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At each year level (Year 7-13) the curriculum design is The reflection stage of inquiry means
encased with the final layer of Habits of Mind and also
a Year 7-13 literacy model. The content at each level that students evaluate by thinking
provides the vehicle for us to develop Habits of Mind about and reflecting on what they
in depth as students through choice and challenge are
guided into meaningful and relevant contexts where they have done and accomplished.
can apply Habits of Mind to enhance their learning. Our
vision is to ensure Habits of Mind provide the vehicle to 3 Sorting Out – means that the students organise the
promote learning, transcending learning areas. Habits information they possess and have collected so that
of Mind are infused into multiple learning experiences they may work with it to deepen their understanding
in and out of the classroom and we also align Habits of of the issue, concern or topic they want to investigate
Mind with our school vision of lifelong learners, so as a further. Thinking and communicating with clarity and
consequence we are not expecting girls to master Habits precision becomes our focus.
of Mind, but rather to become independent with Habits of
Mind. 4 Going Further – means that the students think
about and reflect upon their information, and through
Habits of mind – inquiry learning model shared learning experiences with other groups in the
class or school, challenge and extend each others’
At SGHS, a learning package is a sequence of learning thinking to ensure that they canvas a wide range
that girls in Years 7 to 8 develop with the teachers around of perspectives. This stage has the focus put onto
an issue, concern or specific topic which is real and thinking inter-dependently as girls justify ideas and
important to the girls. The inquiry units of work provide develop a willingness to move into the role of a critical
scope for the girls to develop and apply a wide range of friend.
knowledge and understandings from the essential learning
areas, and to develop and use the key competencies of 5 Making Conclusions – means a class or groups of
the 2006 New Zealand Draft National Curriculum. students work together as a community of learners
– they pull together all that they know and have
Our Year 7 and 8 model is based on the work of Kath learned, and they identify, from both separate and
Murdoch and incorporates work of Grant Wiggins and common learning pathways, directions for their units
Jay McTighe in the way units are designed to focus on of work and projects. This stage builds on from
key understandings. Habits of Mind are infused into each going further by adding striving for accuracy and
stage of inquiry. Through our inquiry model we develop thinking flexibly.
the language of Habits of Mind as a basis for our focus on
metacognition. 6 Taking Action – means that students and teachers
together celebrate learning and accomplishments to
The 2006 ERO (Education Review Office) report on our date – in classes and perhaps with the wider school
school said “Students enjoyed their learning and were community, they develop and present specific action
able to talk about their learning processes in an insightful plans and develop their service learning proposals
and reflective way.” We believe this comment reflects along with a specific plan to carry them out. It is this
our vision of girls becoming lifelong learners and can be stage where creating, imagining and innovating come
attributed, at least in part, to the way we work with Habits to the fore. We are striving for our girls to be creative,
of Mind. critical thinkers who take responsible risks.
1 Tuning In – means that students brainstorm and 7 Reflection – means that students evaluate by
discuss issues, concerns and topics that they wonder thinking about and reflecting on what they have
and think about and may wish to investigate – they done and accomplished, and consider future steps.
identify their specific abilities, interests and needs Metacognition is at the heart of every lesson and
to be met, and they form groups in which to work every stage of the inquiry.
together to frame and plan possible units of work and
projects. We focus on the Habit of Mind “Questioning Reflection
and Posing Problems”. It is this stage that allows
us to focus learning and personalise learning “Here is Edward Bear, coming downstairs now,
pathways because tuning in involves finding out prior bump, bump, bump, on the back of his head, behind
learning, and classroom conversations will focus on Christopher Robin. It is as far as he knows, the only way
applying past knowledge to new situations. Likewise of coming downstairs, but sometimes he feels there is
responding with wonderment and awe is critical to really another way, if only he could stop bumping for a
the girls becoming passionate about the package and moment to think about it.”
being curious to ask key questions. A A Milne
2 Finding Out – means that teachers assist students to The reflection stage of inquiry means that students
identify what they know already and what they need to evaluate by thinking about and reflecting on what
know, and the students search for, locate and gather they have done and accomplished. At SGHS we
more information that helps them to fill any information build reflection into all stages of inquiry to deepen
gaps. Students will refer to gathering data through all understandings of the curriculum and of themselves as
senses when working on finding out activities. learners. It is the reflection that helps the girls develop
metacognitive skills and ensures new learning transfers
across contexts.
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