Pupils in Years 5 and 6 are divided into 4 groups, or the 4 purpose councils. There is advice for all purposes. Every half term, the 4 councils work together on a project with each group, leading to activities linked to their purpose to respond to the context. For example, under the heading ‘Ukraine’, one group decided that it was necessary to collect money for charity by organising a walk. Pupils organised the bus after contacting several companies to get the best price. The group contacted other church schools by e-mail to invite them on the trip. Pupils organised the route of the walk, taking into account the distance, time, safety risk and facilities. A group made biscuits with the Ukrainian flag in blue and yellow icing for the halfway break. The last group organised all correspondence, including details of how to sponsor and donate to the charity, for parents and the community. During the work of the 4 purpose councils, our role as teachers is not to lead, but rather to support pupils to realise their ideas and ask, ‘How is this going to work?’
To coincide with the work of the 4 purpose councils, pupils aged 7-11 have two ‘Busy Afternoons’ each week. Teachers work together to create a grid of 6 tasks for both ages, namely Year 3/4 and Year 5/6. In Year 5/6, the tasks are placed on the school’s digital platform, together with links to websites and research texts that pupils will need to complete the tasks. In Year 3/4, there are fewer guidelines on the digital platform as more verbal instructions are given before pupils start their work. During the afternoons, pupils are able to choose which tasks to complete from the grid. The tasks always include technology activities, science, physical health, design and various aspects of the expressive arts. If a new skill needs to be learned to be able to respond to one of the tasks or something that requires more explanation than can be shared on the digital platform, then teachers hold a formal lesson on the specific aspect at the beginning of the half term. Pupils have the choice to work with a friend or work independently to complete the tasks. As pupils work on their tasks, without any pressure to finish in one lesson or afternoon, teachers can step back and allow the pupils to experiment. Teachers do not intervene if things don’t work. They let the pupils implement their ideas and are there to support them if mistakes arise. Again, the teachers’ job is to question, and facilitate the pupils’ thinking. They ask questions such as ‘Why didn’t that work?’, ‘Can you think of a different way to do this?’, ‘Is there anyone else in the class who has a similar problem?’ If the pupil is happy with the finished piece, they can move on to another task or work on challenges that nurture their emotional well-being. However, if the piece has not met the expectations, it is important that the pupil has time to re-think and try again. The ethos of the classes encourages pupils to test their ideas, learn through their successes or, more importantly, through their mistakes.
During the half term, demanding tasks can be added as necessary to challenge pupils further. For example, Year 5 and 6 pupils designed and created a moving toy using battery power. Now that pupils understand an electric circuit, they have worked on creating a Christmas card that lights up an ‘LCD’ bulb when opening and closing the card, and connecting and breaking the circuit.
At the end of each task, pupils are required to upload their work or a photograph of their work and evaluate it on age-appropriate apps. Once they have evaluated their own work, they sometimes evaluate the work of their peers in pairs or together as a class.
