Complex Engagement
Complex Curriculum Engagement Model
Engagement Profile
Actively engaging pupils in their learning is fundamental to effective teaching and successful learning outcomes. We use the Engagement Model to support our planning and ensure that learning and teaching opportunities are maximised for every pupil. All pupils following the Complex Curriculum have an Engagement Profile, which outlines how they engage across each of the five areas of the Engagement Model. The profile also identifies preferred activities, motivating interests, and strategies that support successful engagement. These profiles are reviewed and updated termly and are shared with parents, carers, and relevant professionals to ensure a consistent and collaborative approach to supporting each pupil’s learning and development.
The model
These areas are interconnected and should be considered collectively to build a comprehensive picture of a learner’s engagement and progress. Since the model is circular rather than linear, teachers can focus on any area as appropriate and use observations across all five areas to gain a fuller understanding of the learning experience.
The engagement model is subdivided into the following areas:
Exploration
Exploration focusses on pupils building on their initial reaction to a new stimulus or activity; for example, whether they display more than an involuntary or startled reaction to the activity. Pupils may be interested in and curious about the stimulus or activity; for example, they may notice it or reach out to it.
Exploration becomes more established when the pupil is still responsive to the same stimulus or activity when it is presented in different contexts or environments; for example, a different time of day, a different place or with different people.
Exploration is important in identifying which stimuli or activities interest pupils and motivate them to pay attention and investigate them further, so that they can develop new knowledge and skills.
Initiation
How a pupil investigates a stimulus or activity to bring about a desired outcome. Pupils will act spontaneously and independently during a familiar activity without waiting for direction.
Initiation becomes more established when pupils show they understand how to create an impact on their environment to achieve a desired outcome.
Initiation is important to establish how well pupils are developing independence, which is required for more advanced progression.
Anticipation
How much pupils predict, expect, or associate a stimulus or activity with an event. They may anticipate that a familiar activity is about to start or finish by interpreting cues or prompts such as auditory (what they hear), tactile (what they feel) and visual (what they see).
Anticipation becomes more established when pupils show awareness that a familiar activity is about to start or finish, even when cues and prompts are reduced.
Anticipation is important in measuring pupils’ understanding of cause and effect; for example, if they do this, then something will happen. This prepares the brain and helps with the pupil’s memory and sequencing.
Realisation
How pupils interact with a new stimulus or activity or discovers a new aspect of a familiar stimulus or activity. They will display behaviours that show they want more control of the stimulus or activity, for example by stopping it or trying to make changes to it. Pupils will often show what familiar adults consider to be ‘surprise’, ‘excitement,’ ‘delight,’ ‘amazement’ or ‘fear.’
Realisation becomes more established when the pupil uses the newly developed skills or knowledge in new ways and in different contexts or environments. This is important as it can keep the pupil excited in their education and prevents an activity from becoming routine
Persistence
Whether pupils can sustain their attention in a stimulus or activity for long enough so that they can actively try to find out more and interact with it.
Persistence becomes more established when pupils show a determined effort to interact with the stimulus or activity. They will do this by showing intentional changes such as changes in their gaze, posture, and hand movement.
Persistence is important so that pupils maintain an activity long enough to develop, reinforce, and apply their skills or knowledge so they can achieve their desired outcome.
DfE Engagement model July 2020
The Engagement Model is embedded throughout classroom practice and forms an integral part of our teaching, assessment, and planning processes.
- Engagement profiles are displayed in every classroom to ensure that staff have a clear understanding of each learner’s engagement strengths and areas for development.
- Observations are recorded using Evidence for Learning and are tagged against the relevant area of engagement. The language of engagement is consistently used when writing targets, recording observations, and during professional discussions.
- Class teachers review and analyse these observations to update pupils’ engagement profiles on a termly basis.
- We use Reflective Enquiry to gain a qualitative understanding of individual pupils’ engagement, exploring both highly engaged and less engaged learning experiences to identify effective approaches and potential barriers.
- Engagement profiles are used as practical planning tools to support the design of motivating and meaningful learning opportunities. They inform both adult-led teaching sessions and continuous provision, helping to ensure that learning experiences are personalised and engaging for every pupil.
This consistent approach enables us to monitor engagement effectively, make informed pedagogical decisions, and continuously adapt provision to meet the needs of individual learners.
Impact
We regularly share our findings around engagement with parents are carers: through shared access to Evidence for Learning and by sending the Engagement profile home termly and with the annual report. We include discussions of the engagement model as part of the Annual review process.
Engagement profiles are scrutinised as part of our school planning scrutiny cycle.
Engagement profiles are moderated as part of our school moderation cycle
