Lucy has done a huge amount of work on this inquiry, shaping the question, finding resources and liaising with the teacher, and has developed something that both meets the subject requirements and looks really exciting and engaging for the students. Evidence, I think, that it is only possible to develop a really good inquiry question with both the subject objectives and the resources available clearly in mind throughout the planning stages.
My involvement has been very peripheral, but I wanted to comment on feedback the teacher involved gave at one of our recent Oakham School TeachMeets. In January I presented a twilight TeachMeet session on FOSIL, and in March our Lead Practitioners delivered a summary session revisiting all the TeachMeet topics from the term. It is always interesting to hear someone else’s interpretation, and particularly so in this case because it was teachers explaining FOSIL to teachers, rather than librarians to teachers. The History teacher gave an excellent summary of the key ideas (see page 3 of the summary session document, linked above), but also spoke with great enthusiasm about her collaboration with Lucy and how much she was looking forward to seeing the results of that in the inquiry this term.
As a bonus, Joe, another of our Lead Practitioners, also spoke about the benefits of collaboration with library staff in his section on Lesson Study (see the Essay Planners and Pressure Groups topics in this forum for fuller discussion of these collaborations). TeachMeets are a very valuable point of contact between teachers and library staff because they attract those people who are actively engaged in examining their practice and are interested in new ways to support and engage students in learning.