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“ I know that the impact you have made on the P5/6/7 teacher has been very worthwhile and she has stated that out of all the CLPL that she engaged in this session her work with Hidden Giants has had the most impact and changes to her thinking and practice.”
“Within track 4 of our attainment records I have been able to increase a number of children’s engagement level from either a Red to an Amber or an Amber to a Green.”
"I have a specific child in my class who I would consider ‘high tariff’ in relation to behaviour. I have observed significant improvements regarding his behaviour and I believe that the work I have completed with Hidden Giants is part of the reason why. He would leave the class daily and refuse to take part in activities. His engagement within all areas has improved and has only left the class twice since January."
Collaboration with a composite P5, 6 & 7 class and their teacher exploring autobiography and agency: both on the part of the pupils, and the teacher herself.
• We delivered a whole staff team session for August Inservice. Following this, two teachers nominated themselves to work with Hidden Giants
• We facilitated bi-monthly collegiate meetings with the class teachers and a student teacher. Through this professional dialogue it emerged that one of the teachers originally trained as an artist. The teacher quickly realised that her distinctive skills and knowledge as an artist were a relatively untapped resource in her pedagogy. Employing a coaching model, we began to explore how she and the pupils could think and act more like artists in their own approaches to the curriculum.
• Hidden Giants collaborated with the teacher to carry out explorative sessions with the class.
• We accompanied the teacher and pupils on a guided tour of Edinburgh’s national art galleries, and worked together back at the school to explore this inspirational experience. A ‘line of flight’ soon emerged – an idea coming from the pupils themselves – to explore autobiography: who were they? They chose to find out more about the individuals, communities, forces and stories that shaped them – and were continuing to shape them.
A whole IDL topic dedicated to SuperNoodles. The pupils’ life stories revealed a shared passion for SuperNoodles, prompting an IDL cycle to begin, with the teacher bringing her skills, knowledge and experience to a new pupil-driven inquiry, rather than planning in advance and leading it. Pupils worked in the playground to measure the length of noodles when laid out end to end, conducted polls to find statistical evidence of the favourite flavour, scientifically invented new flavours, and mapped these to issues of geography and ecology.
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