Concept-Based Inquiry
COLLABORATION:
When planning Units of Inquiry, teachers work collaboratively in teams, alongside specialist teachers to create a culture of concept-based inquiry. Each teaching team works from the Palmerston Pillars and scope the plan for the whole year. We believe all students can be conceptual thinkers who can make rich connections, share insightful comments and transfer understanding through different areas of learning with confidence. To think abstractly and connect concepts in meaningful ways, all teachers adopt the frames of mind to build competence and confidence.
Our preschool students benefit from the Early Years Learning Framework designed to guide early childhood educators to develop quality, early childhood education programs. The framework describes the principles, practice and outcomes that support and enhance young children's learning from birth to five years, as well as their transition to school. Our Kindergarten to Yr 6 teachers use the Australian Curriculum which sets a national standard for student achievement in all learning areas, outlining essential knowledge, understanding and skills for young people’s future learning, growth and active participation in Australian society.
CURRICULUM:
Curriculum implementation at Palmerston District Primary School is aligned with a concept-based Inquiry pedagogical approach. Concepts-based Inquiry brings together two distinct pedagogical approaches: Inquiry-Based Learning and Concept-Based Learning
At Palmerston, teaching teams use the Australian Curriculum flexibly to develop programs that meet the educational needs and interests of their students as well as ensuring that they extend and challenge students. We implement the Australian Curriculum in ways that value teachers’ professional knowledge, reflect local and global contexts and take into account individual students’ family, cultural and community backgrounds.
