A diverse template to help students craft inquiry questions to produce different types of projects.
This teaching resource is a fantastic template that can be used in a large variety of ways. Inquiry learning has become a large part integrated topical learning and can be difficult to help students feel facilitated when making their own learning choices.
This template can be used to direct work with your chosen class unit, or be a useful tool for full negotiated, flipped learning styles to empower students to say what they would like to learn. Digital Citizenship and good research practise can be a difficult skill for students to maintain. This template gives students a place to document their research information and ensure they keep away from easy downfalls such as plagiarism and distracting resource types that do not contribute to their final presentation.
You can use all pages of this template, or pick the ones relevant to your classroom needs.
These pages include assistance with:
- home learning
- success criteria
- investigation purpose
- parent interaction
- project choices
- presentation types
- locating and integrating personal interests
- community involvement
- Genius Hour references
- previous knowledge and understanding
- question promoting
- research organisation
- presentation planning
- drafting templates
- good referencing practise
- primary and secondary resource use
- digital citizenship
- research hints and tips
- project tracking calendar
- reflection exit sheet
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National Curriculum in England alignment
The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions ab...
Pupils should be taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts; use sequence, selection, and repetition in progr...
Design and technology
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, t...
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and ...
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends ove...
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