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I am wondering how to best run inquiry that is organic and student lead.

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I am wondering how I can use Inquiry effectively in Music/Drama.

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I'm still wondering about the best way to authentically use students 'wonderings' in our inquiry process.

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I am wondering how I can provide a more balanced program

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I am wondering how will teams be better accommodated with collaborative planning time to develop their inquiries

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I am wondering how to successfully give students agency - to all have a voice and be confident sharing their ideas and thoughts.

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I am wondering if I could fit 'I Time' across the year.

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I am wondering how we can focus on the reflection part of our inquiry units - with our students and as our teams - to inform how we plan the next inquiries.

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I am wondering how grade teams can find the time to meet regularly to plan inquiries as they progress through them (instead on planning the entire unit before they even begin).

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I'm wondering how our team inquiry planning can entirely centre around a concept as Kath modelled to us during our planning session.

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I am wondering if there could be time allocated for Grade Teams to develop a skills rubric to assess student learning.

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I'm wondering about the variety of ways in which student agency is increased across the curriculum, across the school.

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I am still wondering how I can allow students to have more control over their learning (whilst keeping on track)..

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I'm wondering how to share our inquiry journey through the celebration of learning portfolio.

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I'm curious about time efficient and effective ways of including spelling investigations into a busy schedule.

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I am wondering how we can factor in regular and efficient team planning sessions to share ideas and progress.

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I am wondering how to make students more aware of the dispositions and how they support learning.

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I'm wondering what might make valuable provocations for our focus concepts and how to be efficient with the documentation process.

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I am wondering what an inquiry approach to my spelling program could look like.

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I'm wondering about further ways and strategies to build wonder and curiosity across all learning.

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I am wondering when do I release the ownership and control of their learning...

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I am wondering how we can authentically engage with what students are telling us and showing us about their learning. How we build in reflection throughout a unit to drive where it goes next.

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How we can improve our documentation to make student's learning visible and give parents a sense of the "big ideas" we are exploring?

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I am wondering if students across a grade are doing different tasks to show their understanding what tools are their to guide moderation of work samples.

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I am wondering how to give students more of a voice in capturing their learnings

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I'm am wondering about different ways to capture evidences of student learning

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I'm am wondering about different ways to capture evidences of student learning

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I am still wondering how to seamlessly integrate curriculum demands, school improvement plan requirements, and data collection into an inquiry program (we're working on it though!)

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How can I change my language (the way I speak to students) to provoke student thinking and promote curiosity.

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When students are completing independent inquiries, how do we monitor and moderate?

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I’m wondering how I best gather worthwhile anecdotal evidences to support formative and summative assessment gathered across all subject areas.

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I'm wondering how much guidance you should  be giving children who are working out questions for independent inquiries. Should you work on changing their questions to make them more like what you expect, or let them investigate just what they want to work on.