Rebecca Wilman Assessment 1: Report Student ID: 17325509

Inquiry Learning
At its very core, inquiry learning (IL) is about thinking in order to make meaning (Murdoch, n.d). In this
essay, IL will be discussed in context to Humanities and Social Sciences (HASS) education. In doing so, it
will be argued that Inquiry learning is a theoretically relevant approach to teaching in a humanities
classroom and is characteristically applied with a critical lens. In order to achieve this, a broad evaluation
of its development and cautions relating to implementation will be addressed.

Through humanities education, Inquiry is regarded as an approach for on-going, life-long learning for
students that can be either structured step by step, guided in order for students become confident or
open to develop higher order thinking (Reynolds, 2014). This theory approaches learning as the process
of pursuing knowledge, raising questions, searching for answers, evaluating information, and asking new
questions based on new understandings (Jong, 2017, p. 307). Similarly, a social or ‘critical inquiry’ lens
expands on these concepts and focusses on an open-ended, argumentative societal issue (Jong, 2017, p.
307). Instead of searching for truths, it emphasises on developing learner’s understanding and reflecting
on people and their connections within society from multiple viewpoints, values and interests. (Jong,
2017, p. 307). Therefore, with guidance students follow a series of steps that enable them to be
immersed in a learning journey that reveals what students know and need to know in order to formulate
a compelling question relating to a big idea; such as ‘war on waste’ (Reynolds, 2014). Once a question is
decided, students investigate for information with scaffolded assistance to enable efficient internet or
text based researching (Killen, 2014, pp. 312-3). Once information is located and analysed, students are
guided through evaluating the reliability of information and synthesize it into an appropriate use for
action; such as product creation (Jong, 2017, p. 307). Finally, students discuss and reflect on their
journey by evaluating the entire process and ask a new cycle of questions (Jong, 2017, p. 307).
Nonetheless, some cautions should be considered when implementing IL in a humanities classroom. It is
unrealistic to implement IL when students are unfamiliar with the process and skills involved (Reynolds,
2014). Particularly, when linked to Information Communication Technology (ICT) and the Critical and
Creative Thinking skills deficits; as students require prior experiences and scaffolded assistance before IL
can become successful (Killen, 2014, p. 301; ACARA, 2016, General Capabilities).

When thinking critically of IL, it is important to understand its theoretical underpinnings. It is strongly
linked to a constructivist approach and is grounded on the work of Piaget, Vygotsky and Dewey
Rebecca Wilman Assessment 1: Report Student ID: 17325509

(Reynolds, 2014, p. 51). This is evident as it lies between a student-centered and teacher-led approach
to constructing knowledge on existing learning, utilizes a student’s zone of proximal development
including shared experiences and responsibilities (Reynolds, 2014, p. 51). Therefore, teachers work with
students in order to develop learning together and ensure meaningful concepts, experiences and ideas
are constructed and challenged (Reynolds, 2014, p. 50). Further research into good pedagogy argues
that a successful HASS classroom is one that can encourage students to link learning to real life societal
issues (Reynolds, 2014, p. 33). Especially, one that is flexible, creative, collaborative, self-directed,
reflective and effectively communicates thinking (Reynolds, 2014, p. 33). The strong theoretical basis for
IL ensures students experience the process of meaningful social investigation and through HASS and are
involved in a cooperative problem solving approach that is in essence developing independent learners
that strive for more than superficial understanding their world (Killen, 2014, p. 299). Importantly,
teachers must model and scaffold the generic processes and skills required for inquiry learning
(Reynolds, 2014, p. 34). In doing so, they ensure students are working towards becoming active and
informed citizens that are able to ethically make decisions, become flexible, critical and creative,
collaborate with others, reflect on thinking and communicate the value of their findings (Reynolds,
2014, p. 34; Ministerial Council on Education, Employment, Training and Youth Affairs, 2008, p. 7).

Due to the theoretical underpinnings of IL and a strong link to today’s notion of good pedagogy, the
skills students develop as a result of an IL approach are extremely relevant in today’s society (Reynolds,
2014). Firstly, as students undertake IL, they grow Information Processing skills that enable them to
ascertain what information is required, how to locate and collect it including skills related to internet
searching, note-taking, and identifying key information (Reynolds, 2014, p. 80). Teaching strategies and
approaches that support the development of these skills include Taba’s inductive thinking, multiple
intelligences and the ‘Big six’ model (Reynolds, 2014, pp. 80-1). Secondly, critical and creative thinking
skills are other relevant skills linked to judging the quality of information and uses news ideas in
imaginative ways (Reynolds, 2014, pp. 80-1). Reynolds (2014, p. 82) argues that when implemented, a
thinking skills approach creates a positive learning environment that increases critical and creative
thinking and contributes to life-long learning; enabling students to participate in a global education
(Reynolds, 2014, pp. 80-1; 243). Similarly, communication skills linked to English promote the
development of social skills, the ability to question, use graphic organizers and brainstorming strategies
relevant to their learning in and outside school (Reynolds, 2014, p. 89; ACARA, 2016, General
Rebecca Wilman Assessment 1: Report Student ID: 17325509

