1

A solid foundation for agency is built.

Which means that we as teachers

Choose the part of your programme and the degree of agency you will offer to start with; the system, resources & language you will need; and how you will maintain high standards.

So that our learners

Are not overwhelmed with too much at once and you can clearly think through and create a well thought out plan to start with.

Prioritise this if you want your learners to:

Start their journey towards a more agentic programme in a clear and well thought out way.
Start at a point where they can be mostly successful.
Be learning in a structured, manageable system with clarity around what they are expected to do.
Have language to talk about their agency, including how they talk to their parents about this.
Maintain high standards of learning and be accountable.

2

Self management & independence is expected and coached.

Which means that we as teachers

Have high expectations of learners’ capabilities to manage themselves and be independent, and we do whatever it takes to help them improve in this.

So that our learners

Feel they are trusted to make their own decisions and will be fully supported in their development as individuals.

Prioritise this if you want your learners to:

Improve in their ability to manage themselves.
Take on the responsibility to be more independent.
Understand what self management is and why it is important.
Rely on you less and on each other more.
Be prepared and able to cope in a world of constant change.

3

The degree of agency in the programme is personalised.

Which means that we as teachers

Work with learners to identify the degree of agency that would suit them best to start with, before increasing the time and degree for them once they are managing well.

So that our learners

Can develop their agentic skills, attitudes and behaviours within a learning programme and at a rate that is best for them.

Prioritise this if you want your learners to:

Feel successful in their journey to take increasing ownership over their learning.
Be given the type of agentic programme that suits them best.
Increase their agency at a rate that best suits them.
Know what they are doing well and what they need to work on.
Share how they are finding the programme and what else they need.

4

Learners set goals and make purposeful decisions.

Which means that we as teachers

Teach learners how to set specific, achievable, and measurable goals for learning, and guide them to make decisions for specific and relevant reasons or purposes.

So that our learners

Take ownership of what they want to achieve, in are as they most want to achieve in, and know exactly what they need to be doing at any time and why they are doing it.

Prioritise this if you want your learners to:

Understand how goal setting can help them take ownership.
Know how to set specific, achievable, measurable goals.
Know what they need to be doing at any point in time, and why they are doing it.
Make plans based on the goals they would like to achieve.
Choose relevant and challenging activities to work towards their goals.

5

Meaningful learning conversations are regular.

Which means that we as teachers

Meet regularly with learners, mostly in small groups to learn as much as we can about them and how their learning is going, then use the information to plan forward.

So that our learners

Have regular opportunities to discuss themselves and their learning, and have a voice in what happens in the classroom.

Prioritise this if you want your learners to:

Be more reflective on what they are doing and why.
Become more self aware and make better decisions.
Take increasing ownership over themselves and involvement in their learning.
Value their competency development as well as progress in learning areas.
Be able to talk about their learning and their decisions.

What if agency is enabled and empowered?

Learner Agency

The Five Elements

1

1

A solid foundation for agency is built.

Which means that we as teachers

So that our learners

2

2

Self management & independence is expected and coached.

Which means that we as teachers

So that our learners

3

3

The degree of agency in the programme is personalised.

Which means that we as teachers

So that our learners

4

4

Learners set goals and make purposeful decisions.

Which means that we as teachers

So that our learners

5

5

Meaningful learning conversations are regular.

Which means that we as teachers

So that our learners

What if there were resources to enable and empower agency?

The Approaches

Information

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