What Engaging Primary Teaching Really Looks Like
“Make it engaging.”
It’s something we hear all the time as teachers, but it’s sometimes misunderstood. I have been guilty of this too, but often, we think engagement means entertainment (or edutainment as my old colleague used to say) – a fun task, a busy lesson, something that looks good on the surface, but doesn’t always have the desired impact that you’re looking for.
In my experience, that’s not where real engagement comes from. Real engagement is about designing learning so that pupils care about it. It’s when they’re thinking hard, making connections and genuinely invested in what they’re doing. Some of the most powerful examples I been part of have come through creative, immersive approaches.
Does any remember The Piano – the gorgeous melancholic short, animated film? I used to use this as an engaging stimulus for pupils to plan, storyboard, direct, act out and edit their own short films, trailers and music videos. The writing had purpose. They often chose topics that meant something to them, such as friendship, bullying, homelessness, etc. The outcome mattered most to them. They wanted to tell a story. A campaign. The quality of work went to another level because pupils were invested.
Anyone that knows me, knows that I love building things, particularly models. As a DT project, I decided that as a class, we should recreate part of Rome as a model. Pupils, researched, designed and constructed their ideas for their models. Some built the Colosseum; others built insulae and villas. One, that I particularly loved was the Circus Maximus with magnetic chariots that the children raced around the track. Completely designed by the children. Genius. This was a completely engaging topic. I encouraged those children that wanted to work together, to work on the larger projects, those that preferred to work alone, the smaller villas and insulae. It catered to all skills and personalities, and it inspired the children to learn all about Roman society and engineering.
The model of Rome was just one such example of where I have used DT as a theme for deeper cross-curricular learning. I could list many more. I have seen similar impact through using drama, play scripts, raps and poetry set to music.
These experiences matter. They are memorable and they show pupils what learning can be. But, let’s be honest, the reality is that not every lesson can look like this. The real challenge is how we bring that same sense of engagement into everyday teaching, including the lessons that might not naturally lend themselves to big creative projects.
In my experience, small changes make a big difference. Instead of standing at the front talking through a PowerPoint, we can design lessons where pupils are actively involved. Structured talk strategies, like Kagan approaches, ensure every pupil is thinking, speaking and responding. Simple changes like think-pair-share, quick-fire discussions, collaborative problem-solving, can transform the level of engagement in a room.
In maths, practice doesn’t have to mean repetition on a worksheet. Games, challenges and collaborative tasks can build fluency while keeping pupils motivated. In literacy, the choice of stimulus matters hugely. High-quality engaging texts, audiobooks, short video clips, all help to draw pupils into the learning. How often do you turn off the lights and use an immersive audiobook to engage the children?
I am a big believer in immersive learning. Can you somehow create a new environment within your classroom and suspend disbelief for a day? Become a Victorian Classroom, a Viking longboat, a museum? Once, I transformed my room into a courtroom. I used mock court cases to explore historical events and texts, with pupils taking on roles as lawyers and witnesses. Persuasive writing for a purpose.
We have invited visitors into the classroom – interviewed engineers, scientists and journalists to connect learning to the wider world. Trips to museums and theatre productions, as well as national events like the Great Science Share, have all helped bring learning to life. I have also seen the impact of involving families – inviting parents in for science investigation afternoons, where pupils teach their parents how to carry out some fun science experiments.
When engagement is right, the impact goes beyond the lesson. I have seen pupils continue projects at home because they wanted to. I have seen children talk about becoming scientists and engineers after STEM projects and even ask to start their own lunchtime STEM clubs. After the mock trials mentioned above, some were talking about careers in law. As an engineer that I know says – ‘You can’t be what you can’t see.’ I wholeheartedly agree.
Outcomes improve too. In my old school, a sharper, more purposeful approach to science contributed to a significant rise in attainment. But more importantly, pupils’ attitudes changed. They were more curious, more confident and more willing to take risks in their learning.
That’s what real engagement does. It’s not about constant entertainment. It’s about purpose. It’s about creating a curriculum where knowledge is built carefully but also applied creatively. Where pupils are given opportunities to think, talk, collaborate and connect their learning to the real world.
When we get that balance right, engagement isn’t something we have to force.
It’s just what happens.