Assets for Life
At Charles Conder Primary School you will see us encompassing the Assets for Life across all curriculum areas. This will be at the forefront of what we do, providing our students with the skills to face challenges and opportunities, develop habits, dispositions, values, attitudes and interests. You will see us consistently referring to and reflecting on the following assets:
We are thinkers
We can think logically, creatively and reflectively. We think about how I use my thinking and have different strategies for making my thinking visible to others. We remain open-minded and know that my thinking changes as learn.
We are communicators
We can communicate ideas confidently in different ways and for different purposes. We listen thoughtfully to what others communicate to me. We can adapt my communication style to different contexts.
We are self-managers
We can learn independently and make wise decisions about my learning and behaviour. We know myself as a learner and can set and work towards personal goals. We can reflect on my learning and challenge myself.
We are researchers
We can formulate questions and locate and use a wide range of sources and techniques to investigate problems, interests and issues. We think critically about the information I gather and i am careful to acknowledge the sources.
We are collaborators
We can work with others on shared goals, questions and challenges. We know how to be a constructive part of a team, to use different roles for different tasks and to actively listen to and respect other people’s views. We understand how my behaviour affects others.
At Charles Conder Primary School you will see us taking an Inquiry stance. This requires us to be thinkers, questioners, investigators and to make sense of our world through the Inquiry model both in our teaching and in the learning experiences we provide and engage in with our students. You will see us utilising the following evidence base to support our inquiry stance:
Power of Inquiry
You will see us using the Power of Inquiry by Kath Murdoch to guide our inquiry journey through;
Tuning In – Gathering data about students existing thinking, knowledge, feelings and understandings. Helping students to make connections with the key concept/s. Providing purpose, motivating and engaging students.
Finding Out – Gathering new information, developing research skills, stimulating curiosity, recording information in efficient ways. Share our thinking with others
Sorting Out – Making meaning of the information gathered, revealing new thinking and deeper understanding. Interpreting information and answering questions.
Going Further – Providing opportunities for students to pursue questions and interests, we are investigating independently.
Reflecting and acting – reflect on what and how they have learned, setting goals for the future. Apply learning to other contexts.
- How do we conceptually plan at CCPS?
- Our implementation of the curriculum is aligned with the inquiry pedagogical approach. At CCPS, we plan learning experiences using a conceptual framework that draw upon authentic, holistic and relevant contexts. This framework allows us to organise learning areas into guided Inquiries that develop knowledge, skills and understanding of the curriculum content.
- Our shared inquiries from Preschool to Year 6 are framed with questions and big understandings through conceptual lenses that aim to develop and deepen students’ thinking, supporting them to understand the world around them.