VIEW FROM THE CLASSROOM
forward to what they are about to do next. If pupils have that level of enjoyment, it always makes learning easier. It’s also a great leveller – it supports learning for every single pupil in the class. Our SEND pupils particularly benefit from it, because it’s so accessible and engaging and it stimulates them in a way few other resources can.
VR is great as a vehicle for collaboration and teamwork. It gets the children working together collaboratively on a topic or project, and the enthusiasm and interest that generates is tangible. It also helps with oracy. We’re pushing pupils to talk more about their learning, to use higher level vocabulary to describe what they have learned, and VR has proved invaluable with that as they are keen to describe the experiences they have had in great detail.
passionate about staying ahead in edtech, I’m always looking for innovative ways to enhance learning, and virtual reality immediately stood out as a powerful tool that could have an impact in the classroom.
At Overchurch, we’re committed to enriching our curriculum and creating transformative learning experiences for our pupils. Our pupils come from diverse backgrounds. Some have the chance to travel and experience different things, while others don’t. With VR, we saw an opportunity to level the playing field, giving every child access to immersive, engaging experiences that bring learning to life. It’s a way to break down barriers and ensure that all pupils, regardless of their circumstances, have access to the same inspiring opportunities
When we trialled ClassVR, the response was amazing. Teachers and pupils were captivated, and we quickly realised this was something we had to take advantage of. Luckily, with room in the budget, we invested in 32 VR headsets, provided comprehensive teacher training, and encouraged staff to incorporate VR across subjects. The results have been excellent – more dynamic, inclusive, and engaging learning that inspires both teachers and pupils.
How are you making the most of VR? We integrate ClassVR across the curriculum every few weeks with every year group, keeping the experiences fresh and frequent. By weaving it into different subjects throughout the year, we give pupils a wide range of immersive learning opportunities. Take history, for example. When studying early Islamic civilisation, we explored the magnificent city of Baghdad, once the thriving heart of Islamic culture and one of the largest cities in the world. Known as “The Round City” due to its unique circular design, Baghdad was a centre of knowledge, trade, and innovation. But how do you bring a lost city to life? The Mongols destroyed much of Baghdad in the 1200s, making it nearly impossible to visualise its true scale and beauty. That’s where ClassVR worked its magic. Pupils were transported back in time to witness the city as it once stood, seeing its vast size, intricate layout, and incredible architecture. The experience made the history feel real.
April 2025
Tell us about the Future Forest Experience Imagine stepping into a tropical rainforest and witnessing its beauty, and then seeing it devastated as a result of climate change. That’s exactly what the Future Forest Experience on ClassVR offers – an immersive, eye-opening journey into the realities of climate change and deforestation.
When a Year 4 class started a geography project about rainforests, the timing couldn’t have been better. ClassVR had just launched the Future Forest toolkit. This powerful resource doesn’t just teach about the climate crisis, it transports pupils right into the heart of it. They experience firsthand the devastating impact of human activity on rainforest ecosystems, including vanishing habitats, polluted rivers, and struggling wildlife. But it also highlights solutions, showing how rainforests can be protected and restored through conscious choices and sustainable practices.
The result was a lesson that was not only educational but deeply impactful, bringing the realities of climate change to life in the classroom.
What’s been the reaction from pupils? It’s been a game changer. You can see the excitement in the room when the ClassVR headsets come out and everyone’s looking
The pupils who used the Future Forest toolkit were quite affected by what they had experienced. A lot of them were shocked and angry at the deforestation and the impact on wildlife that had played out in the scene. But they were also motivated to take action, to do something to help the environment. They discussed things they could do to help, like making signs and protesting, or planting trees. To have that level of engagement from one resource was remarkable.
What advice would you give to other schools thinking about implementing VR? Today’s pupils are surrounded by advanced technology, such as smartphones and gaming consoles. Some even have VR headsets at home. To truly engage them in the classroom, we need to integrate technology in meaningful ways. But VR isn’t just a trend – when used with purpose to enhance teaching and learning it can be a powerful tool.
To successfully implement VR in a school, you need passionate leaders who can integrate it throughout the curriculum. A lot of the success of VR in our school comes down to the subject leaders knowing their subject, knowing the curriculum, and knowing how VR will complement and enhance their teaching. If you have a clear vision and a strong support system, your teachers will grow in confidence, and your pupils will experience deeper, more immersive learning. When done right, VR can truly transform education.
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