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That agency can be achieved in providing feedback and feedforward, not just in shared decision-making and control of learning.

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Developmentally appropriate and contextual examples.

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Will teachers know how to increase agency effectively. A master teacher can craft conditions conducive to agency, but what about a newly qualified teacher?

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Is agency a part of adult life to the same degree that it is suggested in the PYP updates? I don't have agency most of the time in my work life.

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That government regulations, mandatory testing, and the overall carrot and stick or whip approach that many school governing bodies are taking will make granting agency difficult.

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Giving students more ownership of their classroom space and order invites motivation and engagement.

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The school pedagogical leadership will need to cascade their learning to ensure the whole community have a shared understanding of LearnerAgency

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Schools will need support in developing their understanding of Agency, they need to be signposted to supportin resources and Professional Development opportunities

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Schools and Teachers given much wider freedom to design learning experiences and develop pedagogies that allow students to exercise greater control over their own learning

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Students involved in planning their own schedule, how their classroom is set up, making their own essential agreements, having access to a variety of means to have their voice heard.

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As a school consultant, how will I advise schools on how to promote Agency?

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 A CULTURE WHERE STUDENTS LEARN FROM EACH OTHER

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 A CULTURE WHERE STUDENTS LEARN FROM EACH OTHER

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Learning environments where students are empowered to drive their learning through multiple routes, not only through the teacher including learning from each other and where student initiative and self-directed learning is at the centre.

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Assessment has a central role to play in evidencing AGENCY and developing Self- efficacy. As a school evaluator or consultant I would expect to see high degrees of student ownership and voice in the process of assessing and evaluating their learning. Are students actively involved in co - constructing success criteria. are they using feedback based on these criteria to modify and improve their learning?

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As a school visitor how will I evaluate Agency?

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Confusion over the true nature of Agency. Will it be conflated with Action?

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Action seen as an outcome of Agency

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In IBEN Roles how do we ensure schools are putting Agency front and centre?

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Learning environments that support social, physical and emotional- well being

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Personalising Learning as a PROMOTER OF AGENCY

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EVIDENCE THAT WOULD INDICATE AGENCY IS PRESENT IN SCHOOL