What do people say?
We think that learning through REAL Projects works. Here’s what some other people think.
“It is a lot better than normal lessons – you get to do things with others and for a real purpose. You work harder than normal – you are presenting and doing teamwork and interviewing. You have roles to lead others, too. And you have to deliver!”
“I’ve learnt that I can be independent, and that I sometimes need other people to help me overcome something when I’m struggling.”
“I used to think school was useless, but when this year started and projects started, I got to see the purpose.”
“Every day I’ve been going home and talking to my parents about the challenging things I’m doing.”
“In REAL we are in charge of our own work.”
“I’ve been surprised by my development.”
“It’s not helpful to feel like you’re only working towards an exam.’ In REAL Projects you have an audience and a public exhibition”
“It is more real world and gives us different roles as learners and an enhanced sense of achievement.”
“REAL Projects has real impact in schools particularly because of the fact that students take more pride in their work, because they know that their work is for a public audience.”
“Students see purpose in what they’re doing, and that’s truly important”
“Parents can be quite hard to get ahold of. They work like all of us, but when you’ve got parents moving shifts or taking days of holiday to come in, then you know you’re doing something right.”
“REAL Projects students never ask ‘Why are we doing this?”
“Teaching REAL is the best part of our week.”
“The exhibition was an excellent evening and we really enjoyed it. It looks like the kids and staff have put a lot of work into it.”
“I was very impressed with all the children, especially seeing Mia speak in front of many people. Her confidence has grown.”
“Looks like Lauren had another fantastic week, she really enjoys this class and can’t wait to tell me all the things they have done. Thank you for keeping her interested.”
“One boy said, “Because it’s real, it brough out the best in me”. What the teacher had done successfully in this sequence of lessons was to provide the student with a genuine purpose and a real audience for their English work” (Ofsted report, Making English Real).
“A greater emphasis on pupils’ independence as creative learners did not imply any lessening of rigour; challenging topics were explored in creative ways” (Ofsted report, Creative Approaches that Raise Standards).
“The students were able to explain how they had analysed the concept collaboratively, worked out how to put their understanding to the test, organised themselves through the activity, evaluated the outcome, refined the activity and, finally, presented their conclusions” (Ofsted report, Creative Approaches that Raise Standards).
“In outstanding classrooms, teachers do more listening than talking, and students do more talking than listening. Terrific teachers often have teeth marks on their tongues” (A. Kohn, A Dozen Essential Guidelines for Educators).
“Children learn how to make good decisions by making decisions, not by following directions” (A. Kohn, A Dozen Essential Guidelines for Educators).
“The best schools provided students with tasks that had practical outcomes beyond the classroom… task, audience and purposes that engage students with the world beyond the classroom..” (Ofsted report, Moving English Forward 2012).