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Investigative Learners

Investigative phase learners investigate the world around them in a semi-formal learning environment. Children in this phase begin to make links and develop their communication to explore and explain ideas and concepts. The aims of each area of learning is to provide the learners with the skills, concepts and knowledge to meaningfully engage in the world around them.

Developing understanding and expression of feelings and emotions is central to learning. Children are encouraged to engage and form secure relationships with adults and peers, develop resilience and feel more comfortable in sharing their feelings. Talents are encouraged through activities such as signing choir, sports and assemblies, helping to develop self-esteem and pride, in addition to celebrating with others.

Engaging in a range of experiences, topic focus and development in the Investigative phase includes those within learners’ personal interests and new ideas and themes. Teaching and learning is shared and developed through a range of interactive areas of learning, such as my play and leisure, my independence, my world and my physical well-being, which encourage discovery and wonder.

The classes offer a needs-based curriculum, where appropriate, using a child-led approach, using the principles of EYFS as well as more formal approaches. Each class utilises and develops children’s skills to encourage investigation, expression and independent learning. Each learner's abilities are considered, and individual needs are fully met, educationally, socially, emotionally and physically.

The areas of learning taught in this phase are:

  • My Independence
  • My English
  • My Play and Leisure
  • My Physical Well-being
  • My Maths
  • My PSHE
  • My World

Classes in this phase are  Dinosaurs, Penguins, Giraffes and Tigers.

Investigative Phase Parental Email: investigative@springside.rochdale.sch.uk

Class

Teachers email Class information
Dinosaurs Sarah Trueman dinosaurs@springside.rochdale.sch.uk

Skills, concepts and knowledge delivered in a child-led more formal learning environment and manner. The learners are at the earliest stages of the Investigative curriculum and have an emerging understanding of concepts.

Penguins Laura Finch penguins@springside.rochdale.sch.uk Skills, concepts and knowledge delivered in a child-led more formal learning environment and manner. These learners are some of our youngest members of the Investigative pathway but have a developing understanding of concepts.
Giraffes Laurie Gumbrell giraffes@springside.rochdale.sch.uk Skills, concepts and knowledge delivered in a child-led more formal learning environment and manner. Our learners in Giraffes have an emerging understanding of concepts and they are learning to understand their emotions and how they can regulate these.
Tigers Rochelle Stannard tigers@springside.rochdale.sch.uk Skills, concepts and knowledge delivered in a child-led more formal learning environment and manner. The learners in Tigers have a developing understanding of concepts and their learning has a real focus on their emotional literacy, including communicating this appropriately.

Chameleons

(The Hub @ Moorhouse)

Rebecca Crossley thehub@springside.rochdale.sch.uk

Skills, concepts and knowledge delivered in a child-led way that is wholly practical based. The learners in Chameleons are now learning to apply these with increasing independence. Many of the learners also access mainstream inclusion sessions, as appropriate, at Moorhouse Academy.

Please find Investigative information and resources below...