• To identify a range of current student voice initiatives in schools
and their benefits to students and staff
• To examine issues that arise from how they are implemented.
• To explore how these initiatives may realise skills and
understanding identified in ECM, SEAL,PLTS, PSHE and
citizenship
• To identify principles which may underpin student voice work
2
Student Voice in Ringwood School & Beyond
Student Association
Membership of
all students
Communication
for all students
Roles defined:
training,
application &
secret ballot
elections
Out of School
Involvement
driven by interest,
application &
selection
In School
SAT’s
Student
Action
Teams
Invitation,
interest,
application &
selection
ESSA membership (Y7-11) / NUS associate membership (Y12-13)
Student Voice
Website
‘Student Perspective’
Magazine
TG Assistants x2
Student Voice VLE
Ringwood in the
News
Student Voice Assemblies
Student Voice Reps. x4
Learning & Teaching
Student Health & Welfare
Town Council Student Advisor on Policy
& Finance Committee
Town Council Student Advisor on
Recreation, Leisure & Open Spaces
committee
SSAT representatives for South Central
PL Hub School Delegates
iNet Rep to Canada (PL focus)
RSR Live
TG Sports Reps.x2
Environment
Town Council Student Advisor on Town
Plan Co-ordinating Committee and
Planning Town & Environment
Town Duty prefects
Town Council Fair Trade group
Festival committee rep.
Junior Chamber of Trade & Commerce rep
Learning & Teaching
Student Health & Welfare
Consultation evening hosts
Student tour guides
Student interviewers
Student Voice Assemblies
Learning Coaches (RLE)
SaLP Students as Learning Partners
- Shared Lesson observation and dialogue
Student Led Plenary Team
Learning Walks Project on Cultural
Diversity (OL)
New Technologies Group (SHM)
Students supporting subjects
Students supporting fieldtrips
Principal students
Library assistants
Students for SEF panel - Glob. Interactions
L2 student forum
Y9 Science students reviewing revision
DoE Presentation evenings
Peer Mentoring (CRR)
(including Anti Bullying)
Healthy School Focus Group
SEAL project
6th form Leadership team supporting TG’s
Charity Committee
Y11 Prom Committee
Y11 Year Book Committee
Leisure Studies Group
Sports groups
Week Ahead
Environment
Built Environment Club/New Build group
Eco Groups
Sustainability
Green Flag Team
Birdwatch Group
Energy Squad
iNet Debating Group
Eco Council
Transport Group (Travel Plan)
Fair Trade group
Tutor Group Litter collection
Student receptionists
School shop
RSR Live
Electronic
Messenger Screens
TG Eco Reps. x2
Citizenship/
Political Voice
English Speaking Union debating
Y8 debating Society
Citizenship Foundation Magistrates Court
Citizenship Foundation Bar Court
New Forest Youth Connect
Hampshire County Youth Council
Shout About event
Student Parliament
Your Voice in Europe (Paris)
Global Young Leaders (USA)
Citizenship/
Political Voice
Year 8 Debating Society
Citizenship Foundation :Youth Parliament
BBC Question Time
Heads Up Hansard on line debates
Events eg ‘Democracy Day’
NFDC Young Peoples Survey
NFDC Youth Panel
HCYC elections
UKYP elections
Amnesty International Group
Enterprise competition – Skills Quest Y10
Youth Enterprise Challenge 6th form
 What methods of communication exist for students involved in
student voice initiatives in your school? What forum?
(a) Student to student
(b) Student to all staff
(c) Student to departments
(d) Student to leadership group and governors
(e) Student to parents
 What might you develop?
Example of a Satellite Group
•
•
•
•
Virtual Learning Environment
Students have helped to design website
Students decide what links to include
Direct link to house and school council
members
Minutes of council meetings and latest
updates posted on web
Training
What it did for us
• Encouraged friendships and team work between members
• Develops life long skills such as communication, listening, public
speaking and accurately representing the views of others
• Helped us to become effective members of the council
What method(s) of recruitment might help
schools to achieve an inclusive model?
Post of: Peer listener
Contact for further information:
Jenny Fletcher (11SB)
Students as interviewers
Sir Charles Parsons School
We asked
questions like ‘If
they would go in the pool
with us during swimming
lessons’, ‘Could they sign’
and ‘what would they do if
they couldn’t understand a
student with a speech
problem.’ After that we
could ask anything we
wanted, we could be quite
nosey!
Are we clear about….
The extent of our involvement:
• Leaders: we’re leading and managing a project we’ve chosen with
staff supporting
• Partners: we’re working with staff and may lead some parts of the
project and share decision making
• Involved: we’ve been asked to get involved and our views will be
taken into account
• Consulted: staff are leading but asking our views and giving
feedback on decisions made
• Informed: we’re kept up to date about progress and action
Researching boys’ writing
Honywood Community Science School
The head gathered all the pupils who had put their names
forward and all wrote down their opinions as to the
reasons why the girls were more successful and boys struggled.
The members of staff involved then went away and collated all
these results and chose questions to investigate further.
We then split into several groups, each with an individual question
to investigate. The questions were:
•Can challenges and competitions improve boys’ writing?
•Is writing easier in some subjects than others?
•How can we teach boys to write more in exams?
•What types of writing do boys do best?
•How van the school’s ICT facilities (including interactive
whiteboards) be used to improve boy’s writing?
