2. Involving pupils in planning

Foundation Stage/Year 1

Herts

Teachers found that children had lots of ideas during the planning meeting and enjoyed seeing their ideas being taught. They could generate some skills ideas (how they would like to find something out) but this was tricky as it was a new experience.

Children were interested in investigating rather than proving what they already knew – they were excited and took the ideas home to try out.

Teachers agreed that they were starting at a higher level as a result of involving them in the planning.

Doncaster

Teachers said they had extended present good practice as they were already planning with children. Children are gaining a basic understanding of planning and are coming up with purposeful activities, with better learning which is more active and meaningful because children are taking a greater role. Overheard conversations between children about what they wanted to learn:
‘I want to know how a teddy bear is made.’
‘I know that already’
‘You might, but we’ve all got to learn.’

Kettering

Teachers found that involving children in planning led to them being more vocal about some areas than others, especially history and geography. This informed teachers about what interested the children.

Children’s role play areas are now more focused (e.g. history/castles) rather than reverting to playing ‘mums and dads’.

When going on class visits, children are much more focused on what they want to ask-focusing more on enquiry than knowledge.

One Y1 teacher found that children already knew conditions for life so their learning focus became more about scientific enquiry rather than knowledge.

Children are more motivated and enthusiastic when involved in planning and teachers are finding that they can move learning on quicker. Y1 classes are now covering Y2 work.

Lincoln

Involving children in planning had been useful in helping teachers plan appropriately pitched learning. Misconceptions were revealed at the outset. Where teachers had not limited the questions (i.e. broke down the unit into sections) children came up with too many ideas to be able to cover.

One teacher of Y2 had used Barnaby Bear in a geography unit to tell the chi8ldren what skills they might cover. This led to children articulating the skills themselves (e.g. ‘I want to be able to cut out’)

Surrey

Teaching was now more topic based in the SLD school, linking skills and objectives to themes rather than separate lessons for subjects. Pupils were clearly more engaged and motivated and felt more in control.

Some teachers found that children were more motivated when they had come up with ideas and parents have become more involved. Children involved in deciding what the role play area would be have engaged in more effective play and parents are more involved, sending things in for the area etc. More ownership led to greater motivation.

Year 1/2

Worthing

Y1

One teacher used a topic web starting point for ‘Superheroes’, in which children were given criteria and then generated ideas. Children wrote a song as the final outcome and parents were actively involved. Children were eager to learn, excited about what they were doing and looked forward to what would be coming next.

Another class involved children successfully in ideas for the role play area.

A class involved in plant study decided to sing to their plants following children’s ideas for investigation.

Two schools were told to plan topics with a ‘stunning start’ which they felt was in opposition with involving children in the planning. SC suggested the stunning start could be followed up by discussion about children’s follow up ideas.

Teachers felt that they were often surprised by what the children don’t know, so the process gave them realistic expectations of what children might learn.

Another point was made that children should be asked to offer their ideas throughout a unit of work, not just at the beginning, as learning is developing.

Being involved in the planning has led to more ownership and greater motivation, evidenced by children bringing things in from home and being more enthusiastic and focused.

Y2

All teachers felt that this was one of the most difficult areas to develop and that learning objectives need to be known in advance.

One school with 5 form intake have a school policy of detailed teacher plans with consistency throughout, which hindered involving children in pre - planning. It was suggested that consistency is achieved with the same learning objectives but teachers might contextualise differently depending on children’s interests.

One teacher found it harder to involve children when they were very unfamiliar with the topic (e.g. sculpture).

Another teacher used individual choice boards for certain subjects which enabled children to stretch their learning.

Two teachers tried starting with a ‘thought shower’, then sharing ideas to structure the planning. Although the initial focus was knowledge, the skills developed naturally (e.g. science investigation). It was felt that once the teacher is clear about the relevant subject skills to be covered, it would be easier to present them to the children.

