Engaging students in co-creation of learning and teaching process, the voice of each student being heard.

Model Nr.: 
Developed by: 
Anita Rusak Kastelic, English and French teacher, Deputy Headteacher of the Primary School OŠ Frana Albrehta Kranj and NEI, Slovenia
  • Research project  of ZRSŠ (NEI)– Formative assessment (2018-2020)
Purpose of the material: 

The aim of the model is to make students’ engagement in co-creating of the learning process according to the student voice principles visible.


The Unit Plan illustrates an example of how to give students an active role when creating the learning process, developing oral and written communication in French as second FL (a compulsory elective subject within the extended school programme) in the 8th grade (students aged 13-14) of primary school*, in the range of ten lessons.

Students 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 their teacher and schoolmates. The teacher encourages them to reflect their learning and take steps to improve.

Students learn from each other, evaluate each other’s and their own achievements and become more aware of their learning and of how they can progress.


* Primary school in Slovenia is a single structured nine-year school: integrated primary and lower secondary school, children aged 6 to 15 years.




Learning objectives:


- name buildings, means of transport in the city
- develop the skills of speaking and writing
- can use the verbs of motion appropriately, e.g.  prendre, aller, tourner, traverser, arriver ...
- can use prepositions of place (devant, en face de, sur, loin de, à gauche ...)
- participate in role plays and conversation
- create a simple oral presentation and written text (dialogue)



Learning intentions:

I learn to:

- tell where I live
- ask somebody where he lives
- list the main buildings in the city
- list the means of transport
- describe how to move around the city (en bus, à vélo,…)
- understand the dialogue, student book p.62 (reading comprehension)
- ask the way and answer (with a map)
- use the prepositions of place (devant, en face de, près de ...) meaningfully
- make a text (dialogue) – in writing and role play

Learning activities, methods:


1. Activation of prior knowledge: Brainstorm, students write the vocabulary they already know about the topic, they compare, they add new words.

2. Conversation: Making sense of learning: What vocabulary words should we know to be able to express where we live, how we move around the city, describe the way ...

3. We define success criteria together

4. Evidence: How will we achieve our goals? I always support pupils in forming sentences and in pronunciation.  Students’ suggestions:
Working in pairs: creating personal dictionaries (source: student book, web, dictionaries, handouts) by topics: buildings, prepositions, means of transport, verbs.

Individual work:

Work with the text in the student book, self-made dictionary of unknown words, doing and composing exercises of understanding, short text summary (for fast learners).
The teacher brings maps and models of dialogues. With a map and models of dialogue pupils form a dialogue in pairs (orally, in written form).
Evaluation: Presentation of dialogues in the classroom (listeners/observers have an appropriate map to provide feedback).

Students' evidence arising from conversations or class observations:



Picture dictionaries made by students



Role play (dans la rue) – dialogue – video recording



Written dialogue







Peer feedback on dialogues
Written dialogue - feedback from the teacher.




Game: Four in a row

















Standards of knowledge / learning achievements:
- Pupils can create a glossary (En ville)
- Pupils can ask the way and describe it (dialogue, in oral and in written form)
- Pupils can use the vocabulary in appropriate situations.














Success Criteria:
I will be successful when I know how to:
tell where I live
- ask somebody where he/she lives
- name the main buildings in the city
- name the means of transport
- describe how to move around the city (e.g. en bus, à vélo)
- understand the dialogue, (e.g. student book p. 62; reading comprehension)
- ask the way and answer (by using a map)
- use the prepositions of place (devant, en face de, près de ...)
- make a text (dialogue) – in written form and a role play.

La villeGame: Four in a row

Quels lieux/bâtiments est-ce que tu aimes dans ta ville? (5)

Prečkajte most in nadaljujte naravnost.


être, avoir

en bus


A Ljubljana il y a… (5)


Kje si?

Na mostu?



le trottoir

Pourquoi tu adores ta ville?

Živite v Parizu, v Franciji.




au coin

Comment tu demandes le chemin? (2)

Za železniško postajo zavijte levo.




en face de

La voiture roule sur…..

Nisem peš, sem s kolesom.



la deuxième




How you can use this material in your practice: 

Unit Plan provides some ideas for pedagogical practices that support the active role of all students 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. Students can set their own goals, learn from each other and evaluate each other’s achievements. It can help a foreign language teacher plan a wider range of lessons representing a certain unit/topic and suggests some ideas how to give students a stronger voice in the process, enhancing the voice of every student.


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.