Empowering learners: Using VESPA to frame student autonomy towards teaching and learning

LIZ PYNE, PRINCETHORPE COLLEGE, UK The desire for student autonomy is the ‘holy grail’ of many teachers and school leaders. Teaching students self-regulation of their learning and to understand the skills and processes towards success continues to be an area of discussion and thought. ‘However, ownership and autonomy of learning do not necessarily come naturally to learners.’ (Kearney and Hartnett, 2016, p. 5) Consequently, at Princethorpe College, leaders decided to create the ‘Princethorpe Learner’. While all young people work towards having good intentions for their learning, we wanted to create a blueprint for further autonomy and self-regulation, both for ourselves and to share with other educational establishments.                                                                                                                     The idea of the ‘Princ