2. Involving pupils in planning

Foundation Stage/Year 1

Hampshire

All teachers used key questions to find out what children already knew and found that that they had more understanding than assumed. This meant that teaching could focus on what was needed, extending learning and skills rather than repeating known things. Hooks were used such as artefacts or pictures to stimulate questions from the children.

Teachers felt that introducing skills had been a challenge as children did not have the language to articulate a process. They could verbalise a question but could not say how they might achieve. Teachers were now focusing more explicitly on skills.

Children were now being given a chance to have a real input into their learning, which has led to greater motivation and more meaningful personalised learning. It was seen as important that pre planning sessions should be pupil rather than teacher led, or teachers will channel the thinking to their own ideas.

All teachers were using children’s ideas within topics and there was generally more flexibility within schools in planning.

Essex

One teacher started by putting the word ‘growing’ on the board and children shared their ideas then produced a class spider diagram. It was clear what they already knew and the teacher was able to choose key areas to extend. This approach generated more interest from the children than when the topic was controlled by the teacher. More learning happened at home and more talk was generated about the topic.

Another teacher placed some 3D shapes in the middle of a table and asked the children what they already knew about them. Each day their new learning was added to the poster in a different colour. This has increased children’s confidence and made them more aware of what they are learning.

One class wanted to not only plan the topic but also the display board and the captions it would have. The children use the board as a constant point of reference during lessons. Their involvement has led to increased interest and motivation.

Sheffield

Three teachers agreed that they used to ask children what they knew, but after they had created their plans. They now plan with the children, adding what children want to do via questions. The teachers were surprised at how much the children already knew. This stops teachers repeating what they already know.

There were some whole school constraints in two schools where topic areas were set in stone, although discussion helped these teachers see that they could still vary the contexts within the objectives and themes.

One teacher described how the focus on the World Cup had been initially focused on geographical aspects of the different countries involved. By asking children what they wanted to find out, however, the focus diverted to interest in the different flags and their ‘stories’. Interest in the George cross led to exploration of the George and the dragon myth. By following children’s interests, they had asked more questions than ever before, there were more interesting discussions, boys were more involved and children were more engaged, bringing in things from home and doing homework.

By sharing outcomes and objectives with children at the planning stage, children were able to think of suitable activities, with links across the curriculum. Children were extremely motivated.

Teachers felt that their next step was to focus more on skills at the planning stage, lining these with the knowledge objectives.

Hertfordshire

Teachers had tried to focus on skills based learning, often across the school, with children having more say about the choice of topic. Children have ownership of their learning, but the skills are still covered.

One teacher had found that giving children too much control (i.e. starting with their choice of topic with no boundaries given) had been less successful.

Giving children more of a voice in topic planning had led to children talking more, being more engaged and extending their learning. Parents were more involved in the learning, which continues at home and children often bring in things form home.

One teacher gave the children books, pictures etc. so they could have some knowledge about the theme before being asked for their ideas for activities. The teacher found she was no longer spending time on things the children already knew, but was building on prior learning.

Year 1/2

Hampshire

Teachers had involved children in pre-planning discussions in which they had shared objectives then asked for children’s ideas. Some examples were pushing and pulling and devising a fair test. Where children had little prior knowledge, teachers gave input first then asked for ideas and questions (e.g. a space topic). One teacher found children knew what plants need but children wanted to see what would happen if squash was given to a plant. It was felt that this experience would be more memorable and therefore more lasting in its learning.

One teacher tried presenting the children with knowledge and skills which she felt was a failure, with children trying to guess what was in her mind. Another teacher tried introducing a maths topic by saying ‘I want you to get better at measuring things.’ The children found it hard to come up with ideas so the teacher had to initiate some ideas before they got the hang of it. Then children were able to come up with ideas and between them ideas were developed.

It was agreed that children need to already know something about the topic to be able to come up with ideas. Teachers will be experimenting with one or two days of immersion in knowledge and experience of the content of a topic before having a pre planning session, to see whether children’s ideas are more sophisticated and focused. There was also some concern about school demands on conformity and consistency which can be very prescriptive in places.

Children’s involvement in discussing what they already knew boosted their self-esteem, as they realised how much they already knew. They were motivated and empowered and made more progress following their own generated ideas. Teachers felt that children would probably not have spoken out to say that they already knew something, had they not been given this opportunity to plan. Children were enthusiastic and completely involved, seeing the link between the content and the context. They ask to take work home and continue learning more often at home. They were more able to talk using the correct language, illustrated on one visit to HMS Victory. Girls were more interested in one particular science topic because they felt they had chosen it. Children’s ideas were generally more realistic and achievable and more likely to lead to real life problem solving. Children are not doing things they already know and are able to take their learning further.

It was felt that teachers need to be very clear about the key learning aims in conducting these discussions.

