Map of progression

This diagram shows how an enquiry model might progress in your school. For more detail, please refer to the section of the Enquiring Minds guide called 'Towards more open enquiry'.

Map of Progression

what students are doing

what teachers are doing

structured enquiry
teacher-directed

  • Students describe their experiences and ask questions
  • Students gather material from a range of resources and sources, including library books, the internet, and home
  • Students discriminate between factual and cultural knowledge
  • Students make use of different school subject resources and knowledge, often in combination
  • Students collaborate in small groups
  • Students work on different presentation and communication formats
  • Teachers design activities and materials to help students share ideas and interests, and to develop good questions and focus for enquiry
  • Teachers set clear ground rules and high expectations
  • Teachers lead planned and structured enquiries, making the model of enquiry being followed clear
  • Teachers ensure that resources and reference materials are available, including ICT and libraries
  • Teachers make it clear how curricular subjects provide skills and ways of looking at ideas and problems, and that combining them can be useful

supported enquiry
teacher-student agreed

  • Students take more responsibility for deciding on their focus in groups and individually
  • Students make use of multiple subject resources and other types of knowledge
  • Students improve their use of ICT and library-based resources
  • Students become more able to tell authoritative sources from others
  • Students become confident communicating to audiences in a range of formats
  • Students revise their contributions
  • Teachers help students to identify good ideas, questions or problems worth enquiring into, and agree with them their focus for enquiry
  • Teachers help students to plan their own short enquiries, usually in small groups, by following a clear model
  • Teachers advise students on possible sources of information to look at and subject-based skills or knowledge they can use
  • Teachers differentiate on structuring students’ enquiries
  • Teachers check students’ work regularly, and provide guidance, ideas, and advice on progressing

open enquiry
student-directed

  • Students become increasingly inquisitive
  • Students collaborate with others in different ways
  • Students are able to pose problems, ask questions and recognise issues to explore
  • Students show signs of being critical about how knowledge is produced and changed, and for what purposes
  • Students are able to look at things from different perspectives
  • Students are able to propose solutions to problems and questions
  • Students decide how to communicate learning to different audiences
  • Teachers encourage and allow students to come up with their own enquiry
  • Teachers provide support and guidance where required or requested
  • Teachers help to locate resources requested by students
  • Teachers support students to be critical about sources of knowledge
  • Teachers support students’ communication skills
  • Teachers help students to identify relevant audiences for their work
  • Teachers assess students’ progress thoroughly through dialogue and written feedback