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Messages from the evidence

The need for meaningful or authentic learning to engage all young people, but particularly those who are showing limited benefits from the education system, is well established.A sense of ownership of the learning process is stimulating to all young people but can be particularly powerful when working with more able but disaffected learners.

• A Year 6 literacy session involved learners in parallel classes writing shared reports about the Antarctic on the interactive whiteboard. When each class had prepared their report there was a tick box on their half of the split screen for them to register they were ready to exchange files with the parallel class. They then received, marked and returned the other class’s report. The young people commented that their teachers were beginning to let them use the whiteboards now, since the teachers had become more confident themselves.

• A set of ‘challenges’ was set for Year 7 learners such as providing a business plan to rid the school of litter. Teams were asked to research, report and create a five minute PowerPoint presentation to present their ideas in front of a panel of judges. Each learner self-assesses their skills to see where they can fit into the team. The assessment helps young people to fit into the team by using their individual talents.

• At secondary level, one school has identified a problem group of underachieving, economically disadvantaged white boys. The boys work on practical projects and are encouraged to think more widely about their career options. For example, if they dream of becoming a footballer, they are made aware of other options in this field such as being a linesman or a sports physiotherapist. The boys report back and present a PowerPoint presentation to parents.

Publication Date: 2010

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You can download the full pdf HERE.

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