Capabilities). Finally, reflection and metacognition skills enable students to consider their learning and
establish strategies to problem-solve while monitoring their method (Reynolds, 2014, p. 92). As IL has
developed, advantages in using this cooperative problem solving approach are in essence developing
independent learners that strive for more than superficial understanding their world (Killen, 2014, p.
299). However, it is important to consider the implication of students not developing these relevant
skills and how difficulties may arise from deficits that causes Inquiry and learning to fail as this strategy
depends on the students’ prior knowledge and experience in IL tasks (Killen, 2014, p. 303).

At its very core, inquiry learning (IL) is indeed about thinking in order to make meaning (Murdoch, n.d).
However, as discussed in context to Humanities and Social Science (HASS) education, Inquiry Learning is
a theoretically relevant approach to constructivist teaching that is appropriately applied and guided with
a critical lens. An evaluation of its development revealed skills students need that are relevant to today’s
society and cautions towards its implementation with students; whose skills deficits need to be taught.

References

Australian Curriculum Assessment and Reporting Authority. (2016, December 16). General Capabilities:
Humanities and Social Sciences. Retrieved from http://docs.acara.edu.au/resources/HASS_-
_GC_learning_area.pdf

Jong, M. S. Y. (2017). Empowering Students in the Process of Social Inquiry Learning through Flipping the
Classroom. Educational Technology & Society. Retrieved from https://search-proquest-
com.dbgw.lis.curtin.edu.au/docview/1874034939?accountid=10382

Killen, R. (2014). Effective Teaching Strategies. : Cengage Learning Australia. Retrieved from
http://www.ebrary.com

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne
Declaration on Educational Goals for Young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_G
oals_for_Young_Australians.pdf
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Murdoch, K. (n.d.). What is inquiry learning? Retrieved from

http://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9b31e4b0cf5cb3c4ba
2e/1439 341361238/inquirylearning.pdf

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the primary school. Victoria: Oxford
University Press

Values, Civics and Citizenship

Values, Civics and Citizenship education should be at the core of educational practice (Reynolds, 2014, p.
100). In this essay it will be argued that Humanities and Social Sciences (HASS) plays an integral role in
contributing to the core principles of values laden civics and citizenship development in a school
environment. This will be achieved by discussing the role of HASS in this dimension and link principles to
practice by demonstrating how teachers can embed active citizenship into a HASS year 5 classroom. In
doing so, it will reveal appropriate and meaningful strategies that are likely to impact on classroom
management choices that foster national values of democracy and values linked to the curriculum and
Melbourne Declaration.

In HASS education, values-based content is crucial in involving students in controversial or ethical issues
of real-world importance (Reynolds, 2014, p. 111). Its role contributes to an attempt to teach more than
character virtue lessons and aims to embed students in moral education (Reynolds, 2014, p. 111). For
example, in a year 5 HASS classroom values lesson, students could participate in a values walk. This
involves a statement being presented such as ‘Australians should turn back all illegal immigrants who
arrive by boat.’ Students think about their position on the topic and decide where along the values
continuum their belief lies. This requires students to consider the reasons for where they stand; strongly
agree to strongly disagree. Next, the teacher directs students to listen to and discuss their reasons with
those close and then those at opposite ends. Students are therefore, gaining perspectives that they
might not have considered instead of just listening to similar views. Similarly, this activity’s listening and
sharing component can be organized in two circles where reasons are discussed and considered through
opposite moving circles. During this values walk activity, students are indeed engaged in moral
education that does not just ask students to evaluate a characters values in a situation, but asks
Rebecca Wilman Assessment 1: Report Student ID: 17325509

students to think critically and reflectively of their own values and consider other points of view. This
activity links to HASS through the Western Australian Curriculum and relates to the elaboration “The key
values that underpin Australia’s democracy, including freedom, equality, fairness and justice.
(ACHASSK115)” (School Curriculum and Standards Authority [SCSA], 2014, Humanities and Social
Science).

