At Inventure Academy, we seek to nurture critical thinkers who are intrinsically motivated, scientifically curious, and capable of driving change. This vision is intentionally scaffolded across the learner journey, enabling students to engage deeply with ideas, question meaningfully, and take ownership of their learning. In order to systematically incorporate Intrisically motivated learning, we have developed a learner progress that is embedded in our curriculum design.

Learning begins in Primary School through project- and theme-based learning that spark curiosity and real-world exploration, and is strengthened in Middle School through problem- and project-based inquiry that emphasises on building research skills, perspective taking and conceptual interconnectedness.

By the time students reach Senior School, learning extends beyond disciplinary and curriculum boundaries, supporting the development of independent, self-directed, and lifelong learners.

Anchoring this continuum in the Senior School is the Science Beyond Curriculum (SbC) programme, offered in Grades 9–12, which serves as a pivotal culmination of this journey. Through structured mentorship, learners pursue personally meaningful questions, conduct rigorous investigations, and produce student-authored research papers developing scientific reasoning, academic communication, and intellectual autonomy along the way.

Focus of the Workshop
1. Experience how Science can be leveraged as a powerful driver for developing critical thinkers and intrinsically motivated learners.
2. Analyse the Science Beyond Curriculum (SbC) framework through the lens of the Backward Design (Understanding by Design) model, and adapt authentic scientific inquiry to participants’ own school contexts.
3. Design teacher-development programmes that build mentoring capability and equip educators to effectively guide students through their learning journeys, ensuring alignment between learning goals, evidence of understanding, and instructional practice

Literature Review

How ChatGPT and similar AI will disrupt education
Barell, John. Problem–Based Learning. Corwin Press, 2007.
Boud, David. The Challenge Of Problem–Based Learning. Routledge, 2009.
Duch, Barbara J et al. The Power Of Problem–Based Learning. Stylus, 2001.
Savin-Baden, Maggi. A Practical Guide To Problem–Based Learning Online. Routledge, 2008.
Kolb, David A., 1939-. Experiential Learning : Experience as the Source of Learning and Development. Englewood Cliffs, N.J. :Prentice-Hall, 1984.
Wiggins, Grant , and Jay McTighe. Understanding by Design. 2nd ed., Alexandria, Va., Association for Supervision and Curriculum Development, 2005.

STEM Education Network