Use Student Voice on Task Access
Ask learners what helps them understand a task before they begin, then compare responses across classes.
Worked model: Use Student Voice on Task Access
- 1Ask learners what helps them understand a task before they begin, then compare responses across classes
- 2Name responsibility, resources and a realistic review point
- 3Trial the action in one setting and collect access or participation evidence
- 4Revise the procedure from the evidence and communicate the agreed practice
Ask learners which word, instruction or response expectation blocked entry to a task. Compare that account with their work and trial one change; student voice informs the decision without replacing evidence.
Use the move
Prepare · 10 minutes
Choose one school procedure and identify what a teacher or family must actually do.
- 1
Ask learners what helps them understand a task before they begin, then compare responses across classes.
- 2
Name responsibility, resources and a realistic review point.
- 3
Trial the action in one setting and collect access or participation evidence.
- 4
Revise the procedure from the evidence and communicate the agreed practice.
EAL upgrade
Replace specialist-led reminders with a sustainable shared routine; retain review when evidence shows a barrier.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Choose one school procedure and identify what a teacher or family must actually do.
Ask learners what helps them understand a task before they begin, then compare responses across classes. Name responsibility, resources and a realistic review point.
Ask whether staff can describe the action and whether learners can access the task more independently.
Replace specialist-led reminders with a sustainable shared routine; retain review when evidence shows a barrier.
What to look for
Ask whether staff can describe the action and whether learners can access the task more independently.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Ask learners what helps them understand a task before they begin, then compare responses across classes.
What action will happen, who owns it, and how will we check it?
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Apply in your setting
Apply to curriculum planning, assessment instructions and family communication; keep responsibilities explicit.
Adjust language support
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.