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| Overview: |
In the early year’s classroom, inquiry is more than a teaching strategy. It is a stance that shapes how children see themselves as capable, curious, and confident learners. When inquiry is nurtured with intention, young learners begin to take ownership of their learning, develop a strong sense of agency, and build the skills they need to navigate both the curriculum and life beyond the classroom.
This interactive 2-day workshop is designed to support K–5 educator’s in cultivating a culture of inquiry that is both practical and transformative. Drawing on this philosophy and guided by the principles of backward design, participants will explore how to move beyond "activities" into deep, concept-driven learning engagements that inspire curiosity, agency, and authentic connections.
Through provocations, collaboration, documentation practices, and reflection, educators will experience inquiry as their students do, actively constructing meaning, questioning assumptions, and connecting ideas. Teachers will walk away with a clearer understanding of what inquiry looks and feels like in practice, as well as concrete strategies for planning, documenting, and assessing learning in developmentally appropriate ways.
Over the course of 2 days, participants will:
- Unpack the meaning of inquiry and why it matters in today’s classrooms.
- Design inquiry-driven learning engagements that prioritize depth, transfer, and enduring understandings.
- Explore strategies to grow a culture of curiosity, questioning, and emergent inquiry in the early years.
- Practice documentation and reflection tools that make student learning and growth visible.
- Leave with actionable next steps to foster a culture of inquiry in their own schools.
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| Day 1 - Desired Results: Why Inquiry, Why Now? |
| Goal: Build understanding of inquiry, learner agency, and philosophy. Begin shifting the teacher mindset and uncover assumptions. |
Session 1: Who We Are as Learners (Tuning in / uncovering prior beliefs)
- Growth mindset
- Inquiry as a personal and professional stance
- Establish psychological safety for learning and risk-taking
Session 2: What Is Inquiry and Why Does It Matter Today? (Understanding the big ideas)
- Inquiry as a stance, not a method
- Characteristics of inquiry-based learning
- Anchoring inquiry in the Learner Profile and ATLs
Session 3: Creating Space for Inquiry (Connecting philosophy to practice)
- Environment as a reflection of beliefs
- How space supports agency and exploration
Session 4: Finding Our Way: The Framework & Models (Conceptual transfer)
- PYP elements as tools to support inquiry
- Kath Murdoch’s cycle as scaffolding / framework rather than a program.
- Concepts and transdisciplinary themes.
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| Day 2 - Evidence & Action: Planning for Inquiry |
| Goal: Teachers apply what they’ve learned by co-constructing small inquiry experiences, provocations, and documentation strategies |
Session 5: Going Beyond Topics - What’s Worth Inquiring Into? (Clarifying desired outcomes for learners)
- Concept-based planning
- Strong central ideas vs. surface themes
Outcome: Teachers begin to prioritize depth, transfer, and enduring understandings in planning
Session 6: Growing a Culture of Questions and Curiosity (Scaffolding for evidence)
- Questioning as both a teaching and assessment strategy
- Tools and routines for inquiry-based questioning
Session 7: Planning for Emergent Inquiry in Early Years (Designing experiences)
- Using provocations as entry points
- Planning with the child in mind
- Integrating standards through inquiry
Session 8: Documenting & Reflecting on Learning (Assessment = evidence of growth)
- Using stories, photos, and reflection
- Making thinking and growth visible
- How the LP and ATLs can be reflected through play
Final Reflection Circle (Meta-cognitive assessment of teacher learning)
Outcome: Teachers take ownership of next steps; transfer is intentional and actionable. |
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| Potential Audience: |
| K–5 educators, early years teachers, and school leaders seeking to strengthen inquiry-based practice |
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| About Hala Hajj Sleiman |
Hala Hajj Sleiman is an experienced educator, curriculum leader, and consultant who has worked with international schools and organizations across the globe. With a focus on early childhood and primary education, she is widely recognized for her expertise in the International Baccalaureate Primary Years Programme (IB PYP), inquiry-based learning, and curriculum design. Over the past decade, she has taught, coordinated, and led professional development sessions for teachers and leaders, with a commitment to making learning meaningful, inclusive, and transformative. Hala began her career as a classroom teacher in Lebanon before moving into PYP coordination and leadership roles in international schools. Her fascination with how children learn, question, and construct understanding quickly evolved into a passion for designing learning experiences that prioritize agency, curiosity, and authentic connections. In addition to her school-based leadership, Hala has collaborated with NGOs, teacher networks, and EdTech initiatives, offering workshops, keynotes, and consultancy that connect inquiry with equity, wellbeing, and innovation. She is also the co-founder and Chief Education Officer of BuzzGage, an education technology platform that supports schools in measuring and strengthening student wellbeing, engagement, and social-emotional growth. Hala’s work is grounded in practice.
Whether facilitating professional learning with teachers, modeling inquiry in classrooms, or co-designing curriculum frameworks, she brings a refreshingly practical and collaborative approach. Her sessions are interactive, hands-on, and deeply connected to the realities of teaching and learning today. |
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| Venue: |
| Dubai |
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| Timings: |
8.30 am to 3.30 pm
Registration at 8.00 am on the 14th of February 2026 |
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| Investment |
USD 750 Closing Date 1st February 2026
USD 650 Early Bird Offer Till 1st December 2025
Includes: Certificate of Participation for 16 Professional Development Hours, Lunch and 2 coffee breaks. |
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