St Edward's Chronicle October 2016

21 ST EDWARD’S CHRONICLE

Do the pupils enjoy this new way of working? Matthew: As children move up through their school career, notions of certainty crumble away. We are less able to teach on the basis that ‘if you do this, then this definitely happens’ – so pupils need to learn to explore new ideas and situations where outcomes are not black and white. It’s not so much about getting the right answer, but about looking at what sort of answer pupils reach, and why, and what other conclusions they might have reached – and what conclusions their classmates reach. Being able to see questions or problems from a number of different angles will help them enormously later in life. It can be unsettling for pupils when the reassurance of ‘certainty’ is taken away, which is why it is important for them to be in a supportive network as they explore their thinking. Having watched the pupils interact in class, I can say with confidence that pupils find lessons far more engaging and enjoyable than they did five years ago. Is this interactive approach in use across the School? Lucinda: Yes. For example, it’s embedded into the IB Diploma. The Interactive Oral Commentary in English is one of the most academically rigorous assessments we apply. Pupils are asked to provide an instant ‘verbal essay’ on a text they haven’t seen before.

something unexpected. They too need to learn how to think on their feet, or be open about the fact they need to look something up or refresh their memory. It’s good for pupils to see that they and their teachers face many similar challenges. Anything to add? In this interview, we have put one aspect of our teaching practice under the spotlight. It’s an important part of how we do things, but it is just one part. There’s no escape from the hard slog of learning and consolidating knowledge. We believe, though, that the collaborative aspect of the St Edward’s curriculum creates a sense of common endeavour which helps pupils achieve more – and enjoy themselves more as they do so.

They have a 20-minute conversation with a member of staff, analysing and evaluating the written work. It takes tremendous composure and skill for the pupils to organise their thoughts off the cuff and present a coherent view – and then respond to questions. They have no idea what they’ll be asked. Are all staff on board with the overall approach? Matthew: I would say so, yes. We have an ongoing training programme in coaching techniques to help staff guide conversations in all contexts in the right way. They also need strategies to cope with the added challenge of this organic approach. In a lesson in which the pupils play a large part in directing the topic of conversation, teachers may well be asked

Antonia Lewis ( Marlston House ) with Peter Lloyd-Jones in the Art Department