My Question


My focus is going to be on developing sustainable skills for school, life and work in a Primary 7 class.


To what extent does Loose Parts Play provide opportunity for Primary 7 pupils to develop creativity and problem solving skills for learning, life and work?

How I will evidence what happens

My enquiring approach aims to look at the development of certain core skills for learning, life and work through loose parts play. Whilst this is an area I am interested in and know I will learn from, I have found it really challenging to think about how I will evidence this in a useful, accurate and feasible way. It will be difficult to provide concrete, quantitative evidence from this form of enquiring approach however I still want my qualitative data to be easy to interpret and not too abstract or questionable.

I will be working with my class of Primary 7 pupils and want to evidence their development of certain skills. I think the skills I will focus on are related to solving the problems of the future which we are not yet aware of. I think too often we teach to suit the current problems in society and forget to look to the future and potential problems which may arise. To solve unknown problems of the future, pupils need critical thinking, creativity and problem solving skills. To measure the development of these skills I want to monitor pupil reflections of their development within a reflective journal as well as noting observations of these pupils myself. By combining the data from these two pieces of evidence I hope to be able to track whether or not the activities have developed these skills further.

Any advice on how to take this further would be much appreciated as this is still quite vague in my head.

What’s already known about my possible enquiring approach?

Last year I undertook an online course with the British Council and Edinburgh University that began to develop my thinking around Learning for Sustainability. This year I am leading the school improvement plan focus on Learning for Sustainability. I have done quite a bit of reading around theory and policy in this area in Scotland and further afield and have seen multiple themes arising which have created ‘my itch’. One of the key themes that arises within the literature surrounding Learning for Sustainability is the need to shift from a knowledge based method of Learning for Sustainability to a skills based method. Moray House’s Learning for Sustainability: Issues for Education Election Briefing (2016) emphasises the need to focus on skills as well as knowledge, values and attitudes. It is thought that by equipping pupils with flexible and sustainable knowledge, skills and values, they will be prepared for work and life in a future that cannot be fully predicted. The British Council document, Unlocking a World of Potential: Core skills for learning, work and society, breaks down some of the core skills that can be achieved through Learning for Sustainability and explores why they are important and how they might be achieved. It was through considering the importance of skill development that I came to the decision of focusing on techniques to develop these skills. As part of the SIP focus that I’m leading, I’m introducing Loose Parts Play across the school. Simon Nicholson’s Theory of Loose Parts explains that our structured environments for learning reduce the potential for flexible skills to be developed. With this in mind, I have decided to look at how Loose Parts Play can help to develop sustainable skills for life, learning and work.

‘My itch and what I might do about it’

Initially, during Task 2C, I had shared this diagram to highlight my understanding of Learning for Sustainability.

I had initially thought that I might focus on Outdoor Learning and integrating this into the curriculum as opposed to seeing it as an add on. Whilst I still think this has purpose and will endevour to develop this within my practice, my thinking has now developed to a further point of focus for my enquiry.

I recently shared my learning by leading a CAT session for colleagues on Learning for Sustainability and in my preparation for this came across this TedTalks Video that summed up my way of thinking perfectly. Whilst considering the task at the beginning of this video I reflected on the purpose of education and this linked me to the four capacities in Curriculum for Excellence and how they support the overall purpose of education. The four capacities sit at the heart of CfE and equally LfS link with these and support education from the core to provide our learners with the skills they need for a sustainable future.

In order to achieve LfS at the heart of the curriculum there needs to be a shift in mindset from seeing Sustainability as simple switching the light out and recycling some scrap paper. It needs to be ‘lived’ and pupils need to develop sustainable skills for life that can apply to jobs and problems in the future which currently don’t exist. I aim to focus my enquiry on creating a sustainable mindset for pupils to enable them to live in a way to attempt to achieve the UN Sustainable Development Goals by 2030 and beyond. This will link the Children’s Rights in the Sustainable Goals to their responsibilities in achieving them and look at how this develops their skills for life.

My Process for Enquiry

‘What is the purpose of enquiry and why is it worth doing?’

