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Here’s a few presentations from teachers telling us about their school councils.
NB. Some are in Czech.
We’re just back from a week in Prague helping to train school councils link teachers from schools across the Czech Republic. The words “Žákovské parlamenty” are very important to us now :)
We worked with a GREAT organisation called CEDU who support school councils over there. Having showed Kamila and Tomas from CEDU school councils from around London a couple of years ago, it was lovely to do the return trip.
CEDU have been supporting a number of schools across the Czech Republic to set up and maintain effective school councils.
They had put on a three day course for teachers from 13 schools across the whole country. Three teachers came from each school, including a head teacher – great commitment from the staff. Our contribution was to give a one-hour presentation on how school councils work in the UK, and to deliver a couple of training sessions for the 40ish teachers (number not age).
Things I learnt in Prague:
Things we did:
Anyway, we started the trip with a visit to a local primary and secondary school called Táborská. After a lovely tour of the school (which you can see here, we sat in on a school council meeting which was translated brilliantly by one of the students, Max. Their school councils is called ‘3 Oko’ which means ‘Third Eye’.
The school council were talking about having a bigger role in supporting learning for younger students and working closely with teachers. It was a really useful start to see a school council meeting.
The next day was the first day of the conference. We had the amazing Honza as our official translator for the training – he was quick, concise and knew his stuff on participation. The whole week was a lot easier because of Honza – thanks!
After some warm up exercises, and three of the teacher participants turning up in traditional Moravian dress (plus shots of slivovitz for everyone!), Tomas gave an update on the programme. We then gave a speech (through Honza) on school councils in the UK. You can see this below; though the fonts are a bit messed up.
To give us a flavour of some of the student voice work they’ve been doing, the teachers each gave a short presentation on what their students have been up to. Here’s one of the presentations (you can see a few more here):
The next day we delivered two workshops to the teachers aimed at helping them to overcome some of the difficulties they were having with their school councils. Asher sensibly suggested that the workshops should be in Czech so that the teachers could share ideas, with Honza translating things back to us. This worked out well, and there was a sigh of relief from the teachers when they didn’t have to hear everything in English.
It was a really interesting day, and many of the teachers had made really good progress. We helped them to support one another, and chipped in with our own advice too. I found it difficult not to be able to support the teachers once they were in small groups though, due to the language barrier – often that’s when you can go into more detail and give some tailored support. We did out best though, and the teachers seemed to get a lot out of it.
After a lovely end-of course celebration, and some exciting discussions about future collaboration, our trip to Prague came to an end. I also did a short interview on Prague radio. If you can’t speak Czech, it’s probably not worth clicking :)
And if you’re interested, here’s the programme that we ran: involver session outline – Prague Feb 2012
So we’d like to say a big thank you to the CEDU team: Tomas, Kamila, Karel, Filip, Honza, Jaroslav and Eliska. You were amazing hosts and we’re very grateful. A massive thank you to all the teachers we worked with too!
A great case study from an inspiring primary school in the West Midlands. Read more of our school council case studies here.
“You can’t force children to get involved. But you can give them lots of chances and build their confidence slowly and they will start to take part.”
Student, Year 6
On two Fridays every term, the school runs a Friday Forum. This is a really important way to show every child that it is their school and that their ideas to improve the school are really valued and listened to.
On each Friday Forum, children discuss a particular topic in their classes. These topics are picked and voted on by the school council and might be a topic like ‘learning’ or ‘safety’.
Pupils talk about what they would like to change or improve, and two representatives from each class then meet to present their thoughts to everyone in the school. A Friday Forum assembly is then planned, written and presented by Year 6 pupils who round up the feedback, and support them with statistics.
The school also has a traditional school council with class council representatives in each class.
The school council is extremely popular and has an extremely high profile in the school. Every child would love the opportunity to be on it. It has recently improved the playground equipment for the school.
The school is keen on co-construction of the curriculum, and gives students a significant say in choosing their ‘learning journey’ through a topic. Teachers introduce a topic and explore what students already know, what they are interested in, what they would like to learn and how they would like to learn it. Being able to customise their learning engages students. It has also helped teachers to be more flexible with their teaching styles, and more responsive to the changing needs of students. The school is a brave and challenging place to learn.
