Appendix 1 - Learner Participation Framework 2025-28
Perth and Kinross Council · 27 May 2026
Back to Learning and Families Committee — 27 May 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Learner Participation Framework 2025-2028 1 Learner Participation Framework 2025-2028 August 2025 A Perth and Kinross where everyone can live life well, free from poverty and inequality
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Learner Participation Framework 2025-2028 2 Contents Introduction ................................................................................................................... 3 1.1 Rationale ................................................................................................................................. 3 1.2 National Context .................................................................................................................... 4 1.3 Principles of Participation ..................................................................................................... 5 1.4 Local Context ......................................................................................................................... 7 Putting into Practice ............................................................................. 7 2. Framework Outcomes ................................................................................................. 7 2.1 To ensure improved quality of learner participation, all senior leaders should: ........... 8 2.2 To ensure improved quality of learner participation, the local authority will: ................ 8 3. Highly Effective Practice ............................................................................................. 9 Participation Arena 1: Learning, Teaching and Assessment - Space .................................. 9 Participation Arena 2: Opportunities for Personal Achievement - Space .......................... 12 Priority Arena 3: Decision Making Groups - Space ............................................................... 13 Participation Arena 4: Wider Community - Space ................................................................. 14 Combined Arenas of Participation ........................................................................................... 15 • Voice of the Infant Best Practice Guidelines and Infant Pledge ................................ 15 • Person centred planning tools ........................................................................................ 15 Appendix 1 ........................................................................................................................ 16 Young Voice of Perth .................................................................................................... 16 Appendix 2 ........................................................................................................................ 17 Learner Participation Groups in Perth and Kinross .................................................... 17 Appendix 3 ........................................................................................................................ 19 Hart’s Ladder ............................................................................................................................. 20 Resources ......................................................................................................................... 21
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Learner Participation Framework 2025-2028 3 The purpose of this Framework is to provide information and resources to support schools and ELC settings to implement a children’s human rights approach to learner participation. This will assist schools and settings to meet their legal requirements under section 6 of the United Nations Convention of the Rights of the Child (Incorporation)(Scotland) Act 2024 – UNCRC Act, for short. This Framework will introduce the UNCRC Act 2024, share our Perth and Kinross approach to embedding a children’s human rights approach to learner participation, set out expectations for schools / ELC settings and the local authority and share links to relevant policies and resources. This Framework was written in consultation with children and young people from across Perth and Kinross and aims to ensure that the voices of children and young people are heard at all levels in Perth and Kinross, on issues that matter most to them. 1.1 Rationale Perth and Kinross Council is committed to delivering the best possible outcomes for our children and young people. The central part of our ambition is to recognise, respect and promote children’s rights, as set out in the United Nations Convention on the Rights of the Child (UNCRC). The UNCRC (Incorporation)(Scotland) Act 2024 was approved by the Scottish Parliament on 7 December 2023 and received Royal Assent on 16 January 2024, coming into force on 16 July 2024. Introduction of The Act means there are new legal requirements to extend and protect children’s rights. The Act makes it unlawful for public authorities, to act incompatibly with the UNCRC requirements in the schedule of the Act. It also gives children, young people, and their representatives a new ability to use the courts to enforce their rights. Introduction
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Learner Participation Framework 2025-2028 4 There are four articles in the UNCRC that are seen as special. They are known as the “General Principles”, and they help to interpret all the other articles. The right to express a view and have that view taken into account is one of the four General Principles of the Convention on the Rights of the Child. It is seen to be essential and if violated, would have an impact on all other rights. Implementing a children’s human rights approach, where UNCRC is placed at the core of planning and decision making will ensure Learner Participation is a meaningful, purposeful process, not a tokenistic or one-off event. 1.2 National Context The UNCRC Act sets out national statutory requirements to ensure that children and young people have their voices heard. The Act aims to ensure that: • children's rights are respected and protected in the law in Scotland • public authorities are legally required to respect and protect children's rights in the work that they do The Promise includes ‘voice’ as one of the key foundations which must be at the heart of how we think, plan and prioritise for children and young people. Achieving Excellence and Equity, 2025 National Improvement Framework and Improvement Plan (NIF) sets out the vision to ‘respect, protect, and fulfil the rights of every child and young person in order to ensure these are incorporated fully across the Scottish education system.’ The first key priority of the NIF continues to prioritise children’s rights: • Placing the human rights and needs of every child and young person at the centre of education.
