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Inquirers make journeys and document their experiences in a variety of ways.

An inquiry into:

• A resource in Sydney that can support a unit of inquiry (Form)

• The process of finding the resource (Function)

• What is our responsibility to ensure a resource is challenge, engaging and significant (Responsibility)

• How inquiries can be viewed and documented to be shared with others in order to make meaning and connection (Connection)

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We began our adventure by gathering together and creating our essential agreement together. Starting our journey with us all on the same page meant whatever followed was enjoyable and purposeful.

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Essential agreements:

Everyone has a voice

Work collaboratively

Fun, connection, learning

Celebrate differences and appreciate diversity

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Finding out about the resource pre-visit sparking ideas about potential links to units / ways to go deeper

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We got underway by hopping on the train at Waitara and headed off towards Town Hall!

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Refuelling and reinvigorating our bodies and minds

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Refuelling and reinvigorating our bodies and minds

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We worked together throughout our train journey, and our coffee break to decide together what we wanted to examine at Madame Tussaud’s - and which UOI we could potentially link our inquiry journey with - and came up with some potential specialist lines of inquiry that we could use to explore the units central idea.

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Reflecting on our time in Madame Tussaud’s, and considering what we have experienced and the resources we have encountered - share your votes and your thoughts on these potential lines of inquiry.

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Which of the following options would be a good Line of Inquiry to embed into the Year 6 - Where We Are In Place and Time UOI?

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How have different sports evolved over time in response to environmental and social factors?

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What are the benefits and risks of using technology to enhance sport performance and participation?

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How do sports reflect and influence the values, beliefs, and identities of individuals and groups?

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How do sports foster creativity, innovation, and collaboration among people? 

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The dream team celebrating the learning opportunities at Madame Tussaud’s 

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The dream team celebrating the learning opportunities at Madame Tussaud’s 

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Experiencing good hurdle technique

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Minds and hearts fed, time to feed our bodies!

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Pulling into Circular Quay on the “Dawn Fraser” and watching the “Sally Pearson” docked in ahead of us - two amazing Australian female athletes. 

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Pulling into Circular Quay on the “Dawn Fraser” and watching the “Sally Pearson” docked in ahead of us - two amazing Australian female athletes. 

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POSITIVES (GOOD)

Representation of male sportspeople

Some interactive elements

Out of classroom experience

Opportunities for discussion and engagement with landmarks and environment whilst travelling

Representation of athletes with a disability (Dylan Alcott)

Life sized representation of athletes (larger or smaller athletes)

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REFLECTIONS (TAKE AWAYS)

Are there more digital resources to use before the visit?

Would students engage with the characters that are at the venue from a generational perspectives

Is there enough challenging, engaging and meaningful material/information available?

.:. Would it be successful as a provocation?

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INTERESTING (OPPORTUNITIES)

Experiencing the life-sized characters would be a great opportunity to talk about body diversity, ability

Could exist as a part of an excursion – not ideal as a single location excursion

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NEGATIVES (BAD)

Insufficient interactive or engaging elements

Lack of representation in characters & sports

Gender (9 Male athletes – 3 Female athletes)

Sport (5 sports represented – No Netball, AFL, Female football, etc…)

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THOUGHTS (CURIOSITIES/OTHER)

I wonder if…