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To provide the opportunity for every student to dive into the waters of inquiry, to explore the wonders within and to surface exultant with a new found treasure.

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Students create their own unit and assessment task caters for their own learning profile.

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To provide a language based classroom where students feel safe, comfortable and engaged in their learning.

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To manage my time better, so that I can find time to create plans and scaffolds for allowing students to control their learning.

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My goal is to be one step ahead of the students. They can contribute, but always change their minds. To explore what happens if we plan in Step Up and over the break the students change their mind.

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Embed more small one lesson to one week blocks for inquiry activities which each year group and each topic, as opposed to one whole unit which is what I have been focussing on.

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My goal for 2017 is to work alongside my students to create lessons, materials, assessments and units that will consistently engage all students and which will see all students achieve.

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Use the Reflection Rainbows (Year 8) for students to identify their strengths in learning and to create a lesson which reflects these.

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Bring in ELLL - Effective Life Long Learning to the Science program:
- How do I know what I know assignment. - - True Design Experiment

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To explore how to modify the inquiry style teaching for learning support to be engaged.

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Engage the less motivated students so that they achieve more than they do at present.

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Ensuring that post exam / final assessment and Step Up content is engaging and relevant.

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To run a unit that is entirely inquiry-based in 2017.

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Explore flexibility in NTCET Assessment requirements to provide for more student autonomy.
Use the inquiry process more intentionally in Stage 2 class, especially the initial stages of sharing experiences and setting individual and collective learning goals.

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Explore how to co-design the learning with my students.

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To consider how I might implement inquiry-based learning in one out of three lessons per week.

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Expand my network of teachers in comparable MYP programs and share resources / experiences in inquiry-based learning.

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Become more conversant in MYP language / knowledge and understanding so I can incorporate it more naturally in my lessons.

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Use Step-Up Week to ensure I can create applicable, relevant and interesting inquiry-based learning for next year.

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To explore how to adopt an inquiry-based task for students with learning difficulties

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Run an inquiry maths unit. :-)

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To engage every student to think that Language and Literature is AWESOME! Develop and introduce different strategies within the classroom.

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Use technology more effectively in the classroom.

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Increase students independence as learners.

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Be open-minded and push myself to challenge students in an inquiry model in ALL areas. Even those I find challenging not to guide.

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Find a way to incorporate Inquiry-based Learning in the Tuning in and Finding out stages so there is less "teacher talk."

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To develop a co-designed task.

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Stepping away from teacher-directed learning in the classroom to the passing of the baton.

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I want to be able to know by name and have a chat with every student identified as 'Enrichment / Learning Support' at the Junior, Middle and Senior Campuses.

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Harness SEQTA and other web-based applications for inquiry activities in class.

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I want to have empowered students who articulate and advocate for differentiated practice and assessments that support their learning.

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Next year I'd like to attempt the teacher / student co-planning for Year 7 Maths-Science Water Unit in the first weeks. 2016 has us planning as we came to a new idea / concept. Our students lead at the moment. (Yay, go Year 7)

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Being more of a risk-taker and letting students run the show. Foster independent inquiry in my students.

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Be more open-minded in content and topics.

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To create a classroom environment wherein students feel empowered and share responsibility for (some) planning.

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Find the balance between organisation / preparation / needing documentation completed and student-led pathways.

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Students to co-design a unit of work and put together the assessment task.