Creating student ownership of learning

MacKillop Education is a specialist school that consists of three campuses across Victoria. Our school exists to provide a safe and supportive school environment that caters for children and young people who are disengaged, or at risk of disengaging, from education. 

Due to our students’ past experiences of disengagement, it is essential that our curriculum is informed by student voice to increase engagement and motivation. Our school values of respect, hope, justice, compassion, and collaboration inform our pedagogical practices so that our learning community is a place of welcome and safety. Additionally, our model, Reframing Learning and Teaching Environments (ReLATE), supports our trauma-informed practice and highlights the critical partnership between students, parents/guardians/carers, and staff, as we work together, to enhance the learning outcomes for every child (you can find out more about our ReLATE model here: ReLATE | The MacKillop Institute).

The more educators collaborate, to deepen their knowledge of their students, their interests, adjustments/extensions required, and levels of motivation, the more students can see the relevance to their education so that the content is more meaningful and applicable, making learning more enjoyable.

At MacKillop Education, Geelong, we have recently embarked on a journey to increase student voice, agency, and leadership, as well as developing instruction and curriculum that is informed by Science of Learning principles. These principles are underpinned by cognitive science and outline how students learn best. Cognitive Load Theory, an understanding of the limits of working memory and how to maximise long term memory, are some of the theoretical underpinnings of the Science of Learning that we are training our educators in.

To ensure that feedback was captured regularly and authentically across the school, MacKillop Education firstly undertook the process of developing a Student Leadership Framework. The framework aimed to provide students with a range of opportunities that could increase personal, academic, and wellbeing outcomes for students and a further means of enhancing socioeconomic benefits.

The Student Leadership Framework is structured into three tiers. The three tiers emphasise MacKillop Education's ethos that leadership skills should be developed in all students, and this starts at the Tier 1 level; nurturing, developing, capturing and acting on student voice. At the Tier 2 level, students can nominate themselves or be nominated by their peers for Class Leader, where they are able to learn and develop their leadership skills in being able to listen to and advocate for the needs of their students in their class. Finally, at Tier 3, the Senior School Leaders will have the opportunity to lead their school community in representing for and advocating for all needs of students at the local level, as well as the wider community level through attending leadership training events, and other personal development initiatives.  

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The below diagram illustrates MacKillop Education’s Student Leadership Framework:

Student voice for curriculum co-construction

There is extensive evidence of the benefits of increasing opportunities for student voice, agency and leadership for instruction and curriculum planning. Students view opportunities for meaningful student participation when associated with having influence in school decision making and activities as supporting higher levels of wellbeing.

In 2024, MacKillop Education will be undergoing some structural changes to our curriculum scope and sequences, as well as continuing our learning of instruction informed by the Science of Learning. It is critical that student voice is part of this decision-making process.

Key strategies our educators will implement with students include:

• A survey on student interests, learning intentions, and current curriculum content to provide feedback for future planning

• Ensuring that curriculum design from 2024 and beyond has non-negotiables of Science of Learning principles embedded in curriculum documentation (these include regular opportunities for Checking for Understanding, Feedback, and pre-post assessments to ensure educators know what students already know before beginning any learning unit)

• Ensure that our curriculum scope and sequences continue to focus on diversity and inclusivity. Students will be provided with regular opportunities to incorporate their perspectives into curriculum planning so that content is more meaningful and applicable, making learning more enjoyable.

• Incorporate real-world examples/experiences into curriculum planning to illustrate the practical applications of content being taught

• Provide regular opportunities for students to engage with community through projects, excursions, or through acts of service to develop their sense of identity and purpose.

MacKillop Education acknowledges and knows that when students have a role in shaping their curriculum, they take more ownership of their learning. Their sense of agency can boost their confidence and independence, leading to lifelong learning skills. Our goal is to involve students in decision-making processes that encourage then to think critically, weigh options, and make informed choices. These skills are invaluable in both education and life beyond school. These mechanisms will be ongoing to ensure that we have a regular feedback loop, where students can provide real-time feedback on what is working and what isn’t working in the curriculum. This feedback loop allows for continuous improvement, making the curriculum more effective over time.

Involving students in curriculum planning sends a powerful message that their voices matter, and that they have a stake in their education. This empowerment can have a positive impact on their self-esteem and overall wellbeing. Our work at MacKillop Education for this term and beyond, as leaders and educators, will be to create mechanisms for gathering input, providing opportunities and guidance for students to participate meaningfully, and fostering a culture of openness and collaboration. When students are partners in the education process, our hope is that the curriculum planning becomes more responsive, relevant, and effective for our students to remain engaged, and motivated to learn now and into the future.

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Skye Staude

Co-Principal, MacKillop Education, Geelong

Contact: Skye.Staude@mackillop.org.au