 Kriating space and opportunities for advanced thinking is somewhat of a challenge sometimes for us because we're used to breaking things down as teachers and part of the expert of teacher is to how to simplify ideas so people can understand them and so you're having to turn it around and think of a way of asking questions that can engage kids with ideas that doesn't do that. So it does take some practice and again having a few examples to build on is really effective but what I've noticed is so for the physics investigation which was our first attempt at this I did some of that early thinking and about making decisions but our second attempt which is through the carbon cycle is very much led by Geraint and the ideas that the students, the things that students are working on now, he's come up with himself and so it shows quite quickly actually once you get into it it becomes almost second nature to go oh yeah this is what we need to do. So a standard way of asking about the carbon cycle would be explain to me how the process of photosynthesis works or it might be list all the different processes that are involved in the carbon cycle. Now Geraint had a couple of sort of straightforward questions like that but then the real key was his third question which was he put four different processes of the carbon cycle and he said in your peers you need to discuss which one of these you think is the most important and why. Now there is no right answer to that question but the discussion itself when we were watching around the classroom and listening the debate that was going on about the difference of oh no this is more important because and so they're having to really think and engage with the ideas and the knowing what it means they pick up along the way. The response of the students has been really positive. There's been a lot of healthy debate and just a lot of really positive discussion and also the feedback. Many of them have provided really positive and constructive criticism and feedback to each other. I think the results from the programme just seeing some of the changes in some of the students I think providing a setting where they're able to discuss with each other has actually given I guess the quieter shy students a voice to actually be able to explain their ideas and I think I've been able to see growth especially with their ability to actually explain what they're writing and just give more ideas. I reckon it gives us a different perspective of how we learn because it's always the teacher teaching us and giving us the layer and the teacher normally decides but the authority is giving to the student I guess helps us learn more to feel what it is to decide and make choices. High expectations teaching once the students have been exposed to it increases their confidence. It certainly seems to increase their engagement because they're not passive learners, they're much more active and the results are starting to sort of show that definitely they're achieving at higher levels and they would have done previously but I think the self-belief is starting to come through which is pretty exciting. Applying this to me going forward I think the key thing is consistency. I think setting aside time. I think in terms of planning just setting aside time for each lesson, a lot more discussion and also I think one of the big things is probably less is more so the less I think the more the students think. I think you kind of get caught up sometimes in trying to fill them with knowledge but the knowledge for a lot of them is actually within them so it's just a matter of getting that out.