Curiosity ... the catalyst for learning

Since being accepted as a candidate school for the International Baccalaureate’s Primary Years Programme, the educators, students and leadership have worked tirelessly to immerse our entire learning community in the language, practice and culture of the International Baccalaureate.

While some aspects of the IB culture have always formed the foundation of our educational philosophy, there have certainly been significant shifts and adjustments, and if I had to choose only one of those to speak to in this newsletter, it would be CURIOSITY!

The International Baccalaureate describes Inquiry very briefly as:

https://s3-eu-west-1.amazonaws.com/international-baccalaureate/PYP+Playlist/index.html#/page/5c5d69f2ec43cb21c9233814

Curiosity is at the very centre of Inquiry Based pedagogy. Albert Einstein very aptly stated: “It is a miracle that curiosity survives formal education”. Sadly, for many of us as an older generation, curiosity did not survive.

Our learning environment has increasingly seen a nurturing of curiosity and enthusiasm for learning that has inspired and energised the stakeholders of our learning community.

The wonder and awe of learning on the faces of these Grade 3 students, says so much of the power of creating an atmosphere of curiosity and enthusiasm.

https://s3-eu-west-1.amazonaws.com/international-baccalaureate/PYP+Playlist/index.html#/page/5c5d69f2ec43cb21c9233814

In setting our Programme of Inquiry for the year, we have worked to ensure that our areas of study are purposeful and authentic. This Programme is continually evaluated and considered to build our connections and understandings in a strong continuum from Grade 1 through to Grade 7.

Real world problems are at the centre of our learning journeys and although we cannot necessarily provide the answers for some of the problems the world faces, we certainly work to build in our students the skills, attitudes and confidence to take these problems on.

The curiosity and enthusiasm for learning as these Grade 5 students launch into an inquiry about energy as an essential resource that affects people and environment is tangibly evident.

During the course of their inquiry, they will be encouraged to research, think and consider many options about the way in which they, society and the world as a whole, use energy.

Perhaps, the answer to the energy crisis the world faces will lie with one of these students as they grow to become innovators, consumers and protectors of the future.

https://s3-eu-west-1.amazonaws.com/international-baccalaureate/PYP+Playlist/index.html#/page/5c5d69f2ec43cb21c9233814

Constructing meaning and making sense of the world comes as a result of the inquiry process born out of the curiosity and enthusiasm for learning and discovery. In Grade 5, the students inquired into the amazing inventions of ancient civilisations that are still pertinent today. They were then given the opportunity to research any invention and civilisation of their choice, making the connection between the ancient invention and its impact on our world today. This learning and understanding was shared with the greater learning community at a mini-exhibition.

Parents, teachers and pupils enjoying the Grade 5 Mini-Exhibition

“If you teach a child a lesson by inspiring curiosity you will be building the foundation for a lifelong student who sees the world as a classroom”

– Lisa Desatnik –

“The curious mind is constantly alert and exploring, seeking material for thought, as a vigorous and healthy body is on the qui vive for nutriment. Eagerness for experience, for new and varied contacts, is found where wonder is found. Such curiosity is the only sure guarantee of the acquisition of the primary facts upon which inference must base itself.”

– John Dewey, How We Think -

Here’s to awe, wonder and learning that is both deep and rich as we continue to grow lifelong learners who WILL be significant agents of change!