Engaging pupils in the classroom whereby the voice of each pupil is heard.

Model Nr.: 
Developed by: 
Klavdija Petrovič, general education (class) teacher at Primary School OŠ Ivanjkovci and NEI, Slovenia
  • Research project  of ZRSŠ (NEI) – Formative assessment (2018-2020)
Purpose of the material: 

The aim of this model is to show how pupils can be actively engaged in the interdisciplinary teaching and learning process according to the student voice principles.


The Unit Plan illustrates an example of teaching and learning Mathematics (Arithmetic and algebra set) through interdisciplinary approach, in the 1st grade of primary school (pupils aged 6-7), covering 3 lessons of 45 minutes within 2 school days.
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, using the tool Two stars and a magic stick and a circle (colours of a traffic light). The teacher considers their suggestions and individual levels of prior knowledge when planning and through meaningful, playful activities creates a safe and pleasant learning environment.




Learning Objectives:


A pupil can:

count, write, and read numbers from 1 to 10.
- Recognize the amount and connect it with the right number.
- Add up in a set of natural numbers up to 10.
- Solve a problem.
(Substitution rule)





















Learning Intentions:


I learn:

- to observe accurately and record numbers from 1 to 10 according to the agreed criteria


- I recognize the amount of towels and cubes and show them by number
- I add up to 10 correctly
- I figure out that when the numbers are replaced, the result of the addition remains unchanged



Success criteria:


- I name numbers correctly

- I write down the numbers in the agreed direction and form

- I follow the lines

- I hold the pencil correctly

- I know that when numbers are substituted, the result does not change.

                                                                    Learning Activities, Methods:


 1st DAY

 Content of the subject Nature and Environment: old objects/ new ones (once/today)


Viewing items brought by pupils – looking for items of today.  Group work: sorting the items, counting them and calculating how many are there.




Pair work: playing cards. There is a pile of cards with mixed numbers 1-5 on each desk. First, one student turns the card recognizes and tells the number - then places it on the desk. Then the other student turns the card and puts it next to the first one.
Each pupil presents his/her expression of addition.


Discussion: What did they do? Did they find out anything...?

Making sense of learning - conversation:
- What are we going to learn in Math tomorrow?
- Where can we find the numbers?
- Why is it important that we can add up?


What do I already know about addition- conversation                                                   Fostering curiosity - asking questions (put them down, so that we can return to questions in the next few days, answer them ... for example, what happens if we change the numbers in the summation, but what if the summands are the same ...)


The 2nd DAY

Physical Education

Running games are arranged in the gym, pupils divided in two groups – they run from one side and from the opposite side. As many fingers the teacher raises, so many pupils on the left and on the right run. When they reach the line, they say how many pupils ran - they count.

MATHS - 2nd and 3rd lesson
Introductory play: Simon says...
Pupils are moving in different ways. When they hear the words: Simon says they jump on a specific number.
In front of the school entrance, pupils tighten a clothesline. They hang towels on it - e.g. 3 green and 2 yellow ones.
Half of the pupils are placed on one side of the line and half on the other side. Pupils’ task is to look at the towels and design an expression for this situation.
Everyone gets a piece of paper and takes a pen.
Every pupil puts his/her piece of paper into the box.

What have we collected in the box?
We draw all the pieces from the box and display them on two halves of the board.  We review the expressions: (possible solutions:  4 + 1, or 1 + 4).
Through a targeted conversation, we find out how the pupils decided on a solution. We can assume that they will perceive that the two groups saw the task through a different perspective.
We also conclude that in both cases the sum is the same. Pupils explain in their own words why this is the case. Then we summarize and point out that the task was to add the same numbers, only in a different order.



After this task, they talk to each other and tell what they did what they figured out and learned.
- They design success criteria jointly (orally, using pictograms).
Based on their suggestions, we form learning intentions and joint class criteria:

I will present my knowledge of addition.

Pupils work individually.
Classroom presentation, feedback in the form of 2 stars and a magic stick (classmates and teacher) and a circle.


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


- exhibition (once/today)
















Standards of knowledge / expected learning outcomes:

- Pupil adds  and subtracts in a set of natural numbers to 10

How you can use this material in your practice: 

Teachers plan their classroom practice according to the student voice principles in partnership with pupils, underpinned by democratic engagement and respect so that pupils can reach their full potential as learners.

Unit Plan provides some ideas for pedagogical practices that support the active role of all pupils. It can be helpful to general education teachers when planning a certain mathematical topic and desired outcomes interdisciplinary, wanting to create learning opportunities for the pupils to be engaged, motivated and actively participating in the learning process, ensuring a safe learning environment where each of them is heard.


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.