Strengths to support skill building

Who is your partner and which element of the SEARCH framework have they been working on?

Gillian Whittaker


What was their goal and how does it relate to their chosen element of SEARCH?

Y7 Textiles building on strengths. Strengths


In which practice context was their goal applicable (e.g. did they work with a particular class, group or setting) and how did they establish an understanding of this context prior to taking action?

Building on strengths of self-regulation, perseverance and appreciation of beauty. Students weren’t doing a good job with their technical skills, not calm or focused and making many mistakes.


What actions did they take?

Building skills to give students more confidence, allows students more choice and freedom which gives greater engagement. Skills building focused on self-regulation (focus), perseverance (managing mistakes) and appreciation of beauty (accuracy).


What information did they gather to understand the impact of their actions? What does this information say about the impact, particularly on wellbeing?

Final products show that students have definitely improved their practical skills. The feeling in the class is more engaged and confident. Students have great autonomy and creativity


What are your partner’s next steps from this point?

Offer similar at Y9 (in progress) and investigate how to include for other year levels too.


Who else within the College could benefit from the outcomes of this work? What key takeaways can you identify that could usefully be applied elsewhere?

Already having positive influence within Design department. Would be interesting to talk to other departments about how they can strengthen the skills building through a focus on self-regulation, perseverance and appreciation of beauty.

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