HASS education plays a vital role in students learning about civics through institutions and processes of
Australian democracy and gain citizenship dispositions and skills related to attitudes and initiatives
(Reynolds, 2014, p. 101). Civics and citizenship are inextricably linked to HASS education as it seeks to
create active and informed citizens and life-long learners (Ministerial Council on Education,
Employment, Training and Youth Affairs [MCEETYA], 2006A). Learners that gain knowledge and skills
essential to developing a broad understanding of the world in which we live (SCSA, 2014). A year 5 HASS
example from a unit of learning that focused on civics and the understanding of our electoral system
and its processes could include an incursion from the electoral commission. This lesson would be related
to the elaboration “The roles and responsibilities of electors and representatives in Australia's
democracy (ACHASSK116)” (SCSA, 2014). This experience would include a guest speaker that travels to
the school and informs students about the electoral system and how it works. Firstly, students’ prior
knowledge from previous lessons will assist them to understand the vocabulary and concepts used such
as ‘electoral vote’ and ‘parliamentary processes’. Then, students will be able to interact with the
presenter, learn the value of being informed about local issues and take part in a mock election. This
process of electing a governing body brings up many questions relating to the school captains election.
Teachers can plan ahead, linking this lesson to a real-life experience in school; such as year 6 student
elections. Year 5 students will be part of a whole school election that listens to students speeches and
finally votes for a candidate. This HASS unit not only develops civic knowledge and understanding, but
also relates it to personal and social capability as it involves students making responsible decisions that
contribute to a civil society by voting for school captains (Reynolds, 2014, p. 101; SCSA, 2014, Personal
and Social Capability Learning Continuum).

According to Reynolds, social and personal aspects of civic and citizenship are being taught more often
than the political and global sides regardless of the diversity of approaches (2012, p.1). The idea of
Rebecca Wilman Assessment 1: Report Student ID: 17325509

global citizenship needs to be more closely interwoven into HASS planning and integrated learning
opportunities used throughout a unit of learning for Values, Civics and Citizenship (Reynolds, 2014, p.
226). Its role contributes to an attempt to teach more than active citizenship and effects how students
view and interact with their world (Reynolds, 2014, p. 111). To achieve this, teachers could focus on
getting students to critically analyze other countries that interact with Australia (Reynolds, 2014, p. 226).
For example, backwards planning an inquiry unit using the ‘big idea’ of ‘War on Waste’ assists this
initiative in linking learning to other countries such as Asia and the Pacific. A unit of Inquiry can be
developed in the year 5 Western Australian Curriculum relating to the elaboration “How regulations and
laws affect the lives of citizens” (SCSA, 2014). Classroom circles are one way teachers could facilitate
community citizenship in a collaborative approach towards developing community discussions about
how laws effect our everyday lives (Centre for Restorative Practice, n.d.). Students can later compare
and contrast laws present in another country such as Indonesia or India. Not only does this foster
intercultural understanding, it links to cross-curriculum priorities such as Asia and Australia’s
engagement with Asia (ACARA, 2016). Students would continue to research, analyse, synthesis and
communicate take action based on their findings by writing a letter, email and or create a blog space
that presents their findings; around for example ‘Could Australian pollution laws improve sustainability
issues present in Indonesia?’. Finally, students could communicate and reflect on their work by
evaluating the process and considering further implications (Reynolds, 2014, p. 53).

Values, Civics and Citizenship education should indeed be at the core of HASS education (Reynolds,
2014, p. 100). Its discussion in this essay reveals that HASS plays an integral role in contributing to the
core principles of values laden civics and citizenship development in a schools. By discussing how this
could be demonstrated in a year 5 classroom, it has revealed the importance of teaching moral
development, civic understanding through institutions and processes of democracy (Reynolds, 2014, p.
101). Including, the necessity of gaining citizenship dispositions and skills related to attitudes and
initiatives (Reynolds, 2014, p. 101).

References

Australian Curriculum Assessment and Reporting Authority. (2016, December 16). Cross-curriculum
priorities. Retrieved from http://v7-
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5.australiancurriculum.edu.au/crosscurriculumpriorities/Asia-and-Australias-engagement-with-
Asia

Centre for Restorative Practice. (n.d.). Teaching Restorative Practices in the Classroom. Retrieved from
http://www.healthiersf.org/RestorativePractices/Resources/documents/RP%20Curriculum%20a
nd%20Scripts%20and%20PowePoints/Classroom%20Curriculum/Teaching%20Restorative%20Pr
actices%20in%20the%20Classroom%207%20lesson%20Curriculum.pdf

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne
Declaration on Educational Goals for Young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_G
oals_for_Young_Australians.pdf

Reynolds, R. (2012). Civics and Citizenship Education in Its Global Context: The Complexity of Global
Citizenship Dialogues. School of Education, the University of Newcastle, University Drive,
Callaghan NSW 2308, Australia. Volume 2, Issue 4. Retrieved from http://www.mdpi.com/2227-
7102/2/4/190/htm

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the primary school. Victoria: Oxford
University Press

School Curriculum and Standards Authority. (2014). Humanities and Social Science (Version 8.1), Year 5,
Civics and Citizenship, Roles, Responsibilities and Participation. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-social-
sciences

School Curriculum and Standards Authority. (2014). Humanities and Social Science (Version 8.1),
Rational. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/humanities-and-social-sciences/humanities-overview/rationale

School Curriculum and Standards Authority. (2014). Personal and Social Capability Learning Continuum.
Retrieved from https://lms.curtin.edu.au/bbcswebdav/pid-4838047-dt-content-rid-
26358515_1/courses/EDPR3003-FacHum-30885462/PSC_-_learning_continuum%282%29.pdf