For me, enquiry is about what we do every day as teachers. We see a need, try to meet it, evaluate how effective our strategy was and then plan where to go next. It is about not settling for a certain standard but always striving to achieve more. Before teaching I trained as a high level athlete and even after a personal best, we would return to training the following week, evaluate our previous training and look at our next goals and how we were going to get there. I see enquiry in the same way, it is a way of working not a one off exercise to fill CPD hours. The more it is thought of in this way, the less daunting and scary it will seem to those using an enquiry approach. I have heard many teachers say “I did an enquiry last year” or “I have too much work to do an enquiry at the moment”. I don’t believe enquiry should be a thing we do, I think it should be a way we think that fits tightly with our ongoing evaluation, assessment and reflective practice.  I loved what Prof. Kate Wall said about the quest to find answers however, you more often then not end up coming out the other side with more questions and the cycle continues again. Questions keep us intrigued and motivated, answers help us to settle. The circle of enquiry keeps learning innovative, it keeps challenging us as teachers to improve ourselves and therefore the outcomes for our learners.

Exploring My Itch

Last year I undertook a Learning for Sustainability 10 week course through Edinburgh University and British Council. Having had time to reflect on my learning from this course over the summer and beginning follow up reading into this session, I have found that this course had a greater impact on me than initially expected. It has revealed ‘my itch’ however my itch is like one of those itches where you can’t actually find the source to scratch it. This ‘itch’ has taken my thinking beyond what was my initial interest of gaining some more ideas to support me with my role as the lead of our school’s eco-committee.

Following this course I re-read the Education Scotland Building the Curriculum Documents with a completely new perspective and outlook. With an improved understanding of Learning for Sustainability and the broad definition of the word ‘Sustainable’ I had the realisation that Sustainability, in various contexts, is at the heart of education in Scotland. The result of this new perspective has changed my role as a teacher. Never did I set out to be simply a ‘knowledge giver’ and always attempted to make my learners independent thinkers, responsible citizens, successful learners and confident individuals through the principles of CfE but I know there have been times when I have found it difficult to adopt this approach. I see myself now very much as a facilitator of sustainable skills and learning and aim to work more collaboratively with pupils to lead their learning. The beginnings of this have resulted in a higher retention rate with more sustainable learning.

I created this diagram to model my thinking of the key elements addressed with an understanding and focus on Learning for Sustainability. I want to explore these areas further with an aim to use Learning for Sustainability to promote the principles of CfE within my classroom.

I’m very much aware that Learning for Sustainability covers such a broad area of education and hope that with further reading I will be able to select and area to start with that will become the focus for my enquiry project.

‘What are the environmental, social or economic conditions of learners in your school and what are the implications for practice?’

During a lesson on fairness and equality which I could highly recommend (click here to view lesson plan), my class and I’s discussion led us to barriers to learning. I had asked the children how they would feel if a doctor treated each patient (no matter what they illness or symptoms) with the same treatment. The all agreed that this would be ridiculous. I then asked the children whether they thought it would be fair that a teacher should scribe for a pupil who struggled with handwriting during a literacy lesson to allow them to access the key learning. They strongly disagreed with this and said it would highly unfair for all the other children who had to write themselves. I was shocked by this response but it alerted me to the fact that as teachers we are trying to use an equitable approach to GIRFEC but for all children to feel included and to GIRFEC holistically, we need pupils to be in on the approach too. Something in my teaching needed to change to achieve this.

I showed my pupils this picture –

We discussed what kind of social, emotional, economic, learning and physical issues may create fences or barriers to stop pupils from accessing learning. Pupils started to become aware of the short-term and long-term barriers each and every one of them was experiencing or had experienced at some point recently. We linked this with resilience work that we have been covering as a whole school but also discussed examples of ‘boxes’ that we can provide linked with the wellbeing indicators to ensure each child is receiving the best chance to reduce/overcome their barriers. This has allowed me to provide more for the pupils in my care as they are also looking out for what can be done to support themselves and others so instead of one pair of teacher eyes trying to GIRFEC, I now have 32 pairs of eyes supporting the wellbeing of our classroom.

With an upper school class it has been evident to me through this learning process that pupils are very aware of wanting to be treated the same however they also need to know that they can receive equitable support in a discreet manner. Pupils have loved the concept of a ‘box’ to help them ‘see over the fence’ and if they are needing discreet support are now using the phrase ‘I need a box’ to ask for help or support.

As for the third of the pictures shown above, our class are undecided whether it is fully possible to remove all barriers in life but we are trying out best to achieve this in our classroom.

