Giving Children Agency: Co-Designing Science Projects with Schools

What happens when children are trusted to steer their own learning journeys? At We The Curious, a science centre in Bristol, they are challenging conventional museum programming by placing children—not just at the centre of content—but at the centre of decision-making itself.

Speaking at the Museums & Schools Summit, Julian Welsh, Special Projects Producer at We The Curious shared how the Science Centre is redefining how museums work with schools through a pioneering approach called Curious Partner Schools. This program gives young learners in local schools the opportunity to design their own science-focused projects from the ground up. It’s not easy to explain, fund, or manage—but the impact is profound: children, especially those from underserved communities, experience real agency and see their ideas manifest in tangible, meaningful ways.

Centering Children’s Agency

At the core of Curious Partner Schools is a fundamental question: What happens when we truly listen to children?

This question has driven the programme’s emphasis on children’s agency—a recognition that young people should not just be consulted, but actively involved in decision-making. In practice, this means moving beyond traditional educational models to build projects with children, not just for them.

Influenced by frameworks like Hart’s Ladder of Participation and the Equity Compass, the programme ensures that children’s voices are not only heard but are central to every stage of development. These tools help the team assess the authenticity and depth of participation, encouraging reflection on who holds power and how it’s shared.

Building Knowledge, Then Imagination

The process begins by introducing a wide range of possible themes. Children are then invited to evaluate and sort these ideas using a simple grid: Is it fun? Is it interesting? This democratic sorting method provides immediate insight into what genuinely excites and engages students.

Once a topic is selected, the children are immersed in the subject matter to “charge up their knowledge batteries.” This phase is crucial. Without a strong foundation of understanding, creativity lacks direction. Only with a solid grasp of the topic can children meaningfully engage in generating questions, collecting data, and interpreting findings.

Turning Children Into Researchers

A central feature of the programme is enabling children to formulate research questions. These aren’t academic exercises—they’re driven by real-world curiosity. In one example, children asked: “What is the air quality like in and around our school?”

Equipped with this question, students installed air quality sensors, collected data over a month, and consulted with environmental scientists. They analysed the results, explored potential causes, and identified steps the school could take to improve air quality. Finally, they created a video presentation to share their findings with peers and the wider community—demonstrating not only learning, but leadership.

Authority Sharing and Real-World Collaboration

Key to the programme’s success is a principle known as authority sharing. When external experts—scientists, academics, or professionals—join a project, they’re encouraged to sit among the children, not lecture from the front. These experts are introduced with short bios and guided to respond to the children’s questions, fostering genuine conversation over one-way instruction.

This shift helps balance power dynamics and ensures that children’s ideas are treated with seriousness and respect. It also encourages more meaningful interaction and supports the goal of nurturing action competence: the ability of children to use their knowledge to make real-world changes.

From Seagulls to Science Exhibits

One early example of the programme’s approach involved a school project about seagulls in the city. Prompted by students’ concerns and curiosity, the project invited artists and wildlife experts into the classroom and sparked lively debates about urban wildlife.

The children’s reflections and insights eventually formed the basis of a public exhibit at We The Curious. When students visited the museum, they saw their ideas represented in the space—validating their contributions and reinforcing the message that their voices matter.

Unpredictable, Unfiltered, Unforgettable

The success of Curious Partner Schools lies in its embrace of the unpredictable. Children bring perspectives adults may not consider, and their passions can take a project in directions no one could have anticipated.

By placing trust in children, sharing authority, and supporting genuine participation, We The Curious has created a model that enhances learning, confidence, curiosity, and community connection.

In a world where young people are too often spoken about, this programme is a powerful reminder of what’s possible when we choose instead to speak with them.

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Julian Welsh, Special Projects Producer at We The Curious spoke at the Museums & Schools Summit 2025.