‘Inquiry Approach’
26th August 2019
Making Connections
Outcome 3.2
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Throughout any subject in the primary years, the learning builds on previous knowledge and understanding and slowly introduces a new layer/depth of skills, knowledge and independence in learning. In order to effectively achieve this smooth flow of learning, it requires a curriculum (CSCF), a clear plan school wide (Scope and Sequences) and units within the classroom that gauge previous knowledge/understanding and build from the level of understanding of the individual students, not just what the official documents say.
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In relation to the Christian Studies Unit annotated, there was a clear purpose and connection between the outcome chosen for the year level, content and knowledge within the unit and the strategies and skills focused on.
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CSCF Key idea: 'Christians pray, worship and celebrate the sacraments'.
Learning Statement: CC3.3- 'Students investigate and describe the purpose and significance of worship and sacramental practices of the Lutheran church.'
Band B was chosen for Stage 3, because as a school there is a clear Scope and Sequence that helps students learning journey build on their previous understanding to create deeper meaning and understanding. Band B is covered mostly in Years 5/6.
The 'students know' section elaborated on the understandings students should gain within this outcome.
However, when completing the pre-assessment for the unit, students had a very limited knowledge and understanding of The Lord's Prayer in relation to prayer and worship. Therefore, when completing the unit we delved into The Lord's Prayer and the context, meaning and application which is covered in Band A. So that this understanding was a foundation for further discoveries around corporate prayer and rituals in the Lutheran faith.
In the outcomes of Key Idea 3 I have highlighted the verbs used in pink. This is to show the clear progression of learning as students progress through their schooling. These relate to Blooms Taxonomy and the development of cognitive skills needed for each level of understanding- which develop over time.
For example:
Beginning- 'share own experiences'
Band A- 'research' & 'describe'
Band B- 'investigate', 'describe', 'purpose & significance'
Band C- 'compare' & 'contrast
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A comparison between researching (Band A) and investigating the purpose and significance of a concept (Band B) requires increased thinking skills and a foundation knowledge of the research already to be able to look at reasoning behind the concept.
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Looking at the 'students know' section there is a clear process of previous understanding building on new understandings. However, it is through complexity and depth of understanding that this is done. An understanding of the development of students faith and understanding is vital when planning units as this drives the progression of learning, concepts covered and strategies used. Fowler's Stages of Faith Development are prevalent in gaining an understanding of the possible need of the learners and developmental stage.
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The 'Beginning' band links with Stage 1- 'Intuitive-projective Faith' in some areas because it is based around simple concepts of prayer and worship that are not abstract but experiences of rituals students may have had through school or images gained from significant adults in their life. At this stage, children struggle to see the world from others perspectives. Some students in this band level may be starting to portray understanding of the next stage of faith development as well.
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'Band A & B' could be seen to fit into Stage 2- 'Mythic-literal Faith' which is when students are able to start working out the difference between facts and information given and things that might be opinion and speculation. Students begin to seek understanding of faith ad meaning from others, not just family. They begin to have capacity to understand that pothers might have different ideas and beliefs to them- not always knowing how to respond to this. This can be seen through the 'students know' section as it is looking into reasoning and the why behind some of the concepts previously introduced. For this concept, 'Band C' is when diversity is introduced between other religions.
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Students in Year 5/6 are cognitively beginning to think abstractly and consider more complex religious concepts such as how the Holy Spirit can reveal himself through worship and concepts that intertwine with other key ideas experiences through the Christian Studies journey. This is based around Piaget's theory on intellectual and cognitive development which is helpful in understanding the concepts and complexity in thinking that students may be capable of reasoning with (Wanda, Y. G. (
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As educators, it is important to understand the key stages of development and therefore the needs of the learners to be able to introduce and explore concepts that will challenge but not completely confuse and baffle the students because they are not developmentally ready to think in that way. I have found it very insightful and are able to relate the stages of development to my students and clearly see the link between their thinking and the characteristics of the stages explained. It is important to use pre-assessment and observation throughout the unit to gauge where students are at in their understanding and whether they are grasping concepts, as if they aren't maybe they are still developing certain cognitive processes.
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Underlying Theology:
The basis of the unit then needs to be built on what are the key theological concepts with this outcome and how to incorporate these into the inquiry unit. The key theology is in the CSCF and when developing a unit, I go through and highlight the relevant theology and understanding to the Band level and level of understanding for my students. Through my Equip journey I have been challenged in the importance of, as educators, going and then delving into these understandings more and reading into bible passages and understandings further through the use of Three Worlds of TExts and hermeneutics.
You can see the link between the CSCF ideas, knowledge the students need to know and engage with, link with the developmental stages of faith and cognitive development and how that influences teaching and the theology that is the foundation of the inquiry process. This is portrayed through the development of my Unit of Work- however, through critical reflection and annotation, I would like to revise the theological links with the outcome as some concepts needed to be expanded on and possibly slightly different focus areas that students had not already covered.
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Reference List:
-Fowler's Stages of Faith Development. Retrieved from: https://www.uua.org/re/tapestry/youth/wholeness/workshop2/167602.shtml
-Lutheran education Australia. Christian Studies Curriculum
Framework. (2015). Retrieved from https://www.lutheran.edu.au/download/cscf-2015/?wpdmdl=1276&refresh=5d63cdef675bf1566821871
- Wanda, Y. G. (1995). Jean Piaget (Intellectual Development). Retrieved from: academia.edu