Junior School - Inquiry Learning

The design of our unique CGS Model of Inquiry is to develop well-rounded learners who respond to challenges with optimism, open minds and confidence. In this process students are equipped to pose questions, investigate, problem solve and deepen their understanding their world and themselves as reflective responsive learners gradually moving from ‘What I know’ towards ‘How I know’.

Our Inquiry curriculum is organised under five Conceptual Lenses across subject disciplines. Each of these lenses includes an umbrella concept, which frames the inquiry direction.

The CGS 5 Areas of Inquiry are:

Place & Time

An Inquiry into who we are individually and within a community, investigating places, people, cultures and environments throughout the world; exploring the effects and the interconnectedness of individuals, cultures and countries, with a particular focus on an Indigenous perspective.

Systems & Communities

An Inquiry into man-made systems and diverse communities; the structure and function of organisations; how they connect and their responsibility and impact on individuals, society and the environment.

Past & Present

An inquiry of our orientation in place and time; change, continuity, personal histories, the discoveries, explorations and migration of humankind and the connectedness and impact that it’s had on citizenship, our community, country and the world.

Physical & Material World

An Inquiry into the physical and material world, of natural and human-made phenomena in which science can help us explain how the world works and the impact of science, design and technology on our lives.

Fair Share

An Inquiry into the exploration of Science and Technology; looking at both natural and manmade wonders; exploring sustainability and conservation, rights and responsibilities in the struggle to share non-renewable resources; having access to equal opportunities, resulting in peace and conflict resolution.

Inquiry Learning focuses on teaching concepts rather than content, enabling educators to develop a curriculum that is broad and balanced, conceptual and connected. Our educators look for opportunities to engage and intrinsically motivate their students by catering for their varying interests and passions within a journey of Inquiry. Launching an Inquiry begins with a ‘Big Idea Question’ and the children’s responses guide the teachers’ planning. Within the Inquiry-Learning context, students work both independently and in groups to generate questions, then research, examine and search for solutions. The teacher facilitates the learning by adding provocations, resources, excursions and investigations that will provide greater opportunities to deepen students’ learning.

The learning is interactive, fueled by the students’ curiosity; this empowers students as they have a choice in the direction their learning will take. They plan, research and create in order to develop conclusions and to make decisions about the actions they will take. Through Inquiry Learning, we are offering holistic education, working to produce active global citizens.