Essex

Two teachers started a topic on electricity by showing the children some electrical components, looking at the key objectives and then asking children to discuss their thinking. This threw up children’s misconceptions and the gaps in their thinking. Children were very enthusiastic and excited and began researching the topic before it had even started.

They did the same for a plants and animals topic, again revealing what children knew (more than expected). Teachers used language related to the topic, such as ‘You’ll become mini-beast experts’. The impact was similar, although children were keen to move on.

Although skills were discussed at the planning stage with the children it was felt that they did not have to be called skills.

Overall, children have more ownership of their learning and enjoy learning more, often doing extra work at home.

Teachers now feel they want to try involving children in English and mathematics topics.

Hertfordshire

Teachers had presented children with a breakdown of what they would be learning (knowledge and skills) then asked what they already knew about those things. It was very effective in finding out reliable prior knowledge and children were able to come up with creative ideas for activities, role play and trips. The children enjoyed having ownership and were pleased that they already knew quite a lot. One teacher described how after finding out that children knew what would happen to cress left in a dark cupboard asked them for their own ideas. They focused on liquids other than water very successfully.

There was a problem in one school with a teacher who felt unable to ask the children for their ideas, insisting that the children had to do an experiment in a specific way.

Children in these classes are more excited about their learning and like knowing the end result, what they are working towards. There is a buzz around the school as a result of the children’s excitement.

Year 3/4

Hampshire

Teachers had used the KWL grids to identify prior knowledge and most teachers had shared skills and knowledge objectives with children then asked for their ideas. It was seen as important to show children the process of planning and explain the rationale. One teacher used thought bubbles for science planning. Maths was considered to be harder to involve children in because they don’t yet know what they can explore (get real life ideas from children to complement skills teaching? SC).

Children are getting better at identifying what they know and what they would like to know so the pitch is also better. Teachers are not going over the same things again. Children can see that their ideas are helping them to achieve so they have more ownership. There is more freedom in how they learn and what is learnt, with more ability to transfer skills. Children are more engaged and excited and are involving home in their learning, bringing things in more often.

As topic work is increasingly planned in this way, teachers have noticed how much longer children seem to be remembering things.

Essex

One teacher described a DT topic on packaging for which children had previously been told exactly what to do. This time they were given skills and created their own designs. There was a real buzz and children were really interested and motivated, carrying out research on the internet. The difficulty was that children’s designs sometimes surpassed their skills to put them into practice (need to offer choices? SC)

Teachers had started discussions with questions, creating mind maps and research opportunities. Children were more motivated.

One teacher has set weekend homework which acts as a taster for what will be learnt next week. Children have been very excited by this.

Another teacher planned a history topic with the class in which they had suggested a treasure hunt as an archaeological dig. The teacher was struck by how delighted they were, on the day it happened, that their ideas had been taken up.

Using a task wheel: brainstorm what they know, given areas for research and then getting their feedback had led to more pride in children showing what they had achieved, often then teaching the class.

Science lessons had become more investigative as a result of involving children in the planning and a teacher of French described how children had changed the direction of the story of the ‘Very Hungry Caterpillar’ from simple vocabulary to scientific vocabulary describing the life cycle of the butterfly.

Sheffield

Teachers had brainstormed what children wanted to find out, having first established prior knowledge. This had improved planning, as things were not being covered that children already knew. There was therefore greater enthusiasm for topics.

Topics were still broadly picked by teachers but children were coming up with ideas within broad headings.

Teachers had used video clips and images to stimulate questions and discussions about prior understanding. Children were then more ‘sparked’ with ideas and wanting to discuss.

Presenting children with what will be learnt next week has led to an increase in independence and confidence, especially lower achievers who feel safer knowing what lies ahead.

Teachers said they found it hard to build in discussion about the skills. Children’s questions were often ‘expert knowledge based questions’ which could be separated from investigative questions and used for homework research.

Hertfordshire

Most teachers had discussed children’s prior knowledge then shown children the key skills for a unit. Children then gave their ideas for activities such as a debate and a quiz, relating to the skills. Children are excited by their learning and engaged with the ideas from pupils. They have more ownership of their learning and are interested in what else they will be learning.

Some topics are more difficult that others (e.g. India) as there was little prior knowledge about the subject matter. It was discussed that one or two days of immersion in knowledge about a topic, such as a trip, followed by asking children what they would like to explore would be useful to experiment with.

Some teachers felt it was a lot of work to plan with children so topics should be selected to do in this way.

Chris Quigley’s skills framework was recommended, which has ‘I can’ statements as the backbone. (Link with growth mindset here, where it might be better to change I can statements to ‘I am learning to…’ so that learning is seen as a continuum rather than a series of mastery steps: SC)

Children are enthused and excited by being involved in planning.

Year 5/6

Hampshire

One teacher asked children how they wanted to approach their learning about persuasive writing. Their involvement led to greater motivation and enthusiasm.