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Learner Participation Framework 2025-2028 5 How good is OUR School? Part 1 and Part 2 were produced to give children and young people a stronger voice in school self-evaluation and school improvement in ways to enhance learning. The Youth Voice Toolkit was launched in August 2025 and supports approaches to setting up and implementing groups of children and young people coming together in relation to youth participation and democracy at school and local authority level. Learner Participation in Educational Settings 3-18 guidance was initially developed in response to research that was commissioned by the Children and Young People’s Commissioner Scotland and carried out by the University of Stirling. It defines learner participation as: Learner participation in schools and ELC settings includes all of the ways in which children and young people engage in practices and dialogue with educational staff, parents, carers, and community members to create positive outcomes and changes. 1.3 Principles of Participation This Framework is underpinned by rights based approaches to involving children in decision making processes at all levels. The Framework sets out expectations for highly effective practice in the Four Arenas of Participation. Effective practice is highlighted for each of the four conditions described in Lundy’s Model of Participation. The 7 Golden Rules are the overarching principles which guide any of our work with children and young people. Learner Participation in Educational Settings 3-18 guidance introduces the ‘Four Arenas of Participation’ which provides a framework for how children and young people can have a say in schools and ELC settings. These are: • In Learning, Teaching, and Assessment • In Opportunities for Personal Achievement • In Decision Making Groups • In Connection with the Wider Community
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Learner Participation Framework 2025-2028 6 The Lundy Model of Participation helps to understand the conditions which must be present for effective learner participation and delivery on Article 12. Space - Children and young people must be given a safe and inclusive space to form and express their views. Voice – Children and young people must be given information and support to express their views. Influence - Children and young people's views must be listened to and communicated to the right people. Audience - Children and young people's views must be acted upon, as appropriate. 7 Golden Rules The Children and Young People’s Commissioner Scotland The 7 Golden Rules for Participation are a set of principles that anyone working with children and young people can use. They inform adults what children and young people’s participation should feel like. They were developed through consultation with children and young people and research with professional adults reflecting the knowledge and experience of those working to promote participation. The Golden Rules are directly informed by the United Nations Committee on the Rights of the Child’s General Comment No. 12 (2009) and support the requirements necessary to achieve effective, meaningful and ethical implementation of participation.
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Learner Participation Framework 2025-2028 7 1.4 Local Context The Learning, Teaching, Assessment and Moderation Framework 2023 – 2026 sets out key features of highly effective learning and teaching. The Framework place children’s rights as essential and integral to improving outcomes for all children and young people. Learner Leadership of Learning is one of the key features of highly effective practice identified in the Learning, Teaching, Assessment and Moderation Framework. Learner participation promotes and strengthens practice in this area. Evidence from recent HMI inspections, Quality Improvement Reviews and self-evaluations received from schools and ELC settings, shows a wide range of examples of effective learner participation in ELC settings and schools. This Participation Framework aims to promote highly effective practice and improved opportunities and outcomes for all children and young people. 2. Framework Outcomes Why should we promote effective learner participation? Putting into Practice Across many studies, we can say the main evidenced effects of enhancing learner participation are: • improved pupil-teacher, child-staff, and peer-to-peer relations • improved wellbeing • improved teaching and learning • improved guidance and support • a better school ethos and greater sense of a shared community • a reciprocal sense of feeling valued, trusted and respected • development of life skills such as teamwork, problem-solving, and citizenship • improved engagement, empowerment, and commitment to education • improved achievement and attainment • an addressing of the ‘attainment gap’ between learners from more and less deprived backgrounds Learner Participation in Educational Settings (3-18), 2018
