Definitions of enquiry types
We observe, record and analyse data. These patterns give us clues that we can interpret to help us draw some conclusions.
We use differences to help us name things.
We divide things into groups by looking at the similarities and differences between them.
Pupils make sense of how the world is organised. Identification is the process of using differences to name something and classification is organising things into groups. Opportunities to identify arise when pupils recognise not all birds are the same for example and can identify and name them. They can then use observable and behavioural similarities to group them and add new things.
Observing over time:
We identify and measure events and changes. These changes may take place over different periods of time.
Pupils identify and measure events and changes in living things, materials and physical process or events. These observations may take place over time spans of minutes or hours (e.g. puddles evaporating) up to several weeks or months (e.g. rearing young chicks).
Comparative and Fair testing:
We compare one event with another identifying the relationship between them. To be sure we are carrying out a fair test we need to be sure to keep everything the same except the thing we are testing.
Helps pupils explore relationships between variables. Comparative tests children compare one event with another e.g. does the red car go faster than the green car? A fair test identifies the causal relationship between two variables. E.g. does the height of the ramp affect how quickly the toy car rolls down the ramp and everything else remains the same.
Research using secondary sources:
We find the answer using secondary sources, distinguishing between fact and opinion.
Where the answer is found using secondary sources. This is usually where it is impossible or unsafe for pupils to answer with first hand enquiries. This enquiry helps them evaluate sources, distinguish between fact and opinion and recognise conflicting evidence and bias.