Jannath mentioned that she had been successful in getting FOSIL included in the wording of their recently updated “T&L [Teaching and Learning] policy and curriculum planning],” which highlights an important way of effecting change, and one that would benefit from further discussion.
I will start with progress that we have made so far.
FOSIL has been included in our public-facing Curriculum Policy (authorised in September 2022 and due for revision in September 2024) in relation to curriculum design (1.2), content planning (2.3) and the learning experience (2.8). FOSIL is also included in the medium-term [unit] plan proforma (Appendix 1 and see below) and the individual lesson plan proforma (Appendix 2).
The inclusion of FOSIL in the unit plan proforma is particularly significant, because this is the consequence of work done with Heads of Departments and Subject Leads on framing the curriculum through essential questions (see here for PPT presentation and accompanying handout on discipline-specific entry question(s), topical essential questions, and overarching essential questions). See also our subsequent whole-school INSET presentation on Signature Work inquiry.
For an example of our use of the unit plan proforma and linking to specific FOSIL skills from within individual lessons, see Year 12 (Grade 11) Interrobang!? Inquiry Course @ Blanchelande College. This topic is also an example of how we are using the Extended Project Qualification (EPQ) to effect broader change, and from next year the Higher Project Qualification (HPQ).
FOSIL is also inlcuded in our imminent policy on stretching all students, and is central to our academic integrity policy (a work-in-progress, but I am reflecting on it as I go in ChatGPT et al).