Engaging pupils in co-creation of learning and teaching process

Model Nr.: 
Developed by: 
Stanka Zver, general education (class) teacher at Primary School OŠ Franceta Prešerna Črenšovci and NEI, Slovenia

Research project  of ZRSŠ (NEI)– Formative assessment (2018-2020)

Purpose of the material: 

The aim of this model is to make pupils’ engagement in planning of the learning process according to the Student Voice principles visible.


This model (the Lesson Plan) illustrates an example of how to give pupils an active role in the pedagogical process when creating a pencil drawing in the Fine Arts class in the 2nd grade (pupils aged 7-8) of primary school,  within two consecutive lessons.

The emphasis is on encouraging pupils to express their opinions and think of their learning,  taking their initiatives into account, listening to each other.
Pupils are actively involved in the learning process, participate in creating learning intentions and success criteria, evaluate their achievements according to the agreed criteria and give feedback to the teacher and peers. The teacher encourages pupils to reflect their learning and take steps to improve.
Pupils learn from each other, evaluate each other' s and their own achievements and become more aware of  their learning and how they can progress.




Learning objectives:


Pupils distinguish the most basic properties of lines
- enumerate examples of different lines in the nature and in the surroundings
- draw drawings with various drawing materials without pre-drawing on the drawing surface




Standards of knowledge / expected learning outcomes:

- pupil expresses him/herself  in fine arts spontaneously, vividly and playfully ;
- solves an art task on a certain face on his/her own;

 - uses the discussed art materials and tools;
- in  works of  fine arts,

he/she shows knowledge and understanding of the discussed artistic concepts.           

Learning Intentions:

I can tell  apart different types of lines (curved, straight, thick, thin, long, short) and points;
- I can find examples of lines and points in the surroundings (in the classroom, on walls, ceiling, windows, tables, chairs)
- I can draw a pencil drawing with the title "Forest in Autumn".



Success Criteria:

I will be successful when I can:
- draw different lines and points,
- find examples of different lines and points in the nature,
- draw a drawing of the forest in  autumn and fill evenly the whole

drawing surface with lines and points.

Learning Activities, Methods:


- discussion about fine arts, about  drawing and its characteristics, the materials we use, about what drawing surfaces  we can use.

- planning learning intentions together with pupils, setting success criteria related to drawing - drawing from the whole to details and drawing on various drawing surfaces. Success criteria that we form jointly are written on coloured paper strips and displayed on the board. While creating their own drawing, pupils follow the agreed criteria.



In the next step, pupils create their own drawing on the theme  Forest in Autumn. They create it with  pencil; they can choose the shape and the size of the drawing surface freely.

Pupil's Work/Evidence of Learning Derived from Discussions or  Observations during the Learning Process:




-  agreed success criteria presented on board

- drawings Forest in Autumn

- peer feedback

- Self-evaluation forms



Each individual evaluates his/her own drawing. Critical friends - classmates help their peers evaluate their work by  giving feedback – expressing  their opinion, depending on whether  classmate's drawing meets a certain criterion or not.                                                   I also give feedback to my pupils.                                                    Each pupil pastes a piece of coloured paper on his/her  own drawing. They use the colours of the criteria they  have met.



Every pupil receives an evaluation form with smilies and colours them according to whether he/she has  reached the set criteria and to what extent (a happy smile – for all reached criteria, a neutral one -  one or two criteria have not been reached yet,  a sad one – flaws that need to be improved). So everyone knows how successful they have been  in this lesson of fine arts.







Creating success criteria

Choosing the drawing surface


Feedback based on the created success criteria

Self-evaluation form

How you can use this material in your practice: 

This model provides some ideas for pedagogical practices that support the active role of all pupils in their learning by engaging them in the learning process when creating learning intentions, success criteria, giving feedback to their classmates and thinking more intensely about their learning.


It can help a general education teacher plan daily lessons or a wider range of lessons representing a unit/topic and suggests some ideas how to give each pupil a voice and the chance to succeed.


This material reflects only the author’s view; the Commission is not responsible for any use that may be made of the information it contains.