The main reason I chose the topic of Pressure Groups for our inquiry design is that I was so dissatisfied with the way I delivered it last year. As a subject area that relies on research into contemporary pressure group activity, and with the new course demanding detailed understanding of the successes and failures of groups (and the reasons for these), I knew that students must engage more closely with their findings. However, in the past, students have garnered only surface-level understanding, which involved very little depth or critical thinking. The simple reason for this was that I had never properly thought about what made an effective inquiry. Thankfully, Jenny had, and does, on a regular basis. Since our preliminary planning meetings, we have met roughly once every three or four weeks. Admittedly, we did become quite sidetracked by other amazing uses of FOSIL. Nevertheless, we are now quite close to creating a final plan, which incorporates FOSIL through different stages and activities, spread across lessons and prep time. What has been enlightening throughout this process is how engagingly FOSIL can be interwoven through my subject area. Jenny would be the first to admit that Politics is (was) not her speciality, just as openly as I can say that parts of FOSIL were alien to me just a few months ago. However, our collaboration has illustrated just how powerful teacher-to-teacher resource design can be. I hope that, by combining our specialisms, we can soon publish the results of our inquiry design.