Some ideas developed at Heathfield Community College Learner Voice network meeting

1. Some ideas developed at Heathfield Community College Learner Voice network meeting 26th March 2009

2. A lesson engages me when … • I appreciate a teacher who … Learner Voice and Learning and Teaching

3. … it’s hands-on, when it’s physical, when it’s practical • … everyone’s sharing ideas • … it’s fun • … group-work is involved • … I can work at my own pace, when there’s time to really work at things and make them good • … I’ve got lots of freedom, independence or choice • … it’s not about what other people think, it’s about what I think • … there’s discussion, it’s not all writing • … I’m trusted • … I can be creative • … I’m seen and valued. Learner Voice and Learning and Teaching

4. … is always smiling and happy and asks how I am • … respects everyone’s views • … sets up lessons clearly • … trusts me • … gives me options and choices • … answers all my questions (even ones that don’t seem relevant) • … gives my work variety • … gives my work relevance • … sets out the classroom interestingly • … helps me when I’m stuck • … teaches me! Learner Voice and Learning and Teaching

5. Part of an East Sussex project with Cambridge University on Personalised Learning and Student Voice • Findings presented at DfES and in a published booklet from Innovation Unit in 2006 • HCC’s focus was on utilising Student/Learner Voice in helping us raise engagement and improve the classroom experience for our learners Learner Voice and Learning and Teaching

6. One mixed ability tutor group – Y7 into Y8 • 15 staff across broad spectrum of curriculum • ‘Action Research’ approach Learner Voice and Learning and Teaching

7. The students’ eloquence about their learning • Misreading the engagement of individuals • Their insights … “People say ’Revise!’ and it’s like, ‘What do I do?’ Read it again and again?” “They say you have to do this, that and the other, but I don’t think the curriculum says how you actually have to do it. It is important getting my levels but I just think that some teachers, if the curriculum’s readable, they read it and think, ‘Oh, I’ve got to tell them this’ and they could be more imaginative in the way that they teach it. They could make it more interesting.” Learner Voice and Learning and Teaching

8. Departments engage the support of the Student Voice Research Team once every 2-3 years on a research project of their choosing e.g. how to develop the Y8 Geography curriculum; success of departmental ‘Extended Learning Days’ • Such work has the key function of allowing a department to hear the voice of the learners (in a qualitative form) in order to consider change in areas which are ‘live’ i.e. genuinely ‘up for change’. The focus/foci must be challenging. • The report for the department, produced from interviews with learners, is the department’s property, and from it they develop an action plan for change where it is necessary. • No ‘witch-hunt’! • But remember that what you might do will depend on your context and how your learners learn Learner Voice and Learning and Teaching

9. Tokenistic learner voice • Engaging all – learners and staff • Integrating Learner/Student Voice and personalised learning in an exam-driven culture • ‘Lunatics running the asylum’? Learner Voice and Learning and Teaching

10. Continuing to pursue the insights on learning and teaching gained from the project • Employing learner voice as a key tool in development of curriculum areas • Growing our own researchers Learner Voice and Learning and Teaching