Learning Dispositions + Authentic Inquiry in a Primary School

What happens when you turn a curriculum topic over to 10-11 year old children,  give them freedom to choose their focus, and increasing autonomy to make their own decisions to design, create and run a showcase event? Indeed, how do staff cope with stepping back like this? If Ofsted inspectors were to walk in, how could the school evidence learning? How can you evidence the development of lifelong learning dispositions, and how does this relate to the school’s strategic concerns about the progress of different pupil groups on traditional attainment measures? What roles do social learning tools like reflective blogging have to play?

This movie provides a brief glimpse into a two year series of pilots at Bushfield School, documented in more detail in this report. It represents the convergence of both University of Bristol and Open University research and development into learning analytics that can evidence processes associated with deeper learning, especially dispositional analytics (learn more: replay talk / workshop).

(See Reports for the entire library of school case studies.)

Screen Shot 2014-04-25 at 15.43.46Small, T., Shafi, A. and Huang, S. (2014) Learning Power and Authentic Inquiry in the English Primary Curriculum: A Case Study, Report No. 12, ViTaL Development & Research Programme, University of Bristol. [pdf]

This report documents progress in a two-year action-research programme at Bushfield School, Milton Keynes, with two main purposes: firstly, to build on the School’s success in developing children’s capacity to learn; secondly, to track and measure the impact of its interventions for this purpose. The school combined the Effective Lifelong Learning Inventory (ELLI) with the Authentic Inquiry learning methodology from University of Bristol. Qualitative and quantitative data are combined to examine the impact of the pilots from the perspective of staff and pupils, comparing learning power against a range of demographic and attainment datasets, in the distinctive context of a primary school already experienced in the Building Learning Power approach.

About the author

Simon Buckingham Shum

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