Where am I as a teacher?

The irony of life is that it is lived forward but understood backward.” Soren Kierkegaard

It is true, we experiment, we guess, we hypothesize, but ultimately we learn through our mistakes, reflections and experiences. As teachers reflective practice is incredibly valuable but we must think about the future by asking ourselves ‘so what?’ in order to make best use of our reflections and attempt to ‘understand forward’ as much as is possible.

Following on from my cluster’s professional learning focus last year on visible learning and teaching in reading, I identified that I had elements of visible learning and teaching that were having a positive impact within my classroom but in order to achieve strong visible learning and teaching I had to re-think how I planned and delivered my lessons. Now, I attempt to focus more time on the thinking of ‘why’, ‘how’ and ‘what if’ during planning, teaching and learning rather than just delivering teaching and providing feedback. The feedback I get from pupils is more positive when lessons are delivered in this way as they find them more engaging and enjoyable and also feel a sense of accomplishment as they are aware of what they have learnt, why they have learnt it,  how well they have done and what they need to do in order to improve. With this deeper learning I observe that the pupils are able to apply this learning to other contexts and challenges and the language they use around this is more confident and succinct.

From further reflections after reading about the work of Hattie and Loughran I have identified 3 bits of learning to take forward –

  1. The time spent on visible learning and teaching is valuable and although I am constantly tempted to skip the discussion time in order to keep up with expectations of pace of work set by my school, I need to remember that the pace of work is not worth anything without visible learning and teaching, as the learning will end up being re-visited at another point.
  2. I am more confident with visible learning in literacy and social studies curricular areas and need to start applying this thinking to learning and teaching in numeracy and science. I plan to read work from ‘Jo Boaler’ to support this.
  3. I need to use the skills of the pupils in providing feedback to one another as the feedback will be useful in itself but the act of providing real, evidenced feedback will make learning more visible for the pupils.

What Matters To Me

I was confident when beginning this task, I know what I believe in, I understand my personal and professional values well.  I didn’t think it would be difficult to share this.

Turns out I was a bit naive. When I looked at the reflective questions that matched the values, the answers to the reflective questions did not come as easily as I initially thought.


  • If I am committed to social justice, what does that actually look like in my classroom/daily interactions with pupils/colleagues/school community?

Whilst reading through the values I was very confident that commitment to social justice was a strength of mine however, this is the question that stumped me the most so I challenged myself to put it into this blog. After much thinking I decided that the reason I couldn’t put my finger on a particular method or technique I use was because I don’t consciously plan to do this in a particular way, there is no tick list because social justice is instilled in every action and decision I make. The way I was brought up and those around me have developed this as a value behind all of my thinking. My head teacher and school ethos supports this so it makes it very easy to commit to ensuring social justice without having to overthink it.

  • Do I value all learners/people I support? In what ways?
  • Who do I find it challenging to support? Why is that? Do I need to know something more to help me work with those people? How might I interact differently?

The answer to the first part of this question was easy, of course I do! But how could I evidence how this looked in my classroom?

I frequently discuss barriers to learning with pupils and make them aware that these can be continuous throughout their education or can come and go with different changes in their life. I strongly believe in opportunities for all and encourage pupils to try opportunities even if it is within an aspect of learning they don’t feel confident in. I have high expectations of myself and this spills over to all my pupils but is relevant to their qualities and needs and what is achievable for them as individuals. I’m very open with my pupils and frequently ask them to provide feedback on lessons and teaching which can be scary, but very helpful in ensuring all learners are included and supported in a way to suit them. I find it challenging to support those who don’t want to work and don’t want to cooperate with you to find a solution.  Confident Staff, Confident Children training helped me to think beyond what you see on a day to day basis and look further into the background of the child and what might be a barrier for them that is harder to identify. This has helped me to build relationships with those children in order to hold them accountable for their learning with sensitive support based on their circumstances.

This task has made me reflect deeper into what I already thought I knew about myself. It has forced me to think about how I carry out these values and why I have them rather than just what I believe in. There are no tick lists, it comes from within and works in collaboration with the shared values of people around you.


Report a Glow concern  Cookie policy  Privacy policy

Glow Blogs uses cookies to enhance your experience on our service. By using this service or closing this message you consent to our use of those cookies. Please read our Cookie Policy.