From the outset of the project, Anglian Learning decided to focus on the creative habit of inquisitiveness in the classroom. Inquisitiveness resonated with existing school priorities and seemed particularly pertinent in our post-covid school context. In year one our focus was to explore classroom practices that could supplement and strengthen existing curriculum approaches.
Initially, we explored what teachers’ and students’ perceptions of inquisitiveness were in the classroom, through questionnaires and focus groups. There was a shared understanding from both parties that inquisitiveness was a skill that was both inherent and could be taught, involving opportunities to solve problems and acquire knowledge.
Nine small-scale action research projects were conducted across the trust at both primary and secondary level; these were based on wondering and questioning and exploring and investigating in the classroom. At the end of year one, the teachers leading the action research projects came together and similar themes were drawn. The opportunity to have shared time to discuss and collaborate, across subjects, schools and key stages, emerged as one of the highlights for those teachers involved in the project.
The trust leaders also aimed to explore creative leadership throughout the project. As a result, a research team was formed to conduct research and pedagogical leads led the Action Research.