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Learner Participation Framework 2025-2028 8 2.1 To ensure improved quality of learner participation, all senior leaders should: • Ensure that practice in Learner Participation features in the annual self- evaluation cycle and, as appropriate, in the improvement planning cycle ensuring it is robustly and consistently developed across all classes and settings • Ensure there are regular, planned opportunities for children and young people to participate in and initiate decision making at class, whole school and wider community level • Ensure learner voice is evident in quality improvement and self-evaluation activity and evidenced in the self-evaluation documentation • Implement inclusive approaches to ensure all voices of children and young people are heard • Ensure actions taken in response to learner voice are regularly shared with children and young people and parents e.g. the school website, displays and/ or newsletters • Aspire to the highly effective practice examples in Section 3 • Ensure there is a Pupil Council or similar group leading change and making decisions at school level • Ensure representatives across the school attend locally planned Young Voice Meetings or events • Engage in professional learning opportunities which will be available for teachers and practitioners to explore and develop practice through the Education and Learning Hub and on the SharePoint Children’s Rights (UNCRC), Learner Participation and Youth Voice (sharepoint.com) 2.2 To ensure improved quality of learner participation, the local authority will: • Provide support and challenge to schools and settings to bring about improvements in Learner Participation • Identify and promote effective practice in ELC settings, classrooms and elsewhere • Plan, support and deliver professional learning • Establish local authority opportunities to involve children and young people at early stages in the work of the service through use of the Young Voice of Perth • Establish links with the Children's Parliament, local committees and the wider community
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Learner Participation Framework 2025-2028 9 3. Highly Effective Practice For each of the Four Arenas of Participation, effective practice has been illustrated below for each of the four conditions of the Lundy Model of Participation – Space, Voice, Audience and Influence. Opportunities to ensure Space are illustrated separately for each arena, then combined examples for Voice, Audience and Influence. Participation Arena 1: Learning, Teaching and Assessment - Space Description In this arena, all young people have opportunities to influence and participate in decisions about the approaches taken, the topic, content, timetabling, sequence, structures and emphases in how they learn, are taught, and assessed. Through participation, learners will exercise a key role in actively supporting curriculum making within Curriculum for Excellence through on-going dialogue with teachers and others. Examples of Highly Effective Practice: Participation Arena 1: Learning, Teaching and Assessment In Class In School Local Authority/National A voice and choice in what they learn, where they learn and how they learn in all areas of learning. • The experiences and spaces in the ELC setting fully reflect the current interests and fascinations of the children • Contribute to classroom layout and displays • Class Charter jointly created • Check ins / Emotion regulations • Joint planning – what, how, where we learn • Staff in the ELC setting use effective methods to gather and evidence the views of children and to enable them to reflect on their play and learning Planned opportunities to ensure the voice of all children is heard in leading change and improvement at school level and evaluating the impact of their own involvement in improvement activity. • Through self-evaluation activities • Leadership Groups with action plans • Child Friendly Complaints Process Consultation on and contribution to creating, reviewing and evaluating curriculum design and learning and teaching approaches. Planned opportunities to have their voice heard at local authority level on their experiences in school and their ideas, thoughts and opinions on how to improve learning, teaching and assessment. • Pupil Focus Groups in Quality Improvement Framework approaches – e.g. Quality Improvement Reviews • Young Voice of PKC participation • Pupil Council consultation • Child Friendly Complaints Process
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Learner Participation Framework 2025-2028 10 experiences in a meaningful way. E.g. the Floorbook approach • Choices in learning, including use of technologies Regular and planned opportunities to share their feelings, ideas, views and opinions. • Asking and answering questions • Pair, group discussions • Debate • Presenting and sharing learning for different audiences • Articulate strategies and learning approaches • Cooperative and collaborative learning • Choice in how to share and present learning Regular, planned opportunities to lead their learning, taking increasing responsibility and independence in learning. • Children in the ELC setting are well supported to lead their own play and learning • Choice Boards • Genius hour • Station Rotation / Learning Zones • Peer tutoring • Problem solving • Enterprise A voice in their learning progress and an understanding of the purpose of learning. • Children in the ELC setting are involved in agreeing their individual next steps. These next steps are visible and accessible in the playroom. The achievement of next steps is recognised and celebrated. • Share OLI and SC and opportunities to co-create SC • Pupil Focus Groups for all children • Surveys gathering views and feedback • Involvement in quality assurance approaches – consideration of how to provide feedback on teaching approaches, assessment and curriculum Planning, leading and evaluating school events for children and young people, parents and the community. • Leading clubs and programmes • Sharing the Learning Events • Running curriculum evenings, Sports Day, Charity/Fundraising Events Contribute to review, design and development of school environment, indoor and outdoor spaces.
