Investigation Time

Curriculum Overview Term 3

Humanities
Geographyprovides students with opportunities to develop the concept of place through a study of what places are like over time and how they are defined. The emphasis is on the places in which students live, but they also start to investigate other places of similar size that are familiar to them or that they are curious about.

The children will explore content that answer the following questions:
What is a community?
What communities are we a part of?
What are the resources and features in our community and why do we have them?
What has changed in our community?
Who is a part of our community?
How do other people in our community help us?

Science - Chemical Science
Students will:
- Classify different materials based on what they are made of.
- Explore the properties of materials and how these properties influence/affect the way a material is used.
- Identify materials which are waterproof and which materials are not.
- Learn what is the best material for a superhero cape.
Students will learn that seeking answers to questions and making observations is a core part of science, and to use their senses to gather different types of information.

These concepts are taught through explicit classroom lessons and throughout Investigation sessions. This allows students to explore and learn in meaningful and tangible ways.

Investigation Times are structured as follows:

Tuning in – All children begin in their own classroom and are tuned in to current learning foci and goals. Three Focus Students, a Reporter and Photographer are rostered from each grade every session. The teacher assists them to plan their investigations for the day by discussing the area they would like to work in and what their plans are.

Investigation time – Children take part in self-directed learning for approximately an hour. Students choose the area they would like to work at and are free to move between the three Foundation rooms. Some of the Learning Centres are related to our Inquiry unit for the term (Science & Humanities curriculum), whilst others are developed around student interest. There are often ongoing projects that the children return to work on. The teacher spends time scaffolding each Focus Student and their learning.

Reflection – Students return to their classroom where the Focus Students, Reporter and Photographer share their learning while the teacher draws out specific links to Literacy, Numeracy, Science, Humanities or developmental learning objectives. This is the most important time for all children to see the connections between what they have been learning through play to formal learning goals. The children enjoy these special roles and take great pride in sharing their learning. We encourage families to discuss your child's investigations with them at home.