Investigative Thinking In Key Stage 2.“Children must be taught how to think, not what to think.” – Margaret Mead Being both a student and teacher of the Cambridge Secondary Education system, I have had the privilege of watching it develop into the beautifully elaborate system we see before us today. If anything, the one thing I appreciate the most about growing up following one of the world’s leading education programmes, is the expansive opportunity I had for inquiry based, independent learning.

One of my favourite tools in the Cambridge Primary Science syllabus, today, would undoubtedly have to be the scientific inquiry thread, incorporated into our teaching and learning objectives. Not only do we work towards content specific outcomes under each topic, but Cambridge guides us through skill based, investigative thought processes as well.

Each term, our students are given the chance to explore the workings of our world themselves by following these probing steps:

• Asking a question
• Making a prediction
• Planning a fair test
• Carrying out the investigation
• Recording the results
• Drawing a conclusion

This process promotes a beautifully curious approach to learning, where our students are granted the responsibility of their own learning journey. Lastly, I have to acknowledge the multitude of fun this approach leads to, both in and out of our science classrooms! When having fun and building relationships run parallel to your learning, you know incredible things are bound to happen. Robyn Pieters Year 6 and 7 Teacher.