Newbattle High School

The following case study uses the Plan-Do-Study-Act approach from the Test of Change projects.

Tests of Change (ToC) is based on an action enquiry cycle – Plan, Do, Study, Act (PDSA). This 4-step process encourages learners and educators to be at the forefront of problem-solving and decision-making to drive change in their own learning environments.

Teachers and pupils work together to explore how transforming learning as identified through ToC goals and using design-principles tools can lead to enhancing the quality of learning in our schools.

Teachers at Newbattle High School were exploring how to improve online learning experiences for learners, which took on extra significance during the COVID-19 lockdown.  

A survey of learners during the lockdown revealed that they were interested in opportunities to lead their own learning.  

The school was also looking to renovate a particular physical space in the school and wanted to explore how to involve learners.  

For several years staff had also been exploring how to use shared learning across different spaces, connecting different sites through different technologies.  

This led to a focus on two strands: physical shared spaces and online learning-space connectivity. 

Learners and teachers set up a series of workshops and used the symbolic tools for discussing their learning environments. They explored the design and impact of not only physical and online environments, but also social spaces.  

Learners used the symbolic tools to begin creating their own designs. And they employed digital tools such as Autocad Revit to further develop them. 

The learners then worked with college students to revise their designs and present their ideas to the local authority.  

Meanwhile, another learner group led a series of shared, online learning events in conversation with student teachers.  

During these events, learners presented to student teachers how they liked to be taught and challenged them to respond with some mini lessons. 

The teachers and learners examined how the toolkit values linked to their own school values. They then selected their own principles for learning space design.  

In developing space designs the learners acted as ‘responsible activists,’ working collaboratively and developing important life skills.  

They linked up with college students to further develop their designs, using feedback and discussion. The learners’ presentations allowed them to engage in conversation around further education and careers. This aligned with the school’s Developing the Young Workforce priorities. 

Likewise, the group of learners using the shared learning space were able to interact and take ownership of their learning spaces. This helped develop confidence and leadership skills in line with the school’s status as a Digital Centre of Excellence. 

Learners commented on how the experience boosted their confidence and allowed them to develop leadership skills and take ownership of their learning.  

Teachers recognised how in a time of uncertainty and disruption with the pandemic, taking control and design learning spaces had increased resilience. This came through the development of new skills and strategies to deal with change.  

The school committed to widening opportunities for learners to engage in shared learning. It also committed to provide more platforms for learners to design their own learning environments.