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Learner Participation Framework 2025-2028 11 • Receive high quality feedback which ensures knowledge of progress and next steps • Awareness of own skills development and evaluation of progress with skills for learning, life and work • Set and review own learning goals • Self and peer assessment against OLI and SC. Providing feedback to peers • Learning conversations support reflection on progress • Profiling shares progress in all areas of the curriculum, including skills development • Decision making about their learning support – CYPP involvement
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Learner Participation Framework 2025-2028 12 Participation Arena 2: Opportunities for Personal Achievement - Space Description Through dialogue with adults in this arena, learners can influence a variety of important decisions. Opportunities for personal achievement can be shaped, designed or initiated by young people themselves or may be provided in collaboration with teachers, community groups, non-governmental organisations and other bodies. Through engagement in this arena, young people are able to significantly influence school ethos and culture. Examples of Highly Effective Practice: Participation Arena 2: Opportunities for Personal Achievement In Class In School Local Authority/National Planned opportunities to hear the voice of all when planning, delivering and evaluating curriculum experiences for personal achievement. • In the ELC setting, children’s achievements at home and in the setting are recognised, celebrated and displayed at the child’s level. • Senior Phase option choices • Work-based learning, placements and apprenticeships • Enterprise challenges, fundraising, DYW • Outdoor learning • Arts, theatre, music and dance • Competitions, exhibitions and trips • Extra-curricular choices Planned opportunities to reflect on personal achievement and the link to the world of work • Learning conversations • Profiling reflection on skills and achievements • Involvement in CYPP review and planning Ensuring approaches are in place to hear the voice of all children when planning, reviewing and implementing approaches to personal achievement across all curriculum areas. • Leadership Groups – designing, delivering and evaluating opportunities • Groups leading and collaborating with staff in planning for, delivering and taking part in sports events, volunteering opportunities, after school clubs, trips, competitions, assemblies • Champs Boards for care experienced young people • Surveys, focus groups gathering feedback • Involvement in choice for Awards Schemes • Amazing Things – Youth Awards in Scotland • JAS Award Scheme • Hi5 Award • Dynamic Youth Award • Youth Achievement Award • John Muir Award • Duke of Edinburgh Planned opportunities to have their voice heard at local authority level on their experiences in school and their ideas, thoughts and opinions on how to improve personal achievement. • Pupil Focus Groups in Quality Improvement Framework approaches – e.g. Quality Improvement Reviews • Young Voice of PKC • Pupil Council consultation • MSYPs • PK Youth Groups
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Learner Participation Framework 2025-2028 13 Priority Arena 3: Decision Making Groups - Space Description The third arena involves participation in many kinds of decision making groups. In committees, councils, and other groups, learners take part in the everyday and more strategic decisions that steer and provide school-wide direction. In this arena, children and young people can address effectiveness and accountability to shape the culture, systems and processes of schools and ELC settings. Learners engage in effective forms of intergenerational decision making, which is real, consistent, transparent, systematic, and sustained. Examples of Highly Effective Practice: Participation Arena 3: Decision Making Groups In Class In School Local Authority/National Planned and regular opportunities in class groups (peer groups, small groups, class group, year group, subject groups), to share views and opinions on class/school decision making and to be given the opportunity to take responsibility through initiating, organising and leading activities, groups and improvement. • Class Charter • Timetabling decisions • Class responsibility groups • Enterprise groups • Peer support, buddying, mentoring and coaching • Peer mediators • Children’s Parliament At whole school level all children are given the opportunity to have their voice heard, share their views, ask questions and be involved in groups with responsibility for making decisions. • Consultation on and contribution to creating, reviewing and evaluating school policies, guidance, curriculum design and approaches • Leadership