Investigating

Investigating is to carry out a 1. purposeful inquiry or research, 2. to test existing understanding, discover new information and create new understanding. Through investigation, learners 3. critically evaluate a variety of sources, making connections and synthesizing findings to apply knowledge to real-life contexts. The role of ICT in the PYP (2011)

a: Engage in purposeful inquiry (through simulations/models) or secondary research

b. Use digital tools to engage in primary research & inquiry - surveys, probes etc

c: Test existing understanding, discover and create new understandings - games and simulations

d. Critically evaluate a variety of sources

e. Citizenship in a digital world

Year 1

Year  2

Year 3

Year 4

Year 5

Year 6

1a. Locate and access information using single keywords or use alphabetical order for directory searching within prescribed engines/sites.

2a. Locate and access information using phrases in search engines and within sites.

3a. Apply strategies to improve and extend key word and menu searches in order to locate information in various digital formats.

4a. Apply strategies to increase accuracy and breadth of keyword searches to locate and access useful information.

5a. Independently select search strategies, including keywords, Boolean search and phrasing, to locate and access useful information.

6a. Independently use  sophisticated search strategies (google advance search), including keywords, Boolean search and phrasing, to locate and access useful information.

1b. Collect primary visual data from the local environment.

2b. Collect a variety of primary data from the local environment.

3b. Use a variety of prescribed tools to collect primary data in particular for maths and science.

4b. Accurately collect primary data (numerical and human response)  in order to make comparisons and draw conclusions.

5b. Accurately collect a range of primary data (numerical, continuous and human response)  in order to make comparisons and draw conclusions.

6b. Accurately collect a range of primary data (numerical, continuous and human response)  in order to make comparisons and draw conclusions.

1c. Use prescribed simple interactive games and simulations.

2c. Use prescribed interactive games and simulations.

3c. Use interactive (single session) games and simple simulations.

4c. Engage with interactive games,  simulations and guided webquests.

5c. Engage with complex games (turn based, multiplayer/ multi-session, augmented reality), simulations to develop broad understandings.

6c. Students design a digital game to demonstrate understanding.

(Is this creating?)

3d. Use simple strategies (web address, author) to evaluate the reliability of web resources.

4d. Evaluate the quality, accuracy and credibility of web based resources including point of view, currentness and validity.

5d. Evaluate the quality, accuracy and credibility of web based resources including point of view, currentness and validity.

6d. Evaluate in order to identify and make critical choices about valid and reliable digital resources.

1e. Make informed choices when viewing websites, prioritising those approved by an adult.

2e. Make informed choices when viewing websites, prioritising those approved by an adult.

3e. Use strategies to evaluate the appropriateness of content within web resources.

4e. Use strategies to evaluate the appropriateness of content within web resources and avoid distractions presented by online advertising.

5e. Use strategies to evaluate the appropriateness of content within web resources and avoid distractions presented by online advertising.

6e. Use strategies to evaluate the appropriateness of content within web resources and avoid distractions presented by online advertising.  

What it might look like

What it might look like

What it might look like

What it might look like

What it might look like

What it might look like

1a. Find pictures of animal using Google images

2a.Use a child-friendly search engine to find the answer to a specific question (self, class or student generated) 

3a. Students use inverted commas when searching for phrases

4a. Students use command+f or the search bar on a particular website; use word variations (synonyms, different spelling)

5a. Students use quotation marks in their search terms

6a. Student cross-reference the information they find with multiple sources

1b. take photos of people in the school community.

2b. Students use temperature probes to take temperature in different parts of the school

3b. Using a digital Newtonmeter to measure force

4b. Students create a Google form to collect data on recycling in a building

5b.Students measure their heart rates using a heart rate monitor

6b. Students collect data to use in their exhibition project

1c. Students use ipad app to complete a food chain

2c. Students use Living Earth app to investigate times at different points on earth

3c. Students use Sunny Meadows website to simulate the impact of changes in the food chain

4c. Students use Make a Quake website to simulate various earthquakes

5c. Use a turn based game (eg. SimCity/ElectroCity) to construct a city

6c.Students create a webquest for their classmates.

3d. Students look at URL, logo, author, etc

4d. Students look at the Tree Octopus website and critically evaluate

5d. Create a rubric or checklist to support them when researching.

6d. During a unit on puberty, students compare discussions on this topic between a blog and a scientific website like WebMD.