I have managed to talk myself into explaining how FOSIL will work in one of our primary schools in which I only work a morning a week. They are interested in hearing what I can do for them and I am now beginning to feel overwhelmed. I have been given an overview of the whole curriculum and as yet 2 year groups have given me their planning for their topics where they feel research is best included. When I look at their planning they are doing some of FOSIL without even realising it.
In order to show them how FOSIL works, I feel confident in supporting a whole topic such as the RE topic I did this year which I worked alongside the teacher and was in many lessons. I am not able to give this much time to one year group if I hope to engage every year group next year.
I thought I would put up a display about FOSIL outside the library so hopefully, teachers will look and understand a little more.
I feel very confident in supporting each year group with using our online resources and library so is this enough for the first year or should I be doing more? I also need to leave enough time to do the book awards and other literacy-related things too. It is not physically possible for me to be in every class so what do I do?
Any ideas how this could work so that I can build on it would be appreciated.
I am planning, with the help of Darryl and Jenny to create two inquiry suggestions for the school that was interested in FOSIL. One for year 1 potentially Houses and homes or it could be an RE topic about Jesus the other will be for year 4, following on from working with them previously, with their India topic. An added bonus is that this school is very interested in p4c (Philosophy for Children) which I feel works really well with the connecting and wondering of FOSIL. More of that later.
I spoke to the PPA teacher, a teacher who permanently covers lessons in school to allow planning and preparation time. This teacher worked with me on a research project about inspirational leaders and after showing her the outline of the year 6 plan for Alfred the Great Inquiry Journal she could clearly see how we could plan a much better independent research topic. She is looking at what the expectations for her teaching this topic is and then we will choose a person and support the students through the process. I am excited to have such a keen teacher but also look forward to the rest of the planning with the other year groups if I get the opportunity. I feel confident that we have a product that is easily understood by teachers and works with their goals too.