Designing powerful journeys of inquiry with and for learners (Primary – intermediate)


COVID-19 - Please note these events have now been converted to online events.  

NB- Existing bookings will automatically be carried over to participate in online events.

Category:  International, Inquiry, Planning and Assessment  


23rd September - ONLINE (SOLD OUT)

15th October - ONLINE (originally Dunedin event/ SOLD OUT)

16th October - ONLINE (originally Nelson event/SOLD OUT)



Where: Online (full details will be emailed to participants NB. Each participant will need to be in their own space, with their own access to Zoom)

Cost:      $185+gst pp

Course times: 9-3pm

Following on from her popular workshops on the art of inquiry teaching, Kath Murdoch is returning to the South Island in 2020. This time her focus is on the art of inquiry planning.


Designing an effective and engaging journey of inquiry takes dedication, creativity and collaboration.  It is much more than simply brainstorming activities or ticking off objectives.  The collaborative design process is an act of inquiry in itself.


This workshop will provide teachers with an opportunity to develop a repertoire of strategies to apply to the planning process. Numerous examples of inquiries will be shared – showcasing the processes  teachers used to both plan, document and assess.   Kath will explore the following questions:



  • What makes a compelling question to inquire into?

  • How can we use “big ideas” and conceptual understandings to integrate the curriculum through inquiry?  

  • How do we keep the curriculum ‘in sight’ as we plan while attending to learners’ interests and needs?

  • What questions should we be asking as we plan?

  • How can a cycle of inquiry help scaffold the process of planning and teaching?

  • How can inquiries be organised across the year to offer balance and allow spontaneity?

  • How can we use authentic problems and contexts to drive inquiry?

  • How do we keep our design responsive and avoid the trap of over -planning?

  • How do we document this kind of planning?

  • How might we involve students in the process of planning?

  • What does a whole school map for inquiry look like?

  • What protocols can help us use collaborative planning time effectively.