Inquiry Model Australian Curriculum Information Literacy

Learning Experiences Questioning Frameworks

Ladder of Learning Links to Inquiry GeSTE Windows

Students use KWHLAQ charts

Teacher introduces topic relevant to today's and Question Quadrant to
Identify and select different kinds context. Students brainstorm essential generate questions based on
of questions about the past to question and curriculum focus questions. teacher selected essential
Launch inform historical inquiry Students pose their own inquiry questions, Generic, Situated question and curriculum focus
(ACHHS166) and narrow down to one focus inquiry questions. Evaluative questions
question. using Generic, and Situated
windows.

Generic, Situated, Process questions. Evaluative

Explicit teaching of critical resource
Access Transformative, questions using Generic
evaluation. Students define key terms. Expressive window.

Identify and locate relevant

sources, using ICT and other
methods (ACHHS168) Evaluate the
reliability and usefulness of Students research inquiry questions and Process questions. Evaluative
primary and secondary sources
(ACHHS171) Identify and analyse create curated collection of resources. Generic, Situated, questions using Generic,
Develop Teacher provides recommended resources Transformative Situated and Transformative
the perspectives of people from but student's can choose their own. windows.
the past (ACHHS172) Identify and
analyse different historical
interpretations (including their
own) (ACHHS173)
 Process and synthesise
information from a range of
sources for use as evidence in an
historical argument (ACHHS170)
Develop texts, particularly
descriptions and discussions that Students
Demonstrate
use evidence from a range of
sources that are referenced
(ACHHS174) Select and use a
range of communication forms
(oral, graphic, written) and digital
technologies (ACHHS175)
Evaluate
Reflect
Evaluate and enhance these
Launch
questions (ACHHS167)
collaboratively create anchor
charts to demonstrate understanding and
share with peers via gallery walk.
Self-evaluation and peer feedback.
Reflection using KWHLAQ charts and
journal.
Introduction of conditions in the UK in the
1700s. Initial resources chosen by teacher.
Students locate convict settlements on a
map of Australia and use teacher-selected Generic, Situated,
resource to construct a timeline. Students Expressive
select additional resources using GeSTE
Windows model. Students review original
questions and generate new inquiry
question based on new learning.
Process questions. Evaluative
Generic, Situated, questions using Generic,
Transformative,
Situated, Transformative and
Expressive
Expressive windows.
Process questions. Evaluative
Generic, Situated, questions using Generic,
Expressive Situated and Expressive
windows.
Students complete KWHLAQ
charts. Process questions are
Generic, Situated,
asked. Evaluative questions
Expressive using Generic, Situated and
Expressive windows.
Students use KWHLAQ charts
and Question Quadrant to
generate questions based on
teacher selected essential
question and curriculum focus
questions. Evaluative questions
using Generic, and Situated
windows.
 Identify and locate relevant
sources, using ICT and other
methods (ACHHS168) Identify the
origin, purpose and context of
primary and secondary sources
Access (ACHHS169) Identify and analyse
the perspectives of people from
the past (ACHHS172) Identify and
analyse different historical
interpretations (including their
own) (ACHHS173)
Evaluate and enhance these
questions (ACHHS167) Evaluate
Develop the reliability and usefulness of
primary and secondary sources
(ACHHS171)
Process and synthesise
information from a range of
sources for use as evidence in an
historical argument (ACHHS170)
Develop texts, particularly
descriptions and discussions that
Demonstrate use evidence from a range of
sources that are referenced
(ACHHS174) Select and use a
range of communication forms
(oral, graphic, written) and digital
technologies (ACHHS175)
Students self-select resources that identify
problems faced by diverse parties during
Australia's colonisation. Students are
provided guidelines for quantity of primary
Process questions. Evaluative
vs secondary sources. Teacher provides
guidance and recommended resources but Generic, Situated, questions using Generic,
Transformative Situated and Transformative
selection of resources is student choice. windows.
GeSTE Windows model is used. Students
role-play different perspectives. Students
create interactive chart comparing and
contrasting experiences of each party.
Students review last inquiry questions and Students generate inquiry
adjust in response to new learning. Refer question with teacher
back to 2nd KWHLAQ chart. Students Generic, Situated, guidance. Process questions.
research inquiry questions and create an Transformative Evaluative questions using
annotated curated collection. Choice of Generic, Situated and
resources is student choice. Transformative windows.
Students create interactive digital resource Process questions. Evaluative
to demonstrate learning and answer final Generic, Situated, questions using Generic,
inquiry question. Presentation method is Expressive Situated and Expressive
student-choice. windows.
 Process questions. Evaluative
Generic, Situated, questions using Generic,
Evaluate Self-evaluation and peer feedback. Expressive Situated and Expressive
windows.

Students complete KWHLAQ

charts. Process questions are
Reflection using KWHLAQ charts and Generic, Situated,
Reflect asked. Evaluative questions
journal. Expressive using Generic, Situated and
Expressive windows.