By Kim Jackson
I began my career in the classroom, sitting with students’ day after day. I’ve seen firsthand what happens when a child can’t keep up: the frustration, then disengagement, that ultimately led to a slow retreat from learning altogether.
That experience has shaped everything about how I approach education. It’s why I believe so strongly that how we teach matters just as much as what we teach.
Australia is facing a literacy problem, and how we’re responding to it needs to change. The Grattan Institute has found that one in three Australian children cannot read proficiently. This is alarming, especially considering that students who don’t learn to read proficiently1 are more likely to become disruptive and even drop out of school due to the frustration of being left behind their classmates2.
It doesn’t have to be this way. But the solution is not simply more instruction, it’s a different approach to instruction. We need approaches that engage students, that meet them where they are and support their diverse learning needs. At Kunyung Primary School, that approach is the International Baccalaureate (IB) Primary Years Programme (PYP).
The PYP is designed to develop inquiring, knowledgeable and empathetic students who take ownership of their learning. Inquiry-based learning offers a structured, concept-driven approach that fuels curiosity and keeps students at the centre of the learning process, encouraging them to build the critical thinking, global perspective and problem-solving skills needed for an evolving world.
But it’s not a free-for-all. The IB gives Kunyung a shared language, a consistent approach, and a clear framework within which teachers can do their best work. A common misconception is that inquiry-based learning and explicit instruction are in opposition – at our school, however, explicit teaching happens within the inquiry framework, delivered in ways that are responsive to students’ learning needs. This directly complements the government’s current emphasis on explicit instruction in reading, writing and numeracy.
The benefits of the PYP for students are clear. Based on our NAPLAN results, we have seen substantial growth in student learning. High-achieving Year 3 students are showing medium to high growth by Year 5, with capable learners also gaining access to more advanced Years 6–8 material when appropriate. This success is supported by the IB’s highly collaborative teaching culture, where educators operate as a community of inquirers, continually reflecting on what works and adjusting their practice to meet every learner where they are.
A powerful example of this transformation is one student of ours, who entered Grade 1 struggling with learning content despite having a high-achieving older sibling. She loved to talk about learning but was still not yet strong academically. The inquiry-based environment allowed her to use her love for talking about learning as a strength to unlock her understanding of the actual content. Over six years she showed remarkable progress across reading, writing and mathematics, and I was blown away by her progression as it began to be reflected in her results.
In a traditional setting, that student may have been quiet or overlooked. At our school, the inquiry-based approach unlocked her potential.
So, what does an inquiry-based approach to teaching look like? Firstly, the classroom is designed to be student-driven, to feel collaborative and purposeful. Students have input into how the space looks and functions, creating an environment that reflects their needs and learning preferences. Technology is used intentionally, as a tool to support thinking rather than as a distraction. Throughout the day, students rotate through small-group learning, with teachers working closely alongside and tasks tailored to students’ personal interests and levels.
A typical day at Kunyung doesn’t differ much from a traditional school timetable, but within the classroom, it’s a different story. Skills and concepts cross every lesson, shaping a continuous learning journey rather than segmented blocks of content. Literacy and numeracy are taught, but as skills rather than subjects.
Such concepts act as a vehicle for deeper thinking, enabling students to make connections across ideas and subjects while understanding why learning matters. As a result, students understand knowledge, instead of merely memorising for a test that will be forgotten later.
Their curiosity then becomes a genuine driver of engagement. This approach ensures that students remain active participants who can articulate what they’re learning, why they’re learning it, and how they’re improving.
Inquiry-based learning is simply where students learn how to learn. Instead of passively receiving information, students develop the disposition and skills to investigate, question, problem-solve and make meaning for themselves.
As Australia searches for solutions to improve literacy levels among students, my experience at Kunyung Primary School has shown the path forward. Improving national literacy rates isn’t only about changing what is taught, but about transforming how students are taught. This will help more students across the country thrive, as self-directed learners prepare to take on the world.
Kim Jackson is the Principal at Kunyung Primary School
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