Exert move from content-driven to concept-driven

Inquiry teachers understand the concepts enabling them to participate and engage in

the enquiry process. The dichotomy between curriculum and free flow enquiry has deviated. The idea is that one teacher plans for the curriculum delivery to the children. The other teacher listens to the children, and backward maps to the curriculum are both sides of the same coin. Both are concerned with covering the curriculum, rather than focusing just on curriculum as a series of content to be learned and to understand these big overarching concepts then able to leverage that curriculum differently.

It becomes easier to see the learning through the lens of concepts and to the big ideas'.

Teachers need to ensure the symbolic picture of that jigsaw puzzle. We are supposed to allow children to have that bigger picture, too, that we're finding connections. In terms of know curriculum, mapping and design in the early years of the classroom are to know many big questions. The big question is about what it means to be human and connection with a natural world—and having those in space have them around the area. And throughout the year, as moments of inquiry bubble up, the teachers' children see how that Inquiry connects to which big question—thinkers over the last hundred years in education who have talked about this idea.

At any moment, of concept-driven approach to Inquiry is to be infused with rigorous reflection. It's

exploring those straight lines from experience and then projecting them out to other day aspects. Whether it is a part of an inquiry or Inquiry into passions to be merged and constantly cannot formulate to the conceptual understanding without content accessible.