Contact Us | About HSE | Trustees | News | Blog | Events | Newsletter | Membership | Training

An inquiry and active pedagogy

Case Study:Stantonbury Campus, Milton Keynes (1985)

DESIGN – pedagogy – student centred and collaborative

Teachers saw their role and purpose as enabling students to become independent and active critical learners. In some cases teachers were also learning outside of their subject specialism. Their responsibility was to introduce the project and promote group work as well as individual work with active enquiry. Lead lessons to the whole of the year group introduced the project through film, a talk or a dramatic experience. With longer and more flexible use of curriculum time the teachers' knowledge of their students was enhanced. Teachers would generally remain with their students as they progressed through the school.

*see full Case Study in the 'Research and Resources' section

Case Study: Madeley Court School (1977-83)

DESIGN – an experiential pedagogy

The blocked timetable and positive personal relationships provided the conditions for the learners to play a significant part in their own learning. Using the outside community as a learning resource enabled the children to respond to their own needs and interests and negotiate a learning pathway which met these needs.

Suspended timetable weeks were planned to enable all students to initiate practical projects. Years 10 and 11 often set up manufacturing companies, making things with scrap materials which they then sold to the Craft Department. They involved themselves in all stages of the manufacturing process - from design, budgeting, selection of materials, jigging of the production line, welfare union work through to manufacture sales and accounting.

*see full Case Study in the 'Research and Resources' section

Case Study: Stanley Park High School (2015)

The pedagogy within Excellent Futures Curriculum, at Stanley Park High School, is driven by leading questions that are set in real-world experiences and problems. It is enquiry based, active and experiential in its nature, with collaborative and co-operative learning visible across a range of scales.

*see full Case Study in the 'Research and Resources' section

Back to top