Why this is leading practice
The pupils plan their own Science lessons. They start with a unit of work and decide what skills they need to improve and take an anonymous vote in class and chose the most popular to do first. They do the same for the content of the unit because sometimes they already know some of the science. They cover all of the science in the unit but in the way it fits their understanding of the unit best. They have become independent learners and enjoy their learning. Most of the children in the class agree that this process has improved their science lessons and improved their understanding.
Impact to date
- The class of pupils who were disengaged with their science programme are now substantially involved
- Staff and pupil monitoring of attainment indicates that standards have risen
- Pupils are enjoying their learning because they have more control over it, more independence and confidence that they can make the right choices
- The leadership team of pupils are articulate and confident to present their programme to adult audiences ( governors, local head teachers and educational groups ).
Rationale / Start Point
School self review procedures and data gained from pupil voice indicated that year six science lessons were unpopular and pupils were disengaging. It was decided to encourage the pupils to take charge of their own learning. A team of six pupils were allowed to manage a process by which the skills and content of the science units could be examined and priority given to those areas pupils considered needed improvement. All the class were involved in the voting procedures. Engagement and enjoyment was sustained by pupil planning, independent learning, an experimental approach and pupil monitoring.
Key Strategies
- From the start pupils recorded their activities and evidence in the scientific form and in the style used in the Leading Aspect Award application form.
- Activities that were special, evidence that was significant
- Content and skills that were intrinsically valuable to them
- Self review underpinned the process
- Prior knowledge was there to be built on, not repeated
- Monitoring was used to modify teaching approaches and to support less able
- The roles of the team members were explicit
- They focused on planning, negotiating support and resources, monitoring
- Communication skills were emphasised
- The impact was measured by pupils, staff and parents
- Engagement and enjoyment had increased substantially ( class questionnaire )
- Teacher assessment of completed work indicates high levels of attainment.
- Other teachers in the school were experimenting with the same programme, activating brain maps in other subject areas
Sustainability and Further Development
- This programme is not a token pupil voice activity. It is a programme where pupils learn about learning, work independently and embed skills that will have lifelong benefits—able to test assumptions, gain reliable evidence and enjoy it. It is part of the school cycle of improvement
- The year six team is involved in presentations that are part of teacher CPD . Website development is underway.