Two teachers had found it useful to display the progression of learning objectives for a specific topic (e.g. report writing), showing where it would start and how the knowledge/skills would build up towards the final product.

Doncaster

All teachers had asked children what they already knew. They were also asking children what they had learnt and told them what they would be learning the following week. Teachers found that this had given children enthusiasm and ownership of what they were learning. It gives children’s learning purpose. It also involves parents positively.

Two teachers had asked children to find out things from home.

Four teachers had shared key skills and then had group discussions about what they wanted to learn more about, which they recorded on large sheets. Children worked well as teams and were very enthusiastic about forthcoming learning. On their return from the holidays, they were prepared with questions and self-learned knowledge.

One teacher involved children in planning the role play area.

One teacher displays the learning for the week and on one occasion had not yet changed the display. One child said ‘We’ve learnt all that!’

Kettering

Teachers found that they were amazed by how much children already know and how well you can see their misconceptions and gaps in their learning. Children are excited by topics when they have been involved in the planning. Their learning has improved as a result of their involvement.

Quotes:
‘Does a lizard live in a different place to a snake?’
‘I think they might do because they are both reptiles.’

Teachers have incorporated children’s ideas and turned them into investigations (e.g. the fair test process).

One teacher told how she found difficulty at first introducing symmetry in art, as children focused on the mathematics. She was able to build on this to take them forward and helped the teacher to pitch the questions more appropriately.

Lincoln

Teachers had discussed what children already knew using pictures and asked what they wanted to find out. The impact has been that planning is easier, with work guided more towards children’s interests. Children also get an overview of the topic and where their ideas had been integrated. Some subjects, particularly science, challenged teachers. One teacher set up a ‘What do you know about materials?’ book to send home. Children could do as much or as little as they wanted which was very successful. One of the parents, an electrical engineer, then volunteered to come and talk to the children which really enhanced their learning experience.

All teachers agreed that this process had made them realise they had over focused on knowledge in the past, but with this age group it was often hard to explain skills, without modelling. Teachers were planning to cover skills equally in future.

Surrey

One teacher had used a learning journey boards for literacy, moving a character along depending where the learning was. The focus was on the skills needed along the journey. This enabled children to see the bigger picture and know where they are going and how learning objectives led to final outcomes. They were able to add their ideas along the journey.

One teacher dressed up as a detective and gave out evidence packs and clues for the children to examine then asked ‘What could we be learning about? How would you like to learn it? How could we learn to do it?’ and displayed their ideas. Children were motivated because they could see where they were going in their learning.

Another teacher had pictures, photos and topic words on a PowerPoint presentation then asked ‘What interests you?’ ‘What do you want to find out?’ The teacher then took their ideas and matched them to the skills. Children were motivated and became more cohesive and collaborative as each child’s ideas were explored.

Year 3/4

Herts

Teachers found that pre-planning discussions with children created a knowledge focused buzz and resulted in teachers going back to their planning and missing out chunks of QCA plans which the children clearly knew. Teachers also felt clearer about pupil misconceptions. The challenge was more about how to get children to come up with sensible ideas about how to get there.

Children were able to pick out skills they wanted to use and could identify where practise was needed. Some children make inappropriate suggestions which are difficult to incorporate in the plans (a previous idea was to have a ‘top hat’ of these ideas as homework).

It was felt that some subjects lent themselves to more pupil involvement than others, depending on the amount of knowledge needed.

Worthing

Teachers felt they had been planning in this way for some time. Children are given weekly plans and can see that skills learnt in one lesson are transferred to another (e.g. persuasive language was used in PE).

Teachers are now trying to have pre-planning meetings at the end of a term prior to the new term’s topics. Children have an input then create questions of what they want to find out. It was seen as important to get children to reflect, deciding to what extent they had learnt these things.

Teachers are now more often changing tack in lessons, going with what the children need/want to learn.

Planning is becoming more flexible as children’s questions form the basis of the week’s planning.

Children have become skilled out finding answers to their questions, accessing information and sharing it.

