The Endeavour curriculum will be stimulating, relevant and engaging. Students will understand the purpose for their learning and where possible an authentic audience will be able to respond to what is learnt. Mathematics and Literacy are acknowledged as priority learning areas. All learners will be challenged in their learning by learning to solve new problems, think differently about their learning and be extended to reach their potential academically, socially and emotionally.
At Endeavour School we aim to make students future ready. As none of us know exactly what opportunities the future could hold for each individual child we prepare students the best way we can. This is by helping them to develop skills that can assist them to navigate and adapt to life circumstances.
The way we do this is to support our Inquirers to grow their Endeavour values, to become amazing Explorers, Thinkers and Citizens (what we refer to as the ETC’s).
We believe that a powerful Endeavour Explorer is self-motivated and able to monitor their own learning when taking risks. They learn through investigation and discovery.
We believe that a powerful Endeavour Thinker is someone who can actively seek knowledge, ask questions and think critically.
We believe that a powerful Endeavour Citizen is able to interact effectively with thought and care for themselves, each other, their environment and the wider community.
Each Learning Community supports its Endeavour Inquirers to develop these skills in the most appropriate way from them. So, while focusing on key curriculum areas all of our Workshops also support the development of ETC’s. How do we do this? Our focus on inquiry-based learning means that learners at Endeavour School have increased levels of ownership and decision making in their learning. Below is the Inquiry process we follow:
This phase of learning begins with the teacher designing learning experiences to excite their learners in a theme, topic, problem or context. This context is then explored and leads nicely into an investigation of a worthy question, issue, problem or idea.
This phase of learning is where children further explore the question, issue, problem or idea and make a decision on what they would like to research and inquire into. A series of questions are developed that will form the basis of the investigation.
This phase of learning is where our learners develop a plan of action. During this stage the learners put into place a plan of action where roles and responsibilities are handed out. Our learners then work collaboratively to the investigation. The journey is ‘mapped out’ so that there is a plan of action with a deadline.
This phase of learning is where the plan of action gets put into place. All individual and group responsibilities are put together and research on the issue, question, problem or idea is pulled together to create a social action. This is where our learners create their ‘product’ or explain the ‘process’ they have been through.
This phase of learning is where our learners reflect on how successful their journey was as a group and independently. Through honest proactive discussion, our learners focus on solutions for their next inquiry. It is a time of celebration and thinking about both the process they went through and the product (the outcome of the inquiry).