Skip to main content

Giving students real voice: Student Curriculum Hackers

photo (149)

Lots of schools and teachers bang on about giving students a voice, but very few actually allow them to have one.  At Priory Geography, we have developed a strong culture of allowing young people to get involved in making decisions about school life, for example:

Throughout, we have always tried to engage other members of the local community, such as artists, mainly through the excellent and sadly missed Creative Partnerships project.  We’ve also always tried to ensure that the adults are the guides whilst the students drive and create.

Today saw the first session designed to build upon some of the lesson learned during the recent ground-breaking Kids Meet Pompey, put together by Jo Debens and work done by Alan Parkinson a year or so back. 

We wanted to get young people to hack our actual Schemes of Work and have a genuine input in to them.  The rest of this post outlines how the first two hour session went.  Firstly, we aim to hack three Schemes of Work, these being he first units in Year 7,8 and 9.  Today’s session was about setting some ground rules; creating some working conventions and defining the problem.  We decided that teachers were the professionals n terms of meeting the curriculum.

Step 1: Identify the features of a ‘perfect’ lesson

photo (148)

Simple and straightforward brainstorming session here.  We asked students to identify the features of a perfect lesson / unit.  During this session (timed at 15 minutes with a countdown and everything), the young people could ask questions.  These identified restraints such as budget, aims and objectives of the curriculum.  In the image above, they then went on to identify possible barriers to achieving the perfection sought.

Step 2: Prioritise

photo (147)

The students used a simple prioritisation tool.  Within the circle is the stuff we could easily do something about and outside the circle were the factors hat we either couldn’t control or we felt were outside the scope of the project.  The team felt that simple but effective changes would lead to the most impact.  As the group were working in two groups, each had to identify eight priorities that would inform the rest of the session (the actual hacking).

photo (151)

Note the detail in the image above – no single word answers here! One of my favourites and one idea that I will enact is to get older students involved in co-planning and teaching students.  With teh overlap at GCSE this is a desirable outcome.

Step 3 – Hack the curriculum

image

Using the conventions agreed upon, the students accessed our living schemes of work that are kept in Google Docs.  It was important to me that they inputted straight into the actual documents that the Priory Geography Team use.  I loved some of the ideas and it will take some time to unpick.  There were no real rules.

Step 4 – Evaluate

photo (146)

We used mini white boards and my iPhone camera to capture want went well and what could be improved.  Hot seating a teacher is an idea that will be implemented for the next two hour session.

Some of the positives are below, as well as the Rights Respecting framework used to inform some of the ideas:

photo (150)photo (152)

Step 4 Actually listen to them and make changes.

The next step is to share and consider the inputs.  As the whole team can access and comment in Google Docs, I’ll be asking the Priory Geography teachers to take a look and consider what can actually be done.  Then I plan to meet with the Student Curriculum Hack group to let them know before the department’s annual Curriculum Development Day taking place on Saturday 13th July.

Look out for an update this time next week.

Comments

Popular posts from this blog

#GAConf22: A paradigm shift for anti-racist, decolonised teaching and inclusion

 " You can't start a fire,  You can't start a fire without a spark" Bruce Springsteen.  Well, it's been a fair while since I felt the motivation or the need to blog. Whilst not a story for now, over the past five years I've danced along the knife edge and, often, the call of the abyss has been both tempting and compelling. Certainly, my failing in both my personal and professional life have been numerous. But. This is not about me, but the people that have (re)ignited the spark to the fire in my soul. I realise that this is from the perspective of a privileged, white, middle class male view. I even have a beard. I am scared of getting it wrong on this topic. Teach me if I am wrong, it is from the position of a learner. I was looking forward to the GA Conference this year, the first face to face since 2019. I have to say that Alan , as president, and the Geographical Association's team did a fantastic job at being inclusive. The hybrid format allowed peopl

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment is not always conducive to profound

Trust and support our school leaders, the role of the governing body in the Covid times

One of the roles that I love is being the Chair of a Governing Body.  The aim of this post is to share what we are doing, as a Board, during these difficult time.  I will refrain from commenting on the role of the Government, DfE and local authority as I intend for this to be both a positive and useful post. What is clear is that governing bodies have a crucial part to play. I am grateful both to the brilliant Clerk and the National Governance Association whose Covid advice pages are fantastic. Firstly; from the outset, the brilliant leadership team that I work with have my unwavering and public support. Regardless. As this is a fast evolving crisis, often with pages of advice, guideline and directives to decipher and digest on a daily basis. As such, the role of governing bodies is twofold: 1.  to prioritise the providing of support to the Headteacher and all colleagues in the school, and 2. to allow them to get on with operational matters and decision making. The role of