Breaking Down the Collaborative Investigation: Real Strategies from the Classroom with Karlee Matthews

Facilitate the Collaborative Investigation with Confidence in Health and Movement Science

The Collaborative Investigation (CI) in Year 11 Health and Movement Science (HMS) is proving to be a tough one to wrap your head around, especially the first time you're guiding students through it. But when you hear from someone who's been in the trenches, tested what works and refined their process it all starts to click.

In this week’s episode of The PDHPE & CAFS Podcast, we take you behind the scenes of a live MasterClass from our Health and Movement Science Membership Stage 6 teacher Karlee Matthews joined us to break down how she tackled the Collaborative Investigation in her classroom and the results speak for themselves.

From Planning to Programming: Making the Collaborative Investigation Work in HMS

Karlee didn’t sugarcoat it, running a successful CI takes intention. From day one, she focused on setting her students up for success by scaffolding the process from planning and programming all the way through to assessment in Health and Movement Science. 

Her students explored physiological responses to aerobic training, using this as their research focus and cleverly aligning it with Health and Movement Science syllabus content already covered. By connecting new learning with what students already knew, she created confidence and clarity.

Structure, Strategy & Student Buy-In for Health and Movement Science

Karlee used a group model (one big cohort broken into smaller subgroups) with clearly defined roles and expectations in Health and Movement Science. Each group signed collaborative agreements and were guided through key stages of the CI using resources Karlee created to help them stay on track.

Whether students were conducting interviews, collecting observational data or running their own experiments, Karlee made sure they understood the ‘why’ behind each method and how to connect it to their final reflection.

Assessment Aligned with Real-World Research for Health and Movement Science

Assessment wasn’t just about ticking boxes. Karlee created both group and individual checkpoints, including reflective tasks completed under exam conditions. Students used journals, peer feedback and structured reflections to show their learning and growth, mirroring real research processes.

She also shared how she managed common challenges like group dynamics and time constraints, all while staying flexible and outcome-focused.

What Worked, What Didn’t & What’s Next in the CI in Health and Movement Science

Karlee openly reflected on where things could improve like refining some aerobic testing protocol and reinforced that the CI isn’t something you just get right the first time. It’s about trial, reflection and continuous improvement.

And the best part? She’s generously sharing her templates, tools and advice with our members inside The Health and Movement Science community.

Want More Support with Collaborative Investigation in Health and Movement Science?

🎧 You can catch the full conversation on The PDHPE & CAFS Podcast - www.thelearnnet.com/138 

🚀 Join hundreds of NSW Health and Movement Science Teachers in our HMS Membership. 

And if you’re ready to level up your Health and Movement Science delivery, don’t miss the upcoming HMS Summit!! A must-attend event for HMS teachers across New South Wales:

🎟️ Grab your ticket and learn more here

Let’s Keep the Conversation Going

Have you run a Collaborative Investigation in your classroom? Got questions after listening to Karlee’s episode? Or keen to get your hands on her resources?

💬 Jump into our free community - we’re here to help you streamline, simplify and succeed with Health and Movement Science.