Why Inquiry-Based Learning?

A snapshot of the St Edward’s Prep curriculum through the eyes of our pupils.

At the end of last term our Headteacher, Mr Parsons, sat down with a group of pupils from Years 1 to 6 for a discussion about their projects and explorations around the curriculum theme of Systems and Structures.

It was incredibly rewarding to hear their thoughtful insights and see the genuine excitement as they explained what they had learned. Each story they shared was a testament to the passion for discovery that we foster here at St Edward’s.

The Spark of Curiosity and Pride in Achievement

From the energetic Year 1s describing their research into the Great Fire of London to our thoughtful Year 6s outlining government systems, each child brought their unique insights and energy to the session. Their ability to remember detailed information and clearly articulate their discoveries was a joy to behold and the pride in their work, from historical analyses to scientific experiments, far exceeded my expectations.

Beyond the Curriculum: Deep Knowledge and Real-World Application

I am continually amazed by the depth of learning our pupils achieve. Year 1 explored architectural differences and created multimedia diaries and video reports to connect events of the Great Fire with today’s safety lessons. Year 3 discussed the evolution of justice systems from the Anglo-Saxons to modern times, providing a mature perspective on the development of more equitable laws. Meanwhile, Year 4’s reflected on the lessons of World War II rationing, appreciating the value of peace and what we often take for granted today.

Making a Positive Impact

The real joy comes from seeing how these lessons translate into positive actions. Year 4’s gratitude for peace and Year 6’s mature perspective on the mechanics of government systems, exploring the responsibilities that come with democratic rights, would impress any adult. Their sophisticated grasp of these concepts shows they are not just learning History or Citizenship, but how to think critically about their roles in society.

The living wall project, led by Year 2, was primarily driven by the goal to enhance biodiversity within our school grounds. These young pupils took the initiative, encouraging the whole school to join in. Together, they planted and cared for a garden that not only supports local wildlife, but also adds a beautiful visual element to our playground. This project highlights our commitment to environmental stewardship, showing how our youngest members can lead significant changes that benefit both our local ecosystem and the aesthetic of our school environment.

Reflections

I am struck by the creativity, critical thinking and problem-solving skills that our pupils demonstrate daily. These capabilities are not only fundamental to their current learning but are increasingly valued by senior schools across the region, including institutions like Reading Grammar School, which has recently updated its assessment criteria to emphasise these qualities.

At St Edward’s, we don’t just prepare pupils for tests; we inspire them to think differently, solve real-world problems and lead with confidence. We’re committed to nurturing not only knowledgeable pupils, but innovative thinkers and leaders ready to make a positive impact on the world.