This tool provides teachers, students and school management with a video stimulus showcasing how students’ voices might be activated and developed in the classroom through effective teaching and learning. It highlights how engaging meaningfully with students through formative assessment provides opportunities for students to become active participants who can exert agency over their own learning and school experience.
All Intellectual Outputs
This tool was designed as a set of questions to use with teachers to evaluate understanding of and approach to developing student voice in their school.
The aim of this material is to enable students to reflect on their learning and lessons at the end of each learning cycle and provide teachers with a feedback about how much their voice has been heard in the classroom.
This tool provides a guide to how East Lothian Council School (Ross High School) set up a Junior Leadership Team in their school. This guide provides the user with PPT slides used to present the team to pupils, the advert, the application process and the interview questions used.
Since 2015 Pupil ‘Leadership of Learning’ has played a significant part of the School Improvement Plan (SIP).
Vision for JLT at Ross High School was to develop skills for future life and work whilst creating an ethos and environment that provides pupils with the opportunity to lead their learning.
Moving in line with ‘How Good is Your School? 4 (HGIOS?4) which states that all students should play an active role in their school and wider community and regularly take on leadership roles, including leading their learning (Education Scotland, ‘How Good Is Your School? 4, pg 22-23, 2015). It was felt that more could be done to develop a 'pupil voice' which directly contributed to and focused on improving teaching and learning.
The National Improvement Framework (NIF) recognises that leadership is one of the most important aspects of the success of any school. Further commenting that Headteachers and Teachers who are empowered and empower others to take ownership of their own learning, have a strong track record of ensuring that the highest quality of learning and teaching (Scottish Government, ‘National Improvement Framework for Scottish Education - achieving excellence and equality’, January 2016)
To interprete and strengthen the culture shift in education
Involve students in decision making about their curriculum
Increase the relevance of the curriculum from a student perspective
Develop democratic qualities amongst students
develop school policy on student voice and participation
involve students in various aspects of education
- To deepen teachers' understanding of the importance of professional collabaortion in support of education change – in this context – Providing opportunities for Student Voice in the education
- To provide an opportunity for participants to clarify their own thinking about the following:
- the skills and dispositions that are important
- The supports that are needed
- The impact on the power dynamic in the classroom
- How best to spread the Student Voice message and stories about Student Voice Practices within and between schools
If teachers are to be encouraged and supported to work in greater partnership with students in classrooms, it is important that they are given opportunities to reflect on and become self-aware about the cultural beliefs and biases that may affect this commitment and capacity to work in partnership with students. These activities are designed to provide opportunities for teachers to reflect on their teacher identity and teacher agency in the context of greater Student Voice.
The aim of the workshop is to enable the participants
- to interprete the concept of the culture shift in education how it works in the every day classroom practice e.g. to understand the methodology of personialised learning student engagement and working in partnership with students;
- to define learning purposes, outcomes and success criteria on the base of curricula.