ABSTRACT
The project discussed in this book has left many questions unanswered, and many avenues unexplored.1 All the teachers who took part went on to develop and incorporate the project’s underlying principles in their curricula. The six teachers in London, who had been involved in the early stages only, said afterwards that the project’s pedagogy had seeped into and positively affected their approaches to teaching generally. Amongst other things, they particularly found themselves standing back and allowing pupils more autonomy to direct their own learning. At the time of writing, two of the Heads of Music, including Ken from the pilot school, have started to run the project in its final form; the other two are planning to do so. All the teachers in the Hertfordshire schools who were still in post at the end of the project also went on to include some or all of its stages, either in the same or an adapted form, in their official curricula. In addition, those teachers who had moved to other schools – and we were able to remain in touch with all but one of them – took the project with them. The final statement of the anonymous questionnaire in Hertfordshire was: ‘Using informal learning practices in the classroom has generally changed my approach to teaching for the better.’ Twelve teachers ticked ‘Strongly agree’ and the remaining five ticked ‘Agree’.