Groups for all children – child led groups, Pupil Councils, Digital Group, Eco Schools Groups, Rights Respecting Schools Groups, Diversity Champions • Participate in Parent Council meetings • School grounds and estates groups • Leadership Roles across the school – House and School Captains, Prefects, buddies, Librarians • Promote participation in local and national groups • Pupil Focus Groups for all children • Manage budgets, fundraise, contribute ideas for spending PEF and applying for grants Planned opportunities to have their voice heard at local authority level on their experiences in school and their ideas, thoughts and opinions on how to improve their school and local authority. • Involvement in recruitment of staff • Pupil Focus Groups in Quality Improvement Framework approaches – e.g. Quality Improvement Reviews • MSYPs – Scotland’s Youth Parliament • Inclusion Ambassadors • PK Youth Groups • Champions Board • Young Voice of PKC • Pupil Council consultation
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Learner Participation Framework 2025-2028 14 Participation Arena 4: Wider Community - Space Description The fourth arena is about working in partnership with other services, parents, carers, and the wider community. Through learner participation, schools and ELC settings can reciprocally build links with the wider world and collaborate more deeply on new shared goals. Learners will experience and contribute to new intergenerational dialogues, helping to support learning, and attunement to the needs of others within the wider community. These kinds of projects can lead to exchanges across the generations at local, national and global levels. Initiatives addressing this arena may be developed by learners themselves or in a culture of collaboration with external agencies and partners. Examples of Highly Effective Practice Participation Arena 4: Connection with the Wider Community In Class In School Local Authority/National Regular and planned and meaningful opportunities to share their voice about how to engage with the community including individuals, groups, organisations and businesses to enhance learning experiences in class and their own individual progress. • Planning learning visits to build connections with local and wider community • Planning to include family members, community members, businesses, groups and agencies to enhance learning experiences • Involvement in planning national and global links and connections/partnerships • Work placements • CYPP voice • Partnership working to meet the needs of all learners Regular and planned involvement of children and young people having a voice on school groups linked with community members. • Parent Council, fundraising groups, community councils, youth groups, clubs, charities, adult learning groups Consultation and involvement in planning and being a part of school links with local and wider groups to extend learning experiences. • Marine Scotland, Academy 9, local Community Action groups, RHET, SSE, Robertson Group, SDS, RHET, care homes Planned opportunities to have their voice heard at local authority level on their experiences in school and their ideas, thoughts and opinions on how to improve their school, local community and local authority. • Pupil Focus Groups in Quality Improvement Framework approaches – e.g. Quality Improvement Reviews • MYSPs • Inclusion Ambassadors • Young Voice of PKC • Pupil Council consultation • PK Youth Groups • Champions Board
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Learner Participation Framework 2025-2028 15 Combined Arenas of Participation – Voice, Audience and Influence Effective practice to promote the Voice of all children and young people. In Class In School Local Authority/National • Universal supports • Targeted interventions/support • Quality observations are recorded • Choice in how to present information • Communication boards / Print outs provided • Using puppets • Assistive Technology and apps • Prompts • Choice in how to share their voice • Learning conversations • Talking Mats • Talking and Thinking Tubs and Voting Sticks/Jars’ • How Good is Our School, How Good is Our Early Learning and Childcare • Youth Voice Toolkit • CIRCLE Learner Participation – Seeking the Views of Children and Young People with Additional Support Needs • Gathering the Views of Children and Young People – Highland Council • Voice of the Infant Best Practice Guidelines and Infant Pledge • Person centred planning tools • Age-appropriate consultation – themes and methods of gathering with suitable time allocated to complete • Inclusive approaches planned – online or in person, small group, individual, supported • Questions differentiated for different ages • Choice of options for returning, gathering feedback from learners • Age grouped Pupil