St Francis Xavier Catholic Primary School serves two parishes in the urban West Midlands. This area is very mixed socially and many pupils face social and economic disadvantage. Just under half of the pupils are from Catholic families. Over half the pupils come from a wide range of minority ethnic groups.
Twice the usual proportion of pupils start school with little or no English. An above average number of pupils have learning difficulties or disabilities. When children start in Nursery they have low levels of skills and knowledge.
Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making
Here’s a student voice case study from one of involver’s favourite schools, Little Heath School in Reading.
You can see more from their amazing student voice conference here , here and here.
“There’s lots of students that aren’t very sure, or are less confident to have a voice. We say that everyone has a voice. Even the shy pupils have a voice and can talk to anybody, can talk with teachers, try and get into the STARS group, and can really make a difference.”
School council member, Year 8
Every year Little Heath holds a student voice conference in a local hotel in Reading. Several hundred pupils from the school come along and spend a focused day on student voice work. It is an exciting event for the students, who enjoy being able to concentrate on the different projects. This dedicated time helps the school to get lots done in a short space of time.
The student voice conference is a student-led project from start to finish, and it is an impressive example of how young people can run an amazing event.
As well as time for work on projects, there is a panel discussion in the afternoon so that students can ask questions to teachers, senior staff, local politicians and other organisations that have worked in the school.
Some of the work on the day, and throughout the school year, includes:
Students take a lead on researching and trying to improve certain aspects of school life. For example, one group in the STARS team had looked at ‘How students prefer to learn, and which ways are most effective’. They had looked at three specific subjects; English, History and ICT in Year 7 and 8. Their findings were presented to governors and the headteacher, and also in a booklet which is available to students.
Another group had looked at how popular homework is in Year 7, and the types of homework they enjoy. These projects have flourished since the conference, and one group’s look into the co-construction of learning is helping teachers to plan their lessons.
The student voice leaders are older students in the school who take a lead on the conference and facilitate the different sessions. They are a reminder that student voice is taken seriously in the school and getting involved in student voice can be a progression throughout school.
A school council sits alongside the different student voice groups. This also has as an important role in school improvement. It has representatives from each year group and meets every week.
Recent topics for discussion include homework, praise and reward and students’ rights and responsibilities. It is the central forum for student voice in the school, and all other groups feed into the school council.
Little Heath School is a larger than average oversubscribed comprehensive school with a large sixth form. It has specialist college status in mathematics and science and in 2008 gained a second specialism as a high performing specialist school for ‘raising achievement transforming learning’.
The proportion of students eligible for a free school meal is low. The proportion of students from minority ethnic groups or who speak English as an additional language is below average. The proportion of students with a learning difficulty and/or disability is slightly below average and there are fewer students with statements of special educational needs than nationally.
Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making
Here’s the first in our great school council and student voice case studies that we did for the Children’s Commissioner.
It’s from Wroxham School in Potters Bar, Hertfordshire. Great stuff!
What the teachers had in common were the principles of:
- Trust – that we trusted children and that the children felt that they could trust us;
- A sense of co-agency – so not only was it important that you listen to the child, but that the child listen to you, that together you can take something much further forward than if you were just in a passive mode, listening:
- The ethic of everybody – ie that it’s not just the people that are easy to engage that matter, it’s everybody.
Headteacher, Wroxham School
The school was in special measures, it was turned around not by a headteacher telling everyone what to do, but by creating a culture where everyone is listened to and is asking the question ‘how could we improve?’
Students are eloquent and keen to talk about their learning, when they join secondary school they perform well because they understand how to learn and are eager to do so.
Everything the school does is about including the whole-school community in decision-making and getting everyone to work out ‘the answers’ together. Efforts are made in the staff team as well as with students to ensure that everyone feels equally able to contribute. The hierarchy is minimal so democracy can be seen as a real choice: it is worth saying something because you have as much chance to be listened to as everyone else. In this way democracy is not something that fits uneasily (or pretends to fit) within the strict hierarchy of the school.
