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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 agree to:

Be open to each others’ ideas

Make decisions collectively

Be kind

Take responsibility for our learning

Appreciate each others’ strengths

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Beginning the journey on train - collaboration 

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Beginning the journey on train - collaboration 

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We wondered how children could make models to understand structures using a wide range of materials.

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We were open minded and flexible, making collaborative decisions. We detoured from our assigned destination, thinking about places along the journey which would open opportunities for learning.

On our way to the Australian Museum we took the opportunity to explore transport systems and visit the Lego store to investigate toys/ structures and materials.

Our process continued to be organic and we took the opportunity to join y2 at the Sydney eye tower, when we bumped into them.

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Looking at how Sydney is connected by various modes of transport          Birds Eye view of Sydney Comparisons of Sydney Tower compared to buildings around the world. 

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Looking at how Sydney is connected by various modes of transport          Birds Eye view of Sydney Comparisons of Sydney Tower compared to buildings around the world. 

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Close observation through sketching and detail.

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We discussed the ways we could engage students with Thinking skills by strategic questioning to encourage critical and creative thinking.

Our responsibility as teachers is to prepare appropriate ways for children engage in learning experiences

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Analysing sources of information which represent our spaces around us