🗺️ Future Investigations
The year ahead, sketched lightly. Themes firm up close to time, following Fletcher's interests (emergent curriculum). Each runs about ten weeks in the same expanding-circles shape as Investigation 1.
🌊 Investigation 2: How Does Water Move & Change? (from about September 2026)
Built on one of Fletcher's strongest interests: water play.
Weekly arc (draft): water on my body · water in my home (taps, bath, washing) · pouring and filling · floating and sinking · hot and cold · rain and weather · water outside (hose, puddles) · water in nature (the bush at the back fence) · water in our community (pools, beaches, when ready) · water on our planet
Carries: sensory regulation (N2, T2), cause and effect science, more/less and full/empty maths (L6), movement (N4), the language of felt experience (N1)
🍽️ Investigation 3: What Does My Body Need? (about November 2026 to February 2027)
Food, rest, movement and care. Literacy: body needs vocabulary in print, food labels, his "all gone" and "one more" gestalts as environmental print, meal and sleep songs. Maths: counting real food at every meal, "enough" as a functional quantity idea, morning sequence as first/next/last. Working toward: N1 · N4 · N5 · T2 · L4 · L5
🌙 Investigation 4: Day Turns Into Night (about February to April 2027)
Light, dark, routines and time. Literacy: daily routine words in print, light and dark vocabulary, goodnight and morning songs. Maths: days of the week as a repeating pattern of seven, calendar numerals, counting down to things he looks forward to. Working toward: N1 · N2 · T1 · L1 · L6
🦩 Investigation 5: Living Things & Safe Places (about May to July 2027)
The bush at the back fence, animals, habitats and safety. Literacy: nature labels, Australian animal books, habitat words, kookaburra and bush songs. Maths: counting living things, patterns in nature (spirals, symmetry), near and far spatial language outdoors. Working toward: N2 · N3 · N4 · T2 · L3 · L5
🚀 Investigation 6: Movement & Space (about July to September 2027)
His body in motion, then the planets. Literacy: movement words, planet names as print, his own movement described and written, Twinkle Twinkle and movement songs. Maths: eight planets as a counting unit, big, bigger and biggest, orbits as repeating patterns, counting bounces and spins. Working toward: N1 · N4 · T2 · L4 · L6