How does 3rd millennium learning enable pupils to achieve a lot more?

To understand how 3rd millennium learning works, focus on what causes pupils to behave differently, how pupils use their time differently and what this then enables the teacher to do.

What causes pupils to behave differently:
- The Head Teacher and school senior leaders inspiring some and eventually all of the teachers - to believe that learning targets are more easily achieved by inspiring pupils to want to learn than by pushing them to learn with varying degrees of reluctance.
- The school embedding use of technology so that learning can happen in new, engaging and exciting ways, in and out of class.
- Teachers making learning fun and engaging. (Through relevant curriculum, choice, technology, use of diverse media, and output that impresses and engages other pupils and parents)
- Teachers actively developing a culture where failure is the route to success, pupils recognise good work and help each other to achieve it.
- The school providing an aspirational environment with lots of role-models, in and out of the school, that enable pupils to imagine they can achieve.
- Celebration of achievement that happens through trying, making mistakes, learning from mistakes and achieving work pupils are proud of.

How pupils use their time differently:
- Pupils’ engagement with learning tasks causes them to work with much higher concentration, and more intensely, in lessons.
- By collaborating with and helping each other the number and diversity of learning conversations is hugely increased.
- By using technology numerous small inhibitions to work and slowness in starting or coming back to work are removed. Certain critical learning activities increase many-fold.
- Pupils use more of their time out of lessons to think about their work and to work on tasks.
- Because of the higher engagement and collaborative approaches, progression of the learning activity and many kinds of help that pupils would previously need from teachers or teaching assistants is now done by the pupils.
- Pupils capture evidence of their achievement, to share with each other and to add to repositories of their work, which would formerly have been done by the teacher or teaching assistant.

What teachers are enabled to do:
- Far less time is spent dealing with pupils’ disruptive behaviour. This also has a major impact on the energy they have to commit in and beyond pupil contact time.
- Time previously spent pushing pupils to progress learning activity is released to enable the teachers to focus on the outcomes of pupils’ work, helping them achieve better and higher level outcomes. This happens because of pupils’ collaboration and also through use of technology.
- Time previously spent collecting evidence of pupils’ progression in learning is reduced through the pupils capturing this evidence and uploading it to where it needs to be stored.
- Teachers can arrange for more diverse and wider audiences for pupils to show their work to, driving engagement to higher levels.
- Teachers can share ideas and resources much more effectively, through technology, in their own school and across schools, reducing planning time.
- Energy and time become available for teachers to engage with pupils in different ways, often through technology and asynchronously.