21st Century Learning






The 21st Century approach to teaching and learning incorporates a vast range of pedagogical practices, which focuses on developing 21st century skills. These skills include the 4C's; critical thinking, creativity, communication and collaboration. These essential 21st century skills are taught throughout the curriculum in line with the AusVELS/VELS, A Learning Community and Inquiry approach to learning.

Students of today use more digital technologies than ever before. We need to support the development of this way of working/thinking to ensure that our students are prepared for their future, where they will encounter even more advanced technology than that of today. At Wedge Park we utilise a variety of 21st century technology devices and tools, including; web 2.0 applications such as the Ultranet and Google Drive along with a variety of digital devices. Staff are challenged to move away from using technology as a substitute and utilise it to its full capacity to redefine teaching and learning. For information refer to the SMAR model (Substitution, Augmentation, Modification and Redefinition).

Learning no longer occurs within the four walls of a classroom, it has no boundaries. Young minds of today have access to learning 24 hours a day 7, days a week through digital means like the Ultranet. Learning takes place anywhere and anytime. As this is the case, teachers no longer become knowledge holders but facilitators of learning and knowledge seekers with their students.

Inquiry learning requires students to actively question, research, analyse, hypothesis, interpret and reflect, to gain a deeper understanding of the thinking and learning process. Students participate in a focused inquiry where they are supported to generate questions, participate in real life experiences and seek information to extend their knowledge.  At times students will work collaboratively and as individuals to question the world in which they live. With support students will be able to seek a variety of resources, reflect on their own thinking, develop achievable goals and set timelines for tasks.

The stages of Inquiry

Tuning In Finding Out Sorting Out Reflection Action

Defining key issues or problems

Identifying prior knowledge and questions

Identifying information needs

Hypothesizing and predicting

Setting goals and timelines

Identifying resources

Locating and using a range of resources

Searching for and locating key ideas

Detecting bias, points of view, prejudices

Ordering, classifying




Considering alternatives

Considering different perspectives

Evaluating information and ideas

Suggesting consequences

Comparing and contrasting

Questioning information

Justifying opinions and statements

Interpreting information

Representing information in a variety of ways

Reporting on information and on the inquiry process


Thinking about their learning

Self-assessing their learning and the process of learning

Modifying ideas

Setting goals

Making decisions

Developing action plans

Throughout the inquiry teachers will assess students on four main areas along side the AusVELS/VELS curriculum:Teaching in an Inquiry environment is not focused on teaching topics but rather on developing students to be independent learners and thinkers who self; monitor, motivate and evaluate.

Thinking skills

Interpersonal skills

Communication skills

Personal skills

Solving problems

Asking questions

Generating ideas


Processing information

Evaluating ideas and data

Building and managing social relationships

Working in teams

Resolving conflict

Taking turns

Sharing materials


Using oral and written language for different purposes and audience.

Presenting information in a variety of formats (oral, live, paper based & digital)


Managing their own learning and resources.

Speaking feed back and learning from peers.

Staying on task-persisting