Immersive Learning


Immersive Learning

This is another way to learn and apply knowledge in a different way and occurs once a term in a variety of formats including a collapsed timetable day. This innovative approach to learning allows students to immerse in numerous projects from across subject disciplines and implement strategies learnt in the classroom to a ‘real life’ project or scenario. The benefits of this style of learning engages students to explore a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills.

 Immersive learning runs across the school between: Year groups, houses and whole school projects and the projects are heavily student-led with teachers acting as facilitators.  Students explore a new learning environment often where the focus emphasises learning activities that are long-term, interdisciplinary and student-centered; organising  their own work and managing their own time in an immersed environment. The key focus of this style of learning emphasises students' collaborative as well as individual work to share with the teacher what has been learnt.

 Past Projects

‘Shipwrecked’ – This project explored how Year 7 students would cope if left on a desert island and how they would use their TENSILE skills to build a new community, nominating leaders to run the newly established ‘country’ exploring rules and regulations for all to abide by and working as a team to fulfil a number of challenges throughout the school day.


 ‘Murder Mystery’ –The headteacher has been murdered, the suspects are within the school and during Maths, Languages and Drama lessons students must solve a series of clues, inspect a crime scene and consider who the murderer may be.  This was a week-long project and during their lessons students were asked to become police detectives and assist two very incompetent police officers: PC Who & DC Doneit to arrest the culprit of the crime.


 ‘Olympics’ – In conjunction with London 2012 each group of students between mixed year groups represented a country who wanted to host the 2020 Olympics. The job was to discover and learn as a team about this country and come up with a pitch to present to an Olympic panel and the whole school through a televised screening of the presentation. Only one country could win and it was the team’s job to discover the resources available to the country and what they had to offer the whole world who would visit there in 2020 for the prestigious games.


 ‘Moving out’ – sixth formers were asked to live in a block of flats with like-minded people, working as a team to pay bills, meet with council representatives and furnish their own rooms on a tight budget. Reflecting life beyond Shenley Brook End School, this project invited students to explore what it would be like to be self-sufficient for a day, living with other people who they did not know and competing to survive without parents through a number of tasks: such as searching for a missing TV licence, feeding their team on a tight budget and even boiling an egg!