All teachers have seen that children are empowered, enthusiastic and flexible about their learning. They have also been involved in planning the learning environment and have developed more respect and pride in their classroom.

Doncaster

Teachers found that pre-planning discussions had a positive impact on children’s learning and their attitude to learning. Children had many ideas and were excited by their involvement. They trust the teacher to take their learning further. Children are very excited when their idea is covered. One child on the autism spectrum asked ‘Are we making a burglar alarm today?’ and was thrilled that his idea was being used.

Questions had been used to stimulate discussions via a question wall, which had increased their enthusiasm and motivation and parents also commented positively.

One teacher described a science unit of work in which an overview was given then discussed in order to be clear of prior knowledge. This was very useful and led to more focused teaching, with more thinking and research being done by the teacher. By having the input first by the teacher, children can more competently plan their own ideas. More practical activities were included as some theory based lessons were deemed no longer necessary.

Kettering

Most teachers had introduced children to the main aspects to be covered then asked them what they wanted to find out about these things, especially for science and history. This has changed the planning and children are now more enthusiastic and learning new things.

Teachers have been putting an overview of the unit of work on school websites.

It was seen as important to ask children ‘What do you think you want to know?

Teachers said that there was now more work for teachers at the planning stage to incorporate children’s ideas.

Lincoln

Teachers had not explored this area very much as they didn’t feel comfortable giving children the skills but rather letting them emerge via the knowledge. Pre-planning was taking place with one teacher for mathematics every Friday. Children were beginning to generate more focused questions and work was generally better pitched when children had been involved in planning. One teacher gave children an objective and asked how it could be achieved. Talk partners generated questions which were then used by the teacher as the basis for her planning.

Surrey

Teachers presented skills and knowledge at the beginning of the week which generated class discussions. This helped teachers address misconceptions. Overall, teachers believed they had previously underestimated children’s knowledge base.

Detailed planning was done only for the first few days, to allow for more ideas. One teacher set up research groups for a Romans and Egyptians topic. Children chose how to present their findings and learnt new skills. Children were extended and achieving more, bringing in their own research and asking more in-depth questions.

Teachers found it easier to use this approach with topics. There was an issue about how to stop children coming up with shallow ideas.

Year 5/6

Herts

One teacher described handing over SATs revision to the class, given subject headings. Children were able to organise their own revision timetable. This increased their motivation to revise and helped them increase their learning confidence.

Another teacher described some discussion over knowledge and skills for a ‘mountains’ mind map in which the question ‘What do you want to learn?’ was used rather than ‘What do you already know?’ Children are recognising how skills can be transferred from subject to subject. Questions using Bloom’s Taxonomy had encouraged teachers and children to ask more open ended questions.

Worthing

Teachers worried that there might be a coverage overlap with secondary if children came up with those ideas.

When children were asked to plan their own task and outcomes from a series of skills lessons, it was noted that children stay in their own comfort zone unless they have a growth mindset.

One school had noticed a positive impact on self-esteem and progress of lower achievers by introducing ‘pre-teaching’ before a unit of work.

Doncaster

Four teachers had given children sheets of paper, a list of vocabulary and were asked to mind map what they would like to learn. Children have a sense of pride in having developed lessons and are more enthusiastic about their learning.

One teacher has each child write out their questions with their names on. These become learning objectives. Children work with other children to learn more about the question.

One teacher chose a central theme and identified the skills to be taught/learnt. He asked the children what they wanted to know and children identified key questions which they would like answered. Children were far more motivated to learn having identified their own learning. The standard of work was far higher than previously.

Teachers found that involving children in planning meant that work was not repeated and that they could identify areas for development. Children have more ownership so their learning becomes more relevant. Outcomes were of a higher standard than before and children were more enthusiastic.

The impact of involving children in planning has been awareness of what skills will be covered, greater responsibility and more research and homework being completed. One disaffected child said ‘It’s brilliant to decide our curriculum, which makes us happy with our work because of having a choice.’

