understand?
 Student learning.

6. Where Does Goal Setting Fit In?
This is Jaydon, and he has a great understanding of
goal setting.
Steps I am taking with my students to link learning with the continuum
and setting personal goals that excite students.
1. Unpack Central Idea.
2. Group work: have students think about what they can do to show
their learning base around the central idea.
3. Group work: Discuss Summative assessment and have student
make connections with skills they will need to achieve the
summative assessment – working with the continuum.
4. Begin working on skills.
5. Personal Goal setting. Student will now have a better
understanding of how their goals link with skills required to
achieve the overarching goal. Goals should link to skills needed to
address criteria of assessment.

7. Developing Teaching and Learning in 3B
1. Modelling the links is vital for students to make connections to what they are
learning, why they are learning it and how to improve their learning; (Where
to next?).
2. Display expectations with clear reflections to extend student think and show
students what is expected of them when reflecting.
3. Opportunities to talk about learning is important to explore vocabulary. Roles
will need to be negotiated be group members.
4. Development of skills will be displaying in portfolios.
5. Evaluating learning is important when providing the opportunity for ownership
and releasing student lead learning.