Year 2 Bulletin

Investigations

A deep dive into Investigations

Overview

At the beginning of Year 2, as children mature socially and emotionally, the skill sets they bring to Investigations, are quite different from those they utilised in Year 1.

In line with that, our expectations are that the children will be able to dig deeper into their curiosity by questioning and thinking more creatively about their learning environment. As children choose an area based on interest, they aim to become more flexible in their practices, and willing to collaborate with peers outside their friendship groups.

Our main intention was for students to be aware of the transfer of skills, thinking routines and knowledge, across learning areas.

We introduced the concept with one specific area to support students transitioning into Year 2 Investigations.

Teaching Points

To highlight the mechanics of working collaboratively, incorporating turn-taking, respectfully listening, and actively responding during challenging learning opportunities.
To foster their willingness to grapple with, persevere with, and make sense of where their discoveries might take them.

Whole

We asked:

What do we know about Investigations?

What do we experience during investigations?

What could the purpose be?

Is there a purpose of the learning intention in each area?

In groups of four, students were introduced to our first area, Design and Construction, with the learning intention:

In their investigation books, students wrote the learning intention, circling any words that helped them understand the area's purpose. They then collaboratively discussed what they thought the words might mean and the area's objective.

Small

Created to enable each group to explore a miniature version of our Design and Construction area.

The Instructions:

You have 45 minutes to work collaboratively and use the learning intention to guide your learning.

Each group received the following:

building materials (magna tiles or wooden planks)
butcher paper
rulers and measuring tape
pencils

The clock was set, and off they went.

Twenty minutes in, we paused to share our reflections in action. The discussion that followed was robust, passionate, and filled with ‘ah ha’ moments.

Reflection in Action:

‘What I heard’	‘What I noticed’
I need help I don’t understand That’s mine I’m finished We don’t know how to communicate Our first try didn't work, our second try did It's not easy getting everything to hold	Not reading instructions Paper and pencils untouched Minimal collaboration Independent buildings Uneven division of materials

As a group, they deconstructed the learning intention into meaningful parts, be they words or phrases. The reconstruction of the learning intention became the collective understanding.

The students determined that each group needed to spend time planning, sharing tasks based on interests and strengths, and building a structure together.

For the next 20 minutes, the classrooms were humming with purposeful collaboration. Each group overcame its previous obstacles to create structures that every member was proud to share.

Whole

We called “tools down” to enable us to come together to reflect once more.

Our discussion revealed:

The ‘pause’ allowed a reset and refocus
Using the learning intention as a guide helped keep ideas on topic
Writing the learning intention also helped channel ideas
Although specific language was used, it was open to various interpretations
Students like the invitation to contribute to the progressive development of Investigation Areas

Term 1 Learning Intentions