# data[].attributes.body
All four of our classroom walls are used to promote inquiry and reflect the students learning – a visual text-book of sorts.

# data[].attributes.body
A wide range of literacies and skills are encouraged.

# data[].attributes.body
Students displaying their processes around classroom walls are an important assessment tool.

# data[].attributes.body
There is significant time to let questions develop.

# data[].attributes.body
Classes are a mix of planned and spontaneous.

# data[].attributes.body
Ongoing assessment is used to guide knowledge and skill acquisition.

# data[].attributes.body
Learners’ (both teachers and students) questions are valued.

# data[].attributes.body
Learning builds on what students already know (pre-assessment is part of the classroom routine).

# data[].attributes.body
Important learning often occurs through discussions of different perspectives

# data[].attributes.body
Some inquiries are ‘spur of the moment’ – started in response to opportunities.

# data[].attributes.body
Uncertainty is valued by teachers and students.

# data[].attributes.body
The process is more valuable than the product.

# data[].attributes.body
As teachers we place more importance on students’ point of view than the correct answer.

# data[].attributes.body
There are many opportunities and many ways to reflect on learning.

# data[].attributes.body
The classroom has many areas of activities for discovery and exploration.

# data[].attributes.body
Students see that the purpose of their learning is to produce something meaningful.

# data[].attributes.body
Students are often primary researchers.

# data[].attributes.body
Students collaborate with people and places outside of the classroom.

# data[].attributes.body
Students often gather information through direct experience and stories.

# data[].attributes.body
Real life contexts are at the centre of the teaching and learning.

# data[].attributes.body
Tasks can be negotiated in our classrooms (including summative).

# data[].attributes.body
As teachers we work together as a team to integrate disciplines.

# data[].attributes.body
Students work primarily in groups.

# data[].attributes.body
As teachers alongside our students we often develop strategies of inquiry.

# data[].attributes.body
The central ideas to be explored often arise from student / teachers collaboration.

# data[].attributes.body
Students determine their pathway of inquiry through student questions.

# data[].attributes.body
Learning is integrated through concepts rather than themes.

# data[].attributes.body
Boundaries between disciplines often dissolve e.g. inquiry draws on English / Maths or Science / Arts.

# data[].attributes.body
The learners in our class use and develop deep knowledge.

# data[].attributes.body
As teachers we have specific tools for monitoring knowledge and skills development.

# data[].attributes.body
As teachers we have a clear model to use for inquiry.

# data[].attributes.body
A central idea or essential understanding is often referred to throughout an inquiry.

# data[].attributes.body
Students have a clear model to use to direct inquiry.

# data[].attributes.body
Students explore concepts first before content is developed.