Teach Primary Issue 18.5

James Searjeant Incorporating exploration and experimentation into our practice is a risk worth taking punchdrunkenrichment.org.uk/projects/schools Curriculum innovation for everyone VO I C E S A ll of us need space within which to experiment – how can we develop professionally if we simply go through the motions? However, experimentation is risky. By its very nature it will sometimes not be successful and that can leave us feeling exposed. So how can we make sure valuable ideas don’t end up discarded due to workload or perceived curriculum constraints? Don’t make exploration an add-on It’s easier to explore new approaches and develop ideas when this is something we consider in all our work. A good place to start is with planning. Being innovative and thinking creatively is much simpler when we are already looking ahead. Think about something you’ve wanted to try for a while and fit it into your plans for the next term. Team up Although as individuals we do have the odd ‘eureka’ moment, it’s much more likely that new ideas have come about through working with other teachers. We don’t teach in isolation, and reflecting and developing new ideas is just the same. Working together can also feel less daunting. We can feel quite exposed when we suggest new ways to do things, but it’s not as intimidating when you already have a colleague who is collaborating with you. Meet up with another teacher, possibly from the same year group, to develop and reflect on your ideas. It can be good to ask each other questions to help take an idea forward, such as: • What aspects of the curriculum do pupils find it harder to engage with, or struggle to understand? • How does our idea support other aspects of learning around the chosen topic? • What teaching strategies, or activities, might be most effective in helping to develop children’s critical thinking and problem-solving skills? • How can we measure whether our approach has an impact on pupil engagement and learning outcomes? Get inspired Often, inspiration for something new comes from another source. For me, this was the charity Punchdrunk Enrichment ( tinyurl. com/tp-PunchDrunk ), which introduced me to the concept of immersive learning through projects like The Lost Lending Library and A Small Tale. The impact of their work led me to create immersive experiences for the whole school, working with my staff to help them develop their own practice as immersive learning teachers ( tinyurl. com/tp-ImmersiveDinos ). Another way to spark new ideas is to visit other schools and see how they do something. It can be really energising to look beyond your own school and see first-hand how other teachers approach things. This experience is also a great way to help ‘make the case’ for a new idea to your KS lead or member of SLT. If you can’t spare the time to visit another school, then subscribe to some of the great newsletters and podcasts that focus on innovation and new thinking. The Chartered College of Teaching ( chartered.college/ our-podcast ) has a great podcast that gives me lots of inspiration. The Foundation for Education ( fed. education ) runs thought-provoking events, while the Punchdrunk Enrichment blog has immersive learning ideas and resources. In my view, there is more opportunity to explore new ideas now than when I first started my teaching career. There is a greater variety of schools, and most good leaders welcome new ideas, particularly when they’re supported by research. It’s also easier to find research and examples, which means we can have greater confidence that our ideas are more than just that: they’re approaches that can make a difference to our children. However, experimentation does still mean taking risks. All the research in the world won’t tell you how an idea will work in your class, with your pupils. School leaders have an important role to play here in creating spaces where ideas are welcomed and explored, and where teachers can feel it’s OK when something doesn’t go to plan. We ask our pupils to take risks all the time, and we work hard to provide spaces where children can feel safe and secure. Creating the same things for ourselves is good for our own teaching practice, and allows children to see us walking the talk. TP James Searjeant is headteacher at Wyborne Primary School in New Eltham, Greenwich, and part of Punchdrunk Enrichment’s Immersive Learning Collective. www.teachwire.net | 13 ©Paul Cochrane “All the research in the world won’t tell you how an idea will work with your class”