On task

Firstly, I want to explain—and apologise—for the absence of a January newsletter. On 20 January, I was admitted to hospital and underwent major emergency surgery. My heartfelt thanks go to the medics and healthcare workers across the NHS who work tirelessly to meet our needs despite the immense pressures they face.

I’m pleased to say I’m now on the mend and gaining strength day by day. I’m not quite back to full capacity yet, so please bear with me as I rebuild my resilience and stamina.

One topic I’d like to discuss and share this month is pupil engagement. What does it really mean, and what does it look like in practice? Interestingly, my time in hospital—and the early days of recovery at home—brought this into sharp focus. To keep myself occupied during those long days, I dipped in and out of reading, listened to music, and attempted a few crosswords. But if you asked me what I actually retained from any of it, the honest answer would be: very little. My concentration span was at an absolute minimum.

So how do we observe lessons and measure pupil engagement?

My previous reference to Dr  Lyn Sharrat’s work and 5 questions can help us ascertain what pupils understand as they learn

What are you learning? Why?

How are you doing?

How do you know?

How can you improve ?

Where do you go for help?

I would also signpost you to Bruce Robertson and sketch notes by Finola Wilson in the bool Power up your pedagogy – and more specifically Page 58 as reference is made to ‘Being busy activities ‘

They list a few activities such as ‘cutting out, colouring in, completing word searches, copying from the board, answering questions when they can just copy from somewhere, creating something for no other reason than it seems like a fun thing to do.’

So, the key message for February is this: can pupils explain what they are learning and why they are learning it? Is our lesson planning purposeful, authentic, and rooted in clear intent?

Are pupils genuinely investing in the activities we set? Do they understand the purpose behind the learning, or are they simply completing tasks without seeing how they connect to their wider learning journey?

Are they active participants—questioning, exploring, showing curiosity—or are they following instructions passively, with little sense of meaning or direction?

When thoughtfully designed, project‑based learning can be a powerful way to help pupils take ownership of their learning. It encourages independence, nurtures essential skills, and gives pupils a clearer sense of purpose. The video below illustrates how pupils can become more self‑directed and develop their skills while engaging deeply in their learning

https://www.bing.com/videos/riverview/relatedvideo?q=video+for+teachers+exemplifying+on+task+activities&&mid=ACD4AB9D8365BF0B006AACD4AB9D8365BF0B006A&FORM=VAMGZC

This doesn’t mean that all learning must be project‑based. There will always be times when direct teaching is not only appropriate but essential. The real skill lies in striking the right balance—drawing on a range of teaching approaches and knowing when each one will best support pupils’ understanding and progress.

This link refers us back to the 12 pedagogical principles which all practitioners need to consider. Pedagogy - Hwb

Curriculum design for all learners is underpinned by twelve pedagogical principles, which state that good learning and teaching:

1. maintains a consistent focus on the overall purposes of the curriculum

2. challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them

3. means employing a blend of approaches including direct teaching

4. means employing a blend of approaches including those that promote problem-solving, creative and critical thinking

5. sets tasks and selects resources that build on previous knowledge and experience and engage interest

6. creates authentic contexts for learning

7. means employing assessment for learning principles

8. ranges within and across Areas

9. regularly reinforces the cross-curricular skills of literacy, numeracy and digital competence, and provides opportunities to practise them

10. encourages learners to take increasing responsibility for their own learning

11. supports social and emotional development and positive relationships

12. encourages collaboration

Trusting that you have all enjoyed a well-earned half term break.