Quotes: Students’ Views
• ‘I’m more confident… giving presentations, my oral
work, things like that don’t bother me anymore’ Year 11
student councillor
• ‘I’m aware of what students can do to make teaching
and learning harder or easier’ Year 10 researcher
• ‘You get a much better idea of how the school’s run and
why certain things happen’ Year 12 researcher
• ‘When you’re working very closely with teachers you
can’t be scared of them’ Year 9 researcher
•
Michael Fielding & Sara Bragg, Students as researchers, making a difference,
Pearson Publishing 2003
Source: PLTS, Qualifications and Curriculum Authority
SOCIAL AND EMOTIONAL
ASPECTS OF LEARNING
• Self-awareness
• Managing feelings
• Empathy
• Motivation
• Social skills
Source: SEAL, Department for Education and Skills
Big questions, helpful answers: an e-mentoring project
Sweyne Park School
We realised that many new
pupils coming to secondary
school find it hard to settle into a
new environment, make new friends
and find different places easily. So
we e-mentors aim to help them to
get to know and understand our
secondary school before they come,
to feel confident about coming to a
new school so they are less likely to
be worried or stressed.
An evolutionary approach
Learning Activities
Student
Guides
2006-7
How2Cards
2007-8
Enhanced KS4
2008-9
Choice of Content
Extension activities Teacher-led
chosen by
students
Teacher-led in
lessons
Student choice of Teacher-led
structured inlesson activities
Co-construction of
in-lesson activities
Structured student
choice of content and
co-creation of learning
Plan a lesson for Year 6
Instructions …
Success Criteria …
You must:
•
research fully the topic or person you are studying
•
decide upon your learning outcomes for the lesson –
what three things should all Year 6s have learned
to do by the end of the lesson?
•
make sure that the lesson is active and is not just
based on telling Year 6s the information
•
some of the activities you might want to use are
labelling images, card sorts, questions, quizzes and
word-searches/ crosswords
•
produce resources to accompany the lesson, for
example information sheets and worksheets
D
You could:
•
plan a starter activity to make Year 6s interested
in the lesson
•
plan a plenary session to check what the Year 6s
have learned, this might include questions to check
their understanding
•
think of an extension task for those who finish
early or to complete at home
M
P
I can create a very convincing and sophisticated lesson
which includes a range of original activities that would
enable students to make significant progress in the
development of their historical knowledge and skills.
I can create a convincing lesson which includes range of
varied activities that would enable students to learn
historically accurate details about the topic and develop
a historical skill.
I can create a mostly convincing lesson which includes a
number of activities that would enable students to learn
some historically accurate details about the topic.
Go Further …
Access the School History website or the History
On The Net website to give you ideas for activities that
can be used in your lesson:
http://www.schoolhistory.co.uk/
http://www.historyonthenet.com/
- IMPACT -
Leading Edge…
• Has raised the profile and quality of plenaries
• Good practice is being effectively shared (we found
that students became active `carriers’!)
• Higher engagement
• Greater students’ confidence
• Relationships have enhanced (greater social capital)
• Raised the profile of students leading their learning
• Most importantly, it now being used to help raise the
profile of deep learning amongst staff
SSAT Conference: 30/11/07
Our learning journey: working with staff to improve
learning and assessment
Stokesley School
...we looked at what we would do
if we designed a school and
focussed on the following questions:
•What would we learn?
•How would we learn?
•What skills and qualities would be develop?
•What would our learning environment be like?
Working with students of all ages allowed us
to begin to understand the value of vertical
age groups.
Our learning journey: working with staff to improve
learning and assessment
Stokesley School
We were interested in the ways
that teachers give feedback. SALSA
actively researched feedback techniques,
including comments on written work, oneto-one help and peer assessment, and
evaluated their impact. We identified the
strategies which help helped us to make
progress as learners (these weren’t always
the ones which we enjoyed the most!). We
shared ideas at a joint meeting between
staff and students.
‘Giving young learners opportunities to think and talk about
aspects of teaching and learning can have a direct impact on
pupils’ metacognitive* development and on their understanding
of how they learn’
Flutter and Rudduck, Consulting pupils: What's in it for schools?,
Routledge Falmer 2004
*Metacognition = the ability to think about your thinking and learning – to
think about how you learn
‘ ...about how students come to play a more active role in their
education…’
‘…about forming more open and trustful relationships
between staff and students.’
Professor David Hargreaves, Personalising Learning 2
Students as Learning Partners:
Student
Six Stage
Process:
Student 3 –
Teacher
25
Student 2
Training
Agreement
Focus (teacher
led)
Agreement of
date/class
Observation
Feedback
What did we get out of SaLP?
CC AV
“I got a feeling of
being treated
equally and with
respect”
“In a mutually
respectful
atmosphere”
“Feeling that my
point of view is
valued in the
school”
“A chance to
reflect through
feedback on my
practice”
“It improved my
self esteem and
confidence.”
“Support:
students
understand what
teachers do!”
The process of learning and the development of learners
Every Child Matters
Be healthy
Stay safe
Enjoy and achieve
Make a Positive Contribution
Achieve economic well-being
Planning: calendar and timetable
• Student action plans are built into the school development
or improvement plan each year
• Student led recruitment, assemblies, training and meetings
appear on the school calendar each year, so all students
know in advance and can plan use of time.
Budget and resources
• Each student voice group has a budget, which members of the
group manage.
– eg for photocopying, refreshments, paper etc
• There is a student voice room/meeting space which students
manage and they have direct access (they don’t have to go through
teachers to get keys etc).
• Student voice groups have access to the resources they need to do
their work eg computers, cameras
laurie.goodlad@ssatrust.org.uk
Laurie Goodlad
Student Voice Consultant
gill.mullis@ssatrust.org.uk
Gill Mullis
Student Voice Coordinator