At Warranwood Primary School, we are committed to delivering a dynamic, concept-driven approach to Inquiry learning that nurtures curiosity, builds independence and develops deep thinking.
Our goal is for every student to become a reflective, informed and capable learner who can question, investigate and take meaningful action.
Our Inquiry framework is guided by the structured 6D’s Model, providing a clear pathway for students to move from curiosity to action while intentionally developing the learning assets of thinkers, researchers, communicators, collaborators, self-managers and contributors.
The 6D’s Inquiry Model
Inquiry at Warranwood moves students from wondering to action through six key phases:
Define
Students identify a central idea, concept or problem and generate meaningful questions.
Discover
Students engage in purposeful research to build knowledge and deepen understanding.
Dream
Students explore possibilities, generate creative ideas and consider different perspectives.
Design
Students plan their project, organise ideas and develop a clear course of action.
Deliver
Students implement their plan and present their learning in authentic and purposeful ways.
Debrief
Students reflect on their learning, evaluate their process and celebrate growth.
This structured framework balances explicit teaching with increasing student independence.
Big Ideas as a Springboard for Learning
Inquiry at Warranwood is grounded in powerful, transferable Big Ideas. These conceptual lenses provide coherence, depth and purpose across year levels and operate on a two-year cycle, allowing students to revisit and deepen their understanding over time.
Each term, students explore broad concepts that frame their investigations:
Term 1 – Identity or Community
Term 2 – Survival or Change
Term 3 – Discovery or Curiosity
Term 4 – Power or Systems
Through this two-year cycle, students build increasingly sophisticated thinking as they encounter familiar concepts in new contexts and across different curriculum areas.
Big Ideas:
- Encourage higher-order thinking
- Support deep conceptual understanding
- Allow connections across learning areas
- Promote meaningful student voice
- Provide real-world relevance
By beginning with a conceptual focus, students are invited to generate their own questions, pursue areas of interest and engage in authentic investigation.
Student Voice and Curriculum Alignment
While student agency is central to Inquiry learning, all learning is carefully aligned with the Victorian Curriculum 2.0.
Teachers intentionally map curriculum outcomes across learning areas including:
- English
- Mathematics
- Humanities
- Science
- The Arts
- Digital Technologies
- Health and Physical Education
Big Ideas provide the conceptual foundation, while curriculum descriptors ensure rigour, progression and accountability.
This balanced approach ensures:
- Explicit teaching of knowledge and skills
- Strong curriculum coverage
- Structured scaffolding
- Opportunities for choice and ownership
Learning Assets at Warranwood
We intentionally cultivate key learning assets that empower students to become capable, self-directed learners.
Students grow as:
Thinkers – analysing ideas, making connections and applying critical and creative thinking
Researchers – gathering, evaluating and interpreting information with purpose and integrity
Communicators – expressing ideas clearly and confidently through multiple modes
Collaborators – working productively with others and valuing diverse perspectives
Self-Managers – demonstrating resilience, organisation and reflective goal-setting
Contributors – taking initiative and acting thoughtfully within their community
These assets are explicitly modelled, discussed and reflected upon throughout the inquiry process.
