Activity-Based Learning in Practice
I recently spent a rewarding half‑day with the dedicated Key Stage 1 staff in a school in Craigavon, focusing on Activity‑Based Learning (ABL)—a central priority in their current cycle of reflection and adaptation. Like many school teams, they are working within an incredibly busy calendar, balancing curriculum requirements with an ever‑growing range of additional activities for children. Yet amid this busyness, we returned to an essential leadership question:
When does being busy stop us from being truly effective?
In education, teaching a lesson does not automatically guarantee that children have learned what we intended. Leadership development in schools increasingly requires teams to explore not just what they teach, but how they know children can use, apply, process, and understand new learning. This is where Activity‑Based Learning becomes such a powerful tool. ABL offers structured opportunities for practice, reinforcement, exploration, and consolidation—allowing children to deepen understanding through meaningful, hands‑on experiences.
Creating Space for Reflection
During our time together, we engaged in structured team coaching to create space for reflective practice. We paused the daily rush and asked the kinds of questions that strengthen both pedagogy and leadership clarity:
- Where are we now?
- How do we know our activities are purposeful and aligned with children’s needs?
- How can we adapt our planners more effectively to demonstrate progress?
- How do we introduce and develop high‑quality open‑ended experiences?
It was inspiring to see the team take ownership of these questions. As conversations unfolded, their reflections revealed a strong desire to refine practice, align planning more clearly with children’s developmental needs, and ensure that every learning experience supports deeper understanding. This is the heart of reflective leadership—pausing long enough to identify what is working, what needs refining, and where collective strengths can be leveraged for greater impact.
One of the most powerful outcomes of the session was how it strengthened team cohesion. The protected time allowed staff to build new professional boundaries, support newer colleagues, and articulate the “what, why, and how” of their approach. These are not just teaching decisions—they are acts of leadership development that shape the culture, clarity, and confidence of an empowered team.
Leadership, Learning and Lasting Change
Leadership in education is increasingly relational, and this session demonstrated the value of team coaching as a driver of both professional learning and collective responsibility. Through open dialogue and reflective practice, the team developed a clearer sense of alignment and purpose. They recognised the importance of creating learning environments that not only deliver curriculum content but also enable children to explore, question, and make meaning.
What struck me most was their commitment to understanding the impact on learning. They did not simply want to adopt Activity‑Based Learning—they wanted to ensure it genuinely improved children’s experiences and deepened monitoring of what each child knows, understands, and can do. This mindset—curious, thoughtful, and improvement‑oriented—is what characterises a truly reflective team.
As I left, I felt grateful for the privilege of working alongside such committed practitioners. Their willingness to engage in deep reflection, challenge assumptions, and strengthen their approach to learning and teaching will undoubtedly breathe new life into Activity‑Based Learning across their classrooms.
I look forward to hearing how they continue to refine this work—enriching children’s experiences, strengthening progression, and embedding a culture where reflection matters and where empowered teams lead lasting, meaningful change.