The International Baccalaureate Organization (IBO) identifies that “Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local, and global significance and examine knowledge holistically” (2025). Whereas an inquiry-based perspective is where the student is focused on investigation and problem solving and differs from traditional teaching methods by reversing the order of learning (Department of Education, 2023). As such, one can presume that a concept-based approach to teaching and learning is using the settled upon concept to be the overall driver of the unit of work but still allowing for differentiation based upon student needs. A concept-based approach “frames factual content and skills with disciplinary concepts, generalizations and principles” (Erikson, 2012) and when combined with an inquiry-based perspective students have an overarching driver of the unit that they are investigating, and this can lead to a more nuanced and substantive way of teaching and learning.

In comparison, traditional teaching and learning approaches use a “two-dimensional model of topic-based curriculum which focuses on factual content and skills with assumed rather than deliberate attention to the development of conceptual understanding and the transfer of knowledge” (Erikson, 2012). This highlights a strength of the concept-based inquiry approach as it takes the learning below surface level and shows more depth. For example, a traditional two-dimensional model might ask the question of who was the leader of the Nazi party prior to Adolf Hitler? Whereas the concept-based inquiry model might ask why was Adolf Hitler elected leader of the Nazi Party and what were the politics surrounding the decision? This approach leads students to more depth within their study of World War 2 and can lead to greater discussions about the how Adolf Hitler’s beliefs were established and led to one of the greatest global conflicts.
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Challenges to this model, however, include assessment being more challenging to define as the traditional methods of teaching rely on simpler of assessing student progress and, ultimately, achievement within the unit of work (Dickson et al., 2018). Some examples of these “traditional methods” include multiple-choice quizzes or simple-sentence answers. More complex, inquiry style assessment can include those such as the tasks seen in Touchpoint 3 (Biology, Mathematics, and English-focussed assessments).

Approaches to Teaching and Learning (ATL) skills that both utilise include those seen in Module 1 lecture: Thinking, Social, Communication, Self-Management, and Research (Dickson, 2023). This is further elaborated upon in Kath Murdoch’s Model for Designing a Journey of Inquiry (Murdoch, 2019) where it states that inquiry-based perspectives grow “the skills and dispositions to: Research, Collaborate, Communicate, Think, and Self-Manage” and therefore can be applied in all facets on chosen teaching model (in this case, the concept-based inquiry model).

Concept-based inquiry models are a great teaching and learning method to encourage students to conduct research into areas that they are either interested in or deepen their understanding of core content and concepts within the unit. Students also can interact with other subjects and show cross-curriculum connections through applying a transdisciplinary lens to the curriculum as well. This particular lens is harder to place onto the traditional methods of teaching and learning that were referred to above; hence making concept-based inquiry the most desirable approach to teaching and learning, particularly within the context of an International Baccalaureate classroom.

End of semester brought wrapping up the slam poetry analysis with my Year 10 English class and a change of displays, moving from History to Geography. While I'm not teaching Year 9 Geography, a colleague sharing my room is so I offered to put my displays up for them.
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It also meant I started my second uni topic - Applied Pedagogy. A very interesting topic and I can see how some facets can be universal, regardless of the curriculum framework used in a site.

It may be a week and a half into Term 3 but there is still room in the feed for the end of term casual day which was "celebrity" themed.
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I chose Jordana Brewster as Mia Toretto in Fast and Furious as my character - not identical but close enough! While the hoodie is not true to the inspo pic, it was necessary because of the weather.

Taking students to the Battle of the Bands and carrying guitars is the closest I'll ever get to being even remotely close to being a rock star.

I was wrapping up some displays for Semester 1 and got the (potentially) crazy idea to create a resume for Adolf Hitler! I did use EdChat to help with some of the wording but I did this as a different idea for conveying World War 2 information for my Year 10 History class.

I am debating about doing "resumes" for other leaders during World War 2 (and maybe World War 1 - not sure on that one) but we shall see how we go.

Semester 2 is already 2 weeks in and although I am currently on holidays, I am excited about what classes I have.
Keeping my Home Group and two English classes but gaining 2 new subjects!

Historical Studies focuses on Ancient History, Modern History, and Media Studies and the focus concept of the subject is Iconography of Power. This gives the students a taster of the three subjects in the hope that they will pick them in Year 11.

Society and Environment focuses on Geography, Tourism, and Society and Culture, again, giving students a taster of the three subjects and hoping that they'll pick them next year. As I have 2 classes, I'm running two courses; one looking at Environmental Conservation and Ecotourism and the other at Sustainable Development and Tourism.

There are classes looking at Legal Studies, People, Politics and Power and Business Innovations; however, I'm not teaching those classes!

All the classes are pilots for this year and we're hoping to see an increase in Humanities subject selection in Year 11 and thus, Year 12.
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I can't wait to see how they go this year and what students select for their 2026 subjects!

We're now 2 weeks into Semester 2 and while I'm not teaching Year 9 Geography this semester, I'm sharing my class with a colleague who is. Rather than my resources gathering dust, I popped them up for use in their classes.
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The amount of students, in my classes at least, who are surprised by the maps showing roads, railways etc is amazing. One of the many reasons why I love what I do.

​What is a formal event without a dress malfunction? I had a different dress in mind for the Year 12 formal this year but the eye part of the hook and eye broke. Thankfully I had a back up that worked well and I still made it in time!
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2025 Year 12s were my first year 8 group that I taught at Mark Oliphant College and it was so good to see them dressed up!

A fascinating read! Its a book I won in an AATE competition last year and finally got around to reading. It didn't take me long but I know I'll revisit this book going forward. A few takeaways from it:

1. Indigenous generally refers to flora and fauna and First Nations refers to traditional custodians,
2. Use plurals - cultures, languages, peoples, histories - rather than the singular,
3. Use texts about First Nations peoples written by First Nations peoples,
4. Ask what they'd like to share or not share - don't presume,
5. Text suggestions are great and some are on my TBR.
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Definitely one to read if you're wanting suggestions on bringing First Nations perspectives into English, but I will say that the ideas explored and concepts discussed can be applied to any literacy-rich subject.

Version 3, done and dusted! It changes point of view in same chapter so you read about the same date from different point of views. It was a struggle to read - not because I ready knew the plot; if anything, knowing it already helped me get through it. The beginning was very slow which is what put me off.
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Two things I'm glad of:
1. I didn't give it to my Year 9s to use for their genre study, and
2. I read the kids and graphic novel versions first.