Another teacher showed children different William Morris art and asked what they would like to find out. The teacher gave a list of skills then the class decided which of these they might need. These were displayed in class to reinforce this emphasis.

Working walls were used to show the process of learning.

One teacher got children to draw spider diagrams to show what they already knew about an aspect of maths, then asked which of these they needed more help with.

Teachers found that identifying skills rather than knowledge was difficult. Teachers said that children’s involvement had led to fresh ideas, better homework and children wanting to work at lunchtimes because they were so motivated. Children get better at identifying which skills will be needed for the next topic. Teachers are not wasting time going over what they already know and are more motivated themselves by the new contexts for learning.

Essex

Teachers described how they had given children a brief outline of what would be covered and children were then asked to suggest the ‘how’, using skills to find out things. They were given the opportunity to add what they wanted to learn in different curriculum areas, such as music. Children were extremely motivated, asking when the topic was going to take place. Children were more involved in subsequent lessons and had done some preparation for them. Children were bringing things in from home and researching at home, which has led to higher level achievement and ownership of topics rather than teachers spoon feeding.

One teacher had involved children in planning specifically for SAT revision, with resulting increased confidence and independence.

Children have also been given opportunities to choose how to record or present their learning. Overall children are more motivated, they are achieving more, they remember more, they want to share their work and it is easier for teachers to assess. Children are talking and sharing their learning with parents and spreading their enthusiasm.

Sheffield

One school had an ‘enterprise week’ and children were shown adverts and special cameras. Children were asked what they would like to learn and engaged in 2 weeks of planning.

One teacher had asked children for a list of what they would like to study for a habitats and adaptation topic. The class then voted and chose a Venus Fly Trap and a bat. They were very motivated, doing lots of research at home and children e mailed the teacher PowerPoint presentations. They created a fantastic display. Children were able to assess their own learning.

It was seen as important to include in the planning discussions about the final outcomes/presentation, keeping them working towards a showcase perhaps.

Hertfordshire

One teacher worked with a booster group and asked them what they had struggled with in class and what would they like to do to help learn those things. The children were enthusiastic and able to see that their learning could be achievable.

One teacher contextualised the mathematics topic by having a cookie sale focus. She first asked the children what maths they would need to use, then from this they determined what was new and would need to be taught and what would need to be refreshed. These were displayed as three posters. Children were excited about what they were going to learn next and the approach was extremely successful.

Another teacher involved children in a short term focus on persuasive writing, asking them who they would like to write to. Children had more ownership and subsequent enjoyment and engagement as a result.

One teacher shared her plans with the class and invited them to adapt them. Children mostly stuck to the teacher’s ideas, but wanted to work in their own way. They were really engaged in their learning.

One child brought in an activity idea from home – a game which she had made – which the teacher thought was much better than his teaching idea. The class was highly motivated.

Secondary

Essex

Teachers had involved students in planning for final GCSE modules. They decided what they wanted to cover over 4 weeks. Techniques used included asking ‘Where do you feel least confident?’/’what do you want to improve? /‘What do you want to know/find out and how will we find it out?

The impact had been a huge increase in confidence, independence and ownership.

Sheffield

Teachers had used a ‘level ladder’ before and after units, looking with students at the difference between levels. This had helped students know what they were aiming for specifically.

One teacher taught 2 Y8 classes the same thing differently: one in the traditional way and one where it was very practical and had to teach everything they learnt to other groups. The achievement was the same initially, but the second class enjoyed the learning more so remembered and embedded what they had learnt, where the first class forgot their learning.

Another teacher took a time travel theme, focusing on a short story and pamphlet, asking students what they needed to do to achieve and what they would like to choose to do. The students were very motivated and handed in homework on time, which was a rare event!

After looking at graded work sets were asked what they need to do to improve and to create mind maps. The top sets coped well with this but lower sets struggled.

Hertfordshire

After looking at graded work sets were asked what they need to do to improve and to create mind maps. The top sets coped well with this but lower sets struggled.

One teacher wanted to develop writing skills so showed them a lesson plan and asked them to come up with lessons in which the other students would be taught. There was a lack of confidence in some students and perceived laziness so this was not taken up by all.

Another teacher was focusing on a particular novel. She talked about the growth mindset first then asked students how they would like to read and get to know the novel. They decided to read the novel in groups and to write a diary about the characters and the plot. They discovered that they wanted to change their plans when they were not happy with how things went.

Another teachers asked students for ways forward for the next session and they asked for video followed by demonstration then class discussion. When given the option of how to learn they took on more responsibility for their learning than before.

In a topic on Nazi Germany, students generated questions for the topic and produced individual projects. They were much more interested in their learning than before and had more ownership of this.

One teacher planned a ‘fair trade’ topic but students wanted to go far beyond the teacher’s ideas (tea and coffee boxes) and made bags T shirts and dress deigns. The range of levels in the quality of outcomes was much greater than before with some students exceeding their target levels.