INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING

These are our baseline expectations – the things that all students should strive to do: Think about the statements above. Which do you consider strengths? Which do you think you could improve upon? INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING

Is it possible to teach someone to become more INQUISITIVE? If so, how? How does / can feedback from a teacher encourage you to be more inquisitive? Is it always useful to be given the correct answer or is it better for you to struggle to find this for yourself? Think of an example of when you have pursued / extended on learning through sheer curiosity – just wanting to find out more. What motivated you to do this? Think of a topic / subject that doesn’t inspire you to be inquisitive – where you might make less effort to be curious and find out more… Why is this so? How might delving a little deeper - trying to find an interesting way in - be of benefit in the longer term? Has your teacher outlined the benefits of this learning to you? INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING

INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING When are the times that you are most inquisitive? This is a very simple introduction to the notion that we might be curious in different ways. The following tables set out four ‘curiosity’ theories…

INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING

INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING

INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING

INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING Developing expertise Identify a skill, set of knowledge, or personal quality that you would like to develop. For example, this might be related to a particular career, hobby or general interest. Do you have a role model or someone you admire with these strengths? How did they develop these qualities? What experiences or guidance did they have? How might you find out more and develop your own ability / understanding in this area? Is there a chance that you can do this e.g. via wider reading, practice, work experience, contact etc. (obviously with appropriate school /parental permission)

INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING Developing contextual awareness How often do you read a newspaper or watch the news? Is it important to have a wider awareness of what is happening in the world? If so, why? Are you aware that different newspapers might have their own biases or agendas? What are the potential dangers of this? How often do you learn something in one subject that you can connect to another subject? Can you think of specific examples where subject knowledge overlaps? Who decides the subjects that you study at school? Why might some subjects be considered more of a priority than others? Which subjects encourage you to be most curious? Why might this be a good (or even bad) thing?

INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING Developing empathy How good are you at really listening to others? Do you show interest in other people’s lives, experiences, and feelings? How well do you know your own family and friends? Who in your family is best placed to tell you more about your family history? What questions would you like to ask them? Who are you most likely to disagree with? - Why? Can you put yourself in their shoes - what makes them see things differently to you?

INQUISITIVE BEING CURIOUS, QUESTIONING, EXPERIMENTING “Curiosity is the very basis of education, and if you tell me that curiosity killed the cat, I say only the cat died nobly.” Arnold Edinborough