Investigations

Ask any junior student at Moomba Park what their favourite subject is and it will be a resounding, “Investigations!”

Investigations is a play-based curriculum pedagogy (the method of how teachers teach, in theory and in practice) based on the work of Kathy Walker.

In Investigations, students are at the centre of their learning. Their curiosity in topics, their strengths and unique learning styles, along with their interests and passions, are used as the vehicle to drive personalised learning across all areas of the Victorian Curriculum. Through explicit teaching in a rich, robust context that is meaningful to students, these authentic moments of play allow for the building of many skills including; oral language and vocabulary, Literacy and Numeracy, and Social and Emotional capabilities.

A typical Investigations session runs for 90 minutes and is broken down into the following:

Tuning In

Teachers spark curiosity and ideas through a short engaging activity linked to a specific area. They may use a ‘provocation’ to build excitement eg. Putting a tape measure at the construction area and posing the question “I wonder how we could use this tool today?”

Investigating

Student’s have a strong voice in the Investigation areas that are created in the classroom, which provide a wide range of purposeful learning opportunities.

The areas may include:

  • Reading/Writing

  • Numeracy

  • Interests

  • Construction/Collage/Craft

  • Dramatic Role Play

  • Tinkering

  • Sensory

Share Time

Focus Students present their discoveries and work in small groups, highlighting the links they made or goals they practised. Audience members learn how to show active listening, as well as learning how to give positive and constructive feedback.

Area Reset

Throughout the day, experiences and work produced during Investigations is used as a springboard for other sessions. Eg. If in writing our ‘big idea’ is procedural writing and a student made a robot in the box construction area, teachers may use this in their model to demonstrate how to record the materials used and the steps taken.

All areas maximise student engagement and are enhanced by:

  • Clipboards and writing materials

  • Rich Literature and print

  • Vocabulary that has been unpacked with students

  • Templates or ideas on ways to record thinking

  • Anchor charts on what links/skills students can practise at areas

  • Flexible seating and table arrangement

  • Defined areas through rugs, mats or cushions

  • Student work examples

  • ICT integration

During Investigations, students take ownership of their learning by undertaking various roles including:

Focus child
Teachers work 1:1 to spark ideas, support work on a specific goal or to make a connection to whole class topic goals eg. Practising a writing goal of ‘stretching out sounds’ by creating a menu for the healthy cafe role play area.

Reporter
Teachers assign a specific task which is targeted to practise a certain skill eg. Collecting all the words you see around the room beginning with ‘S,’ to help reinforce the phonics focus of the day.

Photographer
Teachers also assign a targeted task, which may involve working together with the Reporter. Eg. Taking photos and recording any 2D/3D shapes in the classroom environment