Teacher – Don’t Talk!

Centre for Urban Education

Enquiry Question: Can pupils in a Pupil Referral Unit (PRU) have a voice and if so, what is the impact on teaching and methodology of those working with them?

24 pupils from Manchester Key Stage 3 PRU, were involved in a project creating a website which would provide a platform for their voices to be heard in the wider community. This PRU is split between two urban sites in Longsight and Wythenshawe, Greater Manchester.

A Web Designer and a Filmmaker, worked with all the pupils, the Creative Partnerships Coordinator and 2 teaching staff with responsibility for Information Communication Technology (ICT) to create a website.

Pupils worked individually to create their own personal websites, following an investigation into what makes a good site design. They then constructed web pages using Weebly (www.weebly.com) and from this chose colour schemes and design features for a PRU website.

The second part of the project focused on producing a film of pupil’s views on their experiences of school and exclusion, which was edited in 2 formats, one full edit for use as an information film for pupils, parents/carers, schools and other interested parties, and one for uploading onto the completed website. This film was made in a ‘Big Brother’ style and included footage of a range of activities at the PRU.

Results

Pupils can use their skills at home as well as at school, in part facilitated by the provision of laptops in a recent Government scheme. Although some pupils struggled initially to get to grips with the technology, all took part and some produced work of a very high standard.

There was genuine surprise in the maturity of comments contained in the video sessions and the high level of engagement from pupils who took the task very seriously.

Evaluations were conducted with the pupils throughout the project. The majority of pupils thought that the project was good and their confidence grew, although they were frustrated when the technology didn’t work.

Pupils gained a great amount in transferable ICT skills such as how to download items and make a website. They also gained confidence in expressing their opinions and having those opinions valued and listened to.

•All pupils found that adult-led preparation for the session was something they did not like. Many pupils explicitly stated that they found teacher ‘talking’ a negative experience. This is of great significance in working with pupils who have challenging behaviours, and is something which will continue to be investigated as a staff team. It will impact on whole school evaluations and for INSET for current and new colleagues. It will impact on methodology and practice and has implications for the structure of lessons across the board.

The results show the successful launch of a new platform where pupils can be heard. The next stage is to work together to use this in a positive way (sometimes pupil voice may not be appropriate or safe for a public platform!) The pupils’ mature advice for others who are in difficulty at school is something it is hoped that will incorporate into planning for a wider PRU remit for working with schools in 2010/2011 and beyond.

The plan is to build upon this successful creative partnership and seek further funding for a creative Science project.