VNET EDUCATION CIC

Developing Pupils’ Voices

Pupil Voice or Pupils' Voices?

This project aims enable pupils to become advocates for their learning and their school communities through the nurturing of their voices in school.

The notion of pupil voice implies something singular and cohesive, whilst the notion of pupils’ voices acknowledges plurality and diversity. In partnership with the Chartered College of Teaching, expert researcher and former teacher Victoria Cook will explore the conditions of learning in our schools and classrooms that nurture pupils’ voices, enabling them to become advocates for their learning and their school communities.

The project will examine the tensions and questions that arise from this shift from ‘voice’ to ‘voices’. Each session will have a strong emphasis on dialogue, with delegates invited to critically discuss a range of evidence-informed approaches to nurturing pupils’ voices and reflect on how this evidence might be translated into their own contexts.

Audience

This project is suitable for both primary and secondary settings.

Project Objectives

  • To explore the origins and core principles of the pupil voice movement
  • To critically explore a range of evidence-informed approaches that use dialogic teaching to nurture pupils’ voices
  • To understand the key principles of dialogic teaching as a fundamental pillar that underpins the nurturing of pupils’ voices
  • To understand how evidence on dialogic teaching might be translated into the delegate’s own contexts
  • To develop a range of strategies for nurturing pupils’ voices and navigating multiple perspectives in dialogue.

Project Outcomes

  • To enable pupils to become advocates for their own learning
  • To enable pupils to become advocates for their school communities 
  • To embed a culture of dialogic learning in school.

Session 1

What is pupil voice and why is it important?

  • An exploration the origins and core principles of the pupil voice movement
  • How to move beyond school council as pupil voice
  • Introduction to dialogic teaching
  • Professional reading.

Session 2

Nurturing pupils’ voices in the classroom

  • Exploration of a range of evidence-informed approaches that use dialogic teaching to nurture pupils’ voices in the classroom
  • Practical implications of research into dialogic teaching
  • Reflection upon professional reading
  • Implementation planning.

Session 3

Nurturing pupils’ voices beyond the classroom

  • Reflection on implementation in the classroom
  • Analysis on the impact of their change in practice
  • Exploration of a range of evidence-informed approaches to nurture pupils’ voices beyond the classroom
  • Practical implications and implementation planning.

Developing Pupils' Voices Project

Dates

Dr Victoria Cook

Chartered College of Teaching

Dr Victoria Cook is the Education and Research Project Specialist and is the research lead on the Rethinking Curriculum project. Her role involves the creation of online education materials for use by educators across different settings and undertaking quantitative and qualitative research. Prior to joining the Chartered College of Teaching, Victoria worked as a Research Associate at the Faculty of Education, University of Cambridge, for 5 years on two international dialogue-based research projects. She is a trained Geography teacher, having taught in a girls’ grammar school, mixed comprehensives and independent schools. Victoria’s research interests include learning outside the classroom, cultural literacy and dialogic teaching and learning, including technology-mediated dialogue.

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