Focus Groups taken • Questions and topics differentiated for different age levels • Feedback gathered through surveys with suitable time allocated to complete • Options for returning, gathering feedback from learners • Youth Voice Toolkit Effective practice to ensure the voice of children and young people is listened to and acted on. Audience Influence • Relevant staff acknowledge they have heard the voice of children and young people. • Children and young people are aware of who wants to listen to their opinions and why they want the opinions of young people. • They are aware of how their opinions will be used. • Children and young people know where their views/opinions are going next and how they will be told about what happens in response. They know they will be taken seriously. • Staff record what actions are taken based on what we learn from the views/opinions they have shared. • Feedback is given to staff/parents or carers on how children and young peoples’ views/opinions have been acted on. • Feedback is given to children and young people.
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Learner Participation Framework 2025-2028 16 Youth Voice of Perth and Kinross What are we aiming to do and why? To enable and encourage all children and young people’s voices to be heard and acted upon, we are developing a local authority level participation community for children and young people. This community will enable all children and young people’s voices to be heard, sharing their thoughts, ideas, feedback and opinions. Over time, the community will grow to include the voice of all schools across Perth and Kinross. It will develop and be shaped in response to learner’s engagement, feedback and learning from pilot schools. The Youth Voice group will provide a platform for the participation of children and young people to participate in discourse and decisions that affect them. Youth Voice activities will involve gathering children and young people’s views in a representative way and taking action as a result. Appendix 1
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Learner Participation Framework 2025-2028 17 Learner Participation Groups in Perth and Kinross PKC Inclusion Ambassadors The Perth and Kinross Inclusion Ambassadors are a group of young people with additional support needs. They share experiences of being a young person with additional support needs in school in Perth and Kinross. We talk about what works well in school and what would make things better. Inclusion Ambassador meetings are planned termly in two local management groups currently and provide young people with the opportunity to provide feedback on what we think about education for young people with additional support needs and how things could be better. If you would like to start an Inclusion Ambassadors group in your local management group please contact Jaclyn Meikle jmeikle@pkc.gov.uk Appendix 2
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Learner Participation Framework 2025-2028 18 Community Youth Groups Youth workers and support workers work with local youth groups in the community. Perth and Kinross Youth Strategy provides information on universal, specific, targeted and intensive support services for young people in Perth and Kinross. There are 5 locality youth work providers delivering universal youth work services to young people where they live. Breathe, Eastern Alliance (Strathmore Centre for Youth Development (SCYD), Alyth Youth Partnership and Coupar Angus Youth Action Group CAYAG) Logos, YMCA and Kythe. A number of youth groups for young people who have a specific need or who need specific support are also available in Perth and Kinross. Targeted support is provided to young people who have a high level of need and who have been referred from Children, Families and Justice Services. The REACH (Resilient, Engaged, Achieving, Confident and Healthy) team provide intensive support for young people aged 12 to 18 years who are having difficulties within their home, school, or community and where accommodation away from their family is being considered. Champions Boards Youth workers in Perth and Kinross work with care experienced young people in all secondary schools. Young people are provided with the opportunity to share their views, plan and make decisions about matters affecting care experienced young people. Members of Scottish Youth Parliament (MSYPs) MSYPs are young people aged 14 – 25 who are elected every two years to represent the voice of young people in Perth and Kinross. They identify issues affecting young people in Perth and Kinross and then work at a national level to drive forward change by meeting with local and national decision makers, debating, campaigning, leading on projects and developing policies and practices.
