Infusion of Inquiry

Infusion of Inquiry in the Primary Years, Middle Years and Diploma programmes

From the very beginning as our youngest learners walk through the doors of our school for the first time, we encourage, promote and engage them with play. Play is the work of the young child. Through play young children inquire into the constant new and changing world around them. They engage with others, form relationships and cultivate their social, self-management, communication, thinking and research skills.

Creating rules for a new game, sharing a toy with a classmate, inviting a friend to join them on the swings, building a rocket from blocks or sitting quietly by themselves looking at the delicate veins of a fallen leaf are all necessary and invaluable experiences that help cultivate an inquiring mind.

Our highly skilled and experienced PYP teachers work constantly to redefine and develop our curriculum in order to provide as many opportunities for students to discover where their passion lies and to inquire into the things that interest them most. Our final year in the PYP culminates with the PYP Exhibition in Grade 5. Students are given the opportunity to inquire into real life local and global issues and work towards instigating some change. They tap into the skills that have been developed throughout their time in the Village and begin this process by asking rich, deep, and complex questions. This experiences sets them on a successful pathway into the MYP.

The Middle Years Programme journey at Chadwick, begins when students who have experienced learning in the village and new students to our community enter middle school as part of the continuum of IB education. They are guided by their teachers and peers to explore topics through conceptual inquiry to deepen learning. This allows for interdisciplinary connections and the transfer of understanding to other situations. Teachers create a learning journey throughout the programme, to develop skills, content and understanding based on best practices and the latest educational research. Units of work are embedded in a global context that connects learning to our students’ lives.

As for Diploma Programme, we understand that an infusion of inquiry helps our students connect their learning to the real world, making school relevant. Asking bigger questions on pertinent, contemporary issues evokes in the student an eagerness to learn more.

We want our students to be assertive, not compliant. While asking difficult questions may seem like a provocation to a young student, we at Chadwick support students who question and challenge the learning taking place. This is exemplified most notably in a core component of the International Baccalaureate Diploma Programme—the Theory of Knowledge (TOK) course.

The Theory of Knowledge course puts students in real-life situations through an infusion of inquiry. Discussing the most current events from around the world, while at the same time addressing ethical and moral issues, generates interesting discussions that more often than not raise more questions than lead to answers. Can reason and imagination work together? Does our mother tongue shape our emotions? How do we know what we know?

There is power in asking the right questions. With this skill, teachers can guide students on their own path to discovery. An infusion of inquiry goes hand in hand with a student-directed approach. Teachers are ready and equipped to take a lesson in a different direction; planning is continuous as student curiosity leads the way to deeper understanding.

When we are passionate about making connections between knowledge, skills and understandings, our personal intellect is engaged.