Investigative Learners
INVESTIGATIVE PHASE
Learners within the Investigative phase learn through investigating the world around them within a more formal learning environment. Learners begin to make links and further develop their communication skills to explore, explain and discuss ideas and concepts. The areas of learning are designed to provide learners with the skills, concepts and knowledge needed to meaningfully engage with the world around them.
The development of an understanding and expression of feelings and emotions is central to learning within this phase. Learners are encouraged to form secure relationships with adults and peers, develop resilience, and feel increasingly confident in sharing their feelings. Learners’ talents and strengths are recognised and encouraged through a range of opportunities, supporting the development of self-esteem and pride, while also celebrating the achievements of others.
Learners engage in a wide range of experiences through topic-focused learning, which draws upon personal interests as well as introducing new ideas and themes. Teaching and learning are developed through a range of interactive areas of learning, including My Play and Leisure, My Independence, My World and My Physical Well-being, which encourage curiosity, discovery and a sense of wonder.
Classes within the Investigative phase offer a needs-based curriculum, using a combination of child-led approaches informed by EYFS principles, alongside more formal teaching approaches where appropriate. Each class builds upon learners’ existing skills to encourage investigation, expression and independent learning. Learners’ individual capabilities are carefully considered, with needs supported educationally, socially, emotionally and physically.
INVESTIGATIVE PHASE CLASSES
Classes within this phase are Dinosaurs, Penguins, Giraffes, Tigers, Chameleons, Canaries and Dolphins.
CLASS INFORMATION
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Class |
Teachers | Class information | ||
| Dinosaurs | Rachael Scorer | dinosaurs@springside.rochdale.sch.uk | Key Stages 1 and 2. Skills, concepts and knowledge are delivered in a highly structured, communication-rich way, informed by elements of the TEACCH approach, where appropriate. | |
| Penguins | Kelly McLawrence | penguins@springside.rochdale.sch.uk | Key Stages 1 and 2 – Emerging Investigative. Skills, concepts and knowledge delivered in a child-led, play-based learning environment. | |
| Giraffes | Laurie Gumbrell | giraffes@springside.rochdale.sch.uk | Key Stages 1 and 2 – Emerging Investigative. Skills, concepts and knowledge delivered in a child-led, play-based learning environment. | |
| Tigers | Jennie Horton | tigers@springside.rochdale.sch.uk |
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| Chameleons | Rebecca Crossley | chameleons@springside.rochdale.sch.uk | Key Stage 2. Skills, concepts and knowledge delivered in a child-led, predominantly practical-based way. | |
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Canaries (The Hub @ Littleborough) |
Jane Mechen | canaries@springside.rochdale.sch.uk |
Key Stage 2. Skills, concepts and knowledge delivered in a child-led, more formal learning environment, including elements of the National Curriculum where appropriate. Many learners also access mainstream inclusion sessions, as appropriate, at Littleborough. |
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Dolphins (The Hub @ Littleborough) |
Emma Medhurst | kestrels@springside.rochdale.sch.uk | Key Stages 1 and 2. Skills, concepts and knowledge delivered in a child-led, more formal learning environment, including elements of the National Curriculum where appropriate. |
Please find Investigative information and resources below...