Kettering

Teachers found that involving children in deciding ideas for given knowledge and skills coverage had led to both teachers and children enjoying lessons. Teaching was more creative and children were more involved, asking more questions to further their learning (e.g. ‘where does the sun go?’)

One teacher said that where children were given freedom to decide the focus (rather than being given knowledge and skills) it was seen as difficult to fit in their ideas and more replanning was necessary. When knowledge and skills were given and children were asked what else they would like to learn there was a lack of interest. It seemed important to use key points to focus children’s ideas and questions.

Working walls are giving children a sense of pride as they see their progress and whose question was answered. Children are now doing more work and research at home. One teacher introduced learning logs which were successfully used by children.

Lincoln

Children involved in planning ideas developed more ownership, were more focused and were more inclined to carry out extra research. Motivation was higher.

Knowing what was going to be learnt in the short term had had a positive impact on lower achievers, who then had time to practise their skills.

Teachers found that they could skim over areas the children clearly already knew, so the children ‘drove’ the learning and were more satisfied and enthusiastic.

Children were asked ‘How would you like to learn about xxxx?’ then asked to choose what activities they would like to research and develop. Children were engaged and able to teach each other skills.

Surrey

One teacher showed the children medium term plans then asked them to add their ideas. Children enjoyed being involved in planning. Knowledge based subjects like science seem to be making more sense to the children, more relevant.

One teacher got children to plan the entire topic, by showing them last year’s work and the knowledge they needed to acquire. All areas of the curriculum were involved. Children said ‘Please don’t stop us being involved in our own learning.’

Secondary

Herts

Pre- planning meetings were used to introduce new ideas, which promoted student interest. Student achievement was high as a result.

A languages teacher gave Y9 students in 3s the scheme of work she used with columns: key knowledge/key skills/activities. Students came up with the activities and a visual display was produced by each group. The impact was that more students were on task, more focused, more cooperative, doing more homework and getting higher grades. The teacher believed that this was the result of their having much more control over the learning. This work led to students asking to lead lessons.

Another teacher also asked students if they would like to teach a lesson. Students planned the lesson with the teacher, it was videoed, homework was set which the students wanted to mark and they were given a debriefing at the end of their lessons. Students responded very positively, adapting skills and styles from other lessons they had observed. As all were involved, students respected the ‘teacher’, knowing it would be their turn soon!

Special

One teacher asked pupils what they already knew about Africa, revealing many misconceptions. Pupils said what they wanted to find out. One child with an obsession with washing machines wanted to find out how clothes were washed in Africa. Children had a greater focus and interest level. Their learning was relevant and they were self motivated and more enthusiastic.

Another teacher linked with a school in Denmark and, given choices about what they would like to find out, children planned a visit. Their interest level was very high and they happily took responsibility for their learning.

Worthing

All teachers had asked students what they wanted to know and how they wanted to go about this. This had led to a very successful skills focus. More students, even in challenging groups, were more engaged.

Y11 students were able to plan revision topics and responded positively to being involved.

By being given a choice of how to undertake something, on group composed a song about the Normans and were totally engaged, giving enormous effort and time to the task.

It was seen as difficult when half the class wants to explore in one way and the other half in a different way.

One Y10 class was given a selection of exam papers to analyse. They came up with a list of skills and knowledge they would need to know about.

Three teachers said that skills that students came up with were now explicitly incorporated into lessons. Talk partners were used to decide how they would produce work to show the knowledge and skills. Ideas were shared and students were able to select their preferred style. This led to increased student effort.

One teacher asked students to come up with ideas for a leaflet for teachers entitled ‘What to do with demotivated students?’ Their subsequent involvement in planning lessons meant that they had responsibility for them and could not complain that they were boring.

One teacher told of a small SEN group whose faces lit up when invited to plan writing tasks for the next term. They created a poster of their ideas and ticked them off as they were tackled.