Mister Hackett: February 2017

Way back in the Summer of 2012, I decided to work with a couple of colleagues to investigate different ways of allowing children interpret their learning in a high-quality, creative way. I have always been a little bit hesitant about the "one size fits all" approach to recording work seen in many schools - but also fully understand the need for consistency and high expectations regarding the quality of pupil work seen in books.

We needed high-quality exercise books demonstrating high-quality outcomes (Ofsted) but we strongly felt that we wanted evidence of independent expression and thinking produced without fear of making a mistake.

Having previously worked with a teacher from a local accredited “thinking school”, we had already trained the staff in the use of Dr David Hyerle's Thinking Maps and how to use these from Year R - 6. We felt that there were likely to be good opportunities for children to independently use these in the learning journals. We also looked into mind-mapping and worked with our Principal Graham Chisnell (@Chizkent - who uses mind mapping regularly as part of his work) to share with staff and children how this approach can be used to creatively organise thinking.

We also researched current use of learning journals and the expression of thinking in a range of settings. This including a visiting Kingsdown and Ringwould Primary School to meet with their Deputy Head who had introduced the use of Thinking Maps and De Bono’s Thinking Hats across the school. I went with three colleagues to visit King’s Park School in Boscombe and Broadstone First School in Poole to see a range of innovative practice in action. I also used research from http://www.learninglogs.co.uk/ to develop ideas.

I then led a trial in Year 4 and 6 using this new book that we call our “Learning Journal”. I set up my class with a set of high-quality A5 learning journals – the sort with plain paper of a suitable thickness and quality to make the children feel that they were recording in a book that was just a little bit more special than other exercise books. Unfortunately, cost implications stopped us from buying A4 books for all children. It was decided that from the start this would be a “free space” where children could demonstrate independent thinking, collaboration, reflection, enquiry, and evaluation of a range of topics across the curriculum. The only expectation was that at all times when using the book, children produced work that reflected the highest standards of writing and drawing. As the teacher, I regularly enforced this with the children and they certainly rose to the challenge. Children were to be completely free to use any pen/pencil they wish; encouraged to use colour and pictorial approaches as appropriate. Teachers made the conscious decision not mark the journals in the traditional sense out of respect for the quality and ongoing nature of the work produced. Regular feedback was given in different ways to ensure all children understood how to develop their thinking to the next level.

I set up my class with a set of high-quality A5 learning journals (purchased from Ryman's) – the sort with plain paper of a suitable thickness (140gsm) and quality to make the children feel that they were recording in a book that was just a little bit more special than other exercise books.

As teachers, we had to ensure that we gave children the time needed to produce the quality of work that we were expecting. The children got faster as they got used to their preferred ways of working. They soon began applying this approach at other time - asking to work in their science book in this way - or learning their spellings creatively using a range of colour as appropriate. Great for more visual learners.