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Learner Participation Framework 2025-2028 19 Self-evaluation of Learner Participation Tools Perth and Kinross Resources Learner Participation Rubrics Self-evaluation.pdf This Learner Participation Rubric can be used with children and young people to evaluate their experiences of being involved in the four arenas of participation. Video of Rubric in use at Muthill Primary School. Resources from Education Scotland Readiness Checklist Self-assessment mapping tool Learner Participation Planning Tool, Education Scotland Hart’s Ladder (see next page) is a helpful tool to evaluate the quality of the planned opportunities to involve children and young people. Appendix 3
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Learner Participation Framework 2025-2028 20 3. Tokenism: Adults engineer the appearance of giving children a voice, but only the appearance. Often a small number of children are carefully selected. Their inputs are received and applauded but only valued in so far as they suit adult expectations. There is no intention of learning from the children, and rarely any genuine dialogue. Opinions offered by selected children may then be falsely portrayed as representative of children in general. Hart’s Ladder Roger Hart’s ladder of participation (1992) is a useful tool to ensure that Learner Participation is valid and meaningful. The first three steps are considered not to be fully engaging with youth voice. The following five steps evolve to fully integrate children and young people in active learner participation. 8. Child-initiated, shared decisions with adults: Children initiate and lead projects, but invite selected adults to share decision- making, usually as equal partners, with shared responsibility. 6. Adult-initiated, shared decisions with children: Adults initiate and lead projects, but invite children to get involved, and share the decision- making with them. 4. Assigned, but informed: In adult-led activities, children are given a specific role with a legitimate purpose, which is properly explained to them, so they understand how and why they are being involved. 2. Decoration: Adults use children as entertainment or decoration at adult-dominated events. The children’s input is generally controlled by the adults, and their views are not heard at all. An example is when children put on a public display at an event, they do not understand the meaning or intent of their involvement and have had no say in organising it. 1. Manipulation: Adults use children to advance causes or projects that are primarily of interest to themselves. Though adults may engineer the appearance of giving children a voice, the children may not understand the true purpose or significance of the activity and are generally expected to follow instructions. 5. Consulted and informed: Children are consulted about their potential involvement in adult-initiated activities. They are informed in advance about how their input will be used, and afterwards about the outcomes of the activity, including decisions made by adults as a result. 7. Child-initiated and directed: Children initiate and lead or direct a project. Adults are often (but not always) involved in supporting roles, such as logistical support (organising food and transport), technical support, liaison, facilitation, mentoring and motivation.
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Learner Participation Framework 2025-2028 21 Access resources on the PKC Children’s Rights (UNCRC), Learner Participation and Youth Voice SharePoint and in the EDMS Learner Participation channel of the Curriculum and Pedagogy Team Learner participation in educational settings | Resources | Education Scotland Children's rights in Scotland | Resource Themes | Education Scotland Youth Voice Toolkit Education Scotland to support youth voice and consultation across schools and communities Taking a children’s human rights approach: guidance, provides guidance and resources to implement a children’s human rights approach. Decision-making: children and young people’s participation, sets out clear guidance on learner participation in decision making The Scottish Government’s Participation Framework describes different forms or levels of participation to support the development of embedded approaches to considering children and young people’s voice. Voice of the Infant Best Practice Guidelines and Infant Pledge Download our Youth Advocacy Toolkit - UNICEF UK Children’s Rights, Skills and Knowledge Framework Meaningful Participation and Engagement of Children and Young People Children in Scotland’s Principles and Guideline Children and Young People’s Commissioner Scotland Resources If you or someone you know would like a copy of this document in another language or format, (on occasion, only a summary of the document will be provided in translation), this can be arranged by contacting the Customer Service Centre on 01738 475000. You can also send us a text message on 07824 498145. All Council Services can offer a telephone translation facility. BSL users can contact us via Contact Scotland BSL, the online British Sign Language video relay interpreting service. Find out more on the Contact Scotland BSL website https://contactscotland-bsl.org