Leading system redesign – 3: The students

‘It is important that we all take an interest in our learning, to make the best of our education and to help teachers to teach us in a way that will help us to reach our maximum potential.

We all know that teachers want to teach and help pupils, but all too often are not allowed to because some pupils do not want to learn. We need to find ways to get all pupils to want to learn and be motivated enough to take part in the process. As pupils ourselves we should be able to do something about it!’
Student from Shoeburyness High School, Southend-on-Sea

In the pursuit of redesigning education for 21st-century learners, co-construction emerges as a crucial lever in the system redesign process. School leaders and practitioners are recognising that students can play a significant role in reshaping learning, schooling, and leadership. The pioneers of co-construction, some featured in this publication, have discovered that involving students in the process can greatly enhance student engagement in learning.

When students perceive education as a collaborative endeavour rather than something imposed upon them, they become increasingly responsible for their own learning journey. Co-construction also has the potential to strengthen initial teacher training and ongoing professional development by fostering a robust research base on teaching and learning within the school. As trainers, students bring a fresh perspective to professional development, invigorating the learning environment.

In schools where students and teachers naturally collaborate to plan lessons, projects, and curricula, a paradigm shift occurs. These schools transform into sophisticated learning communities, where both students and teachers regularly engage in the design of learning experiences. They comfortably assume the roles of both teacher and learner, recognising that knowledge exchange is a reciprocal process.

“Leading system redesign – The students” explores the power of co-construction, highlighting success stories and showcasing the benefits of student involvement. It underscores the potential for co-construction to create dynamic learning partnerships, fostering an environment where students and teachers cohesively design and navigate the educational landscape.