![\"100_8226\"](\"https:\/\/blogs.glowscotland.org.uk\/ab\/public\/endeavour\/uploads\/sites\/968\/2016\/03\/100_8226.jpg\")
<\/a>Resources were another key issue.\u00a0 Some projects required the purchase of equipment and it should not be expected that parents will provide all the resources.\u00a0 In the first year the authority provided some funding, but since then we have managed any extra costs through the school budget.\u00a0 These have included the purchase of a sewing machine, soldering equipment and electronics, and model airplane kits.\u00a0 Human resources are also key; as the teacher the project can be difficult to manage if the expectation of the child being responsible for their own learning is not clear at the start.\u00a0 This can be challenging for some and they may require more structure and support to succeed. The use of classroom assistants and local community members can be invaluable here; this year I have a classroom assistant supervising baking, a former headteacher supporting learners and a member of the community teaching sewing skills.\u00a0 However in my first year I managed with no extra adult support.<\/p>\nEnsuring all children achieve and that they are focused on their work can be tricky.\u00a0 Most are motivated to work hard because they chose the topic, but ensuring planning at the start is detailed really helps keep them on track.\u00a0 Endeavour works well for all children as what they do and how they show their learning is chosen by the child; children who are reluctant writers can achieve a lot through practical work or film or presentations.\u00a0 A child with autism and communication difficulties was able to complete successfully two years of Endeavour on cooking and trips around the island.<\/p>\n
We gave out questionnaires in the first year to parents and children and the response was very positive.\u00a0 Everyone felt they enjoyed the project and that it was worthwhile.\u00a0 Some parents felt children needed more help and some children would have liked more time in class to complete their project.\u00a0 More regular peer and self assessments were introduced to ensure children were on track and challenging themselves to the same level as their peers.<\/p>\n
<\/a>Since the implementation of Endeavour children are always excited to know when their project will start, and we have now rolled it out throughout the school at early and first level in the form of mini endeavours, where children apply similar skills at an appropriate level and with more support over just a term.\u00a0 Children have a better set of key skills for life, learning and work and are able to apply them across the curriculum; children are more independent in their learning and able to make decisions about how and what to learn.\u00a0 They are also more prepared for High School and future careers.\u00a0 You can access the questionnaire we used below.<\/p>\n