Another aspect of this is the school’s refusal to give out grades or stream its pupils. It is seen to be incompatible with a view that everyone and their opinions are equally valued. Instead, an approach of co-construction and co-agency is fostered, where staff and pupils work together to understand how learning can best happen for each child.
The circle groups led by Year 6 pupils demonstrate the whole-school democracy approach. Each circle group will have pupils of all ages involved as well as adults, who take part as equal members. The Year 6 pupils have been given the leadership role rather than the member of staff. This helps to ensure that the views that come from these groups are authentically from the pupils, not mediated by staff. That is not to say staff cannot have an input, but they are there as participants – participants with different levels of experience and knowledge – they are not controlling the discussions.
These meetings follow a standard format to give those running them confidence that they can do it. An agenda is worked out across the whole-school that all of the circle groups follow. To begin each meeting the Year 6 leaders run a game and share news about what has been happening across the school. They then discuss the agenda that has been agreed. This has built mutual understanding across the age ranges in the school and makes the older children more tolerant and aware of the needs and wants of the younger children.
Having these meetings weekly means that the younger pupils quickly become used to them and find their voices. It also ensures that most issues are small ones; issues are spotted early and ‘nipped in the bud’.
In place of teachers grading pupils, students are expected to self-evaluate. This gives them a much greater sense of what they are learning, how they are learning and what they would like to improve upon. The headteacher says it has created a culture where is it “cool to challenge yourself”. As there is no judgement of ‘failure’ there is trust between pupils and between pupils and staff. Pupils can choose to redo things to challenge themselves further and learn more.
Students are given reminders of the topics they have covered and asked to write down what they learned (their ‘successes’) and what they struggled with (their ‘challenges’). Younger children are buddied with older ones who type up the reports for them. They can add photographs and drawings to demonstrate their learning. This information is then shared and discussed with the teacher who responds to the points made by the pupil and adds in any other successes or challenges she feels the pupil has overlooked. There is a meaningful dialogue between pupil and teacher, which creates a meaningful dialogue between pupil and parent about learning. All of this is done without grading or putting the pupil down, so pupils can fully understand where they are succeeding and what they can do to improve.
Parents evenings run in a way that supports this process. Pupils create a short presentation for their parents about what they have been doing, their successes and challenges. They present this to their parents and their teacher; the headteacher sits in, makes notes and contributes. They can then discuss this all together and revisit what was discussed at previous meetings. In this way everyone is kept up to date with progress and they actually understand what has been going on in the classroom. Furthermore the child has ownership over her own learning and takes responsibility for her successes and sees the challenges as just that, rather than failings.
“Children talk comprehensively and passionately about their own learning.”
Headteacher
“Even the curriculum here [is influenced by students]. They give us all the ideas of what they want to learn about. They’re just so much more engaged.”
Year 5 Teacher
Having rigorous structures of evaluation and monitoring that are not based on standardised grades or tests creates the freedom for pupils and classroom staff to make important decisions about the curriculum. It allows classes to respond to sudden interests of the children, maybe sparked by current world or local events – so the week after the March 2011 tsunami in Japan a Year 5 class was studying earthquakes and tsunamis at the request of the pupils.
Topics are discussed with pupils and their areas of interest form the key areas of study for the scheme.
The Wroxham School is average in size. It is popular and heavily oversubscribed. The majority of pupils are White British although there are pupils from a wide range of ethnic heritage. English is an additional language for a few pupils. The proportion of pupils with learning difficulties and/or disabilities is below average as is the proportion of pupils with statements detailing their educational needs. The number of pupils eligible for free school meals is below average.
Fewer pupils join or leave the school throughout the school year than is generally seen. The Early Years Foundation Stage includes a nursery, which operates a flexible provision. Attainment on entry to the nursery draws on a full range of abilities but overall is generally typical for this age of children. The school has gained national and international recognition for aspects of its work. It has gained awards for Investors in People and Financial Management in schools. It has also been awarded Healthy School status. The school provides a breakfast and after school club.
Involver conducted these case studies for the Office of the Children’s Commissioner in 2011, as part of a project to encourage schools to involve their students in decision making