CHA RACT ER ED UC AT IO N
A Lower Sixth girl teaches primary school
students through science activities
A group of Year 6 primary pupils are guided by
Sevenoaks students from Year 11 upwards in a ‘Junior
Science’ activity. This is a fun and purposeful activity
visibly enjoyed by all. As with Gamelan, our students
become the teachers – but unlike Gamelan, they direct
their groups throughout the session, having received
only brief preparation before the children arrive. They
relate quickly and effectively to their charges. They
are good at judging when to intervene and when to
step back.
The girl I interviewed tended to reflect quite often
about the activity, through chatting to friends and by
herself. In reflecting, her focus was similar to that of the
Gamelan boy: how did that activity I was running go
today? What went well? What could have gone better?
She felt reflection through discussion was very valuable
and would welcome more opportunities to do this; for
example, through a staff facilitated reflective discussion
after the visitors had left. She has gained confidence
from the activity but it has not been at a deep level.
She no doubt uses some of her scientific knowledge
and experience in the activity but at a basic level and
the kind of problem-solving involved seems unlikely to
stretch her academic ability.
For consideration
The Service programme is valued and valuable. Its
focus on helping others is surely a fundamental part
of the holistic education we wish to offer. Apart from
the positive impact on others, it helps to bring balance
and perspective to our students: the break from their
intense academic programme is healthy, as is being
made to look outward and learn the deep rewards
which can come from altruistic endeavours. It also
promotes learning a range of interpersonal, problem-
solving and reflective skills. But as the examples above
suggest, the theory that progress in service-learning
will automatically bring progress in academic learning
is questionable. These suggestions are ways in which
the service programme and opportunities for reflection
and learning might be practically developed:
• Each activity could have opportunities for reflection
included more formally/frequently
• Individual reflection could be more explicitly
encouraged
• A wider range of challenging experiences could be
considered
• The challenge of measuring the impact of service
(on the community and on our students) should be
recognised
• Sixth Form students could be given the task of
filming and photographing service activities to
develop an appealing guide conveying the flavour
and opportunities of each activity.
References
Honnet, P. & Poulsen, S. (1989) Principles of Good Practice for Combining
Service and Learning. Racine, WI: Johnson Foundation. Available at: https://
www.coastal.edu/media/academics/servicelearning/documents/Principles%20
of%20Good%20Practice%20for%20Combining%20Service%20and%20
Learning.pdf [accessed 30 January 2019]
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