Abstract
The purpose of this study is to explore how elementary schools operate a student agency based curriculum through the implementation of the Learning Compass program. Student agency is attracting attention as a value that allows students to actively respond to the uncertainty, complexity, and rapid change that humanity may experience in future society. Recently, research on student agency has been actively conducted in Korea, but there is a lack of action research that includes efforts to foster student agency within the elementary school curriculum. This study observed how education to improve student agency, which is attracting attention during the entry into the future society and curriculum transition, is developed and applied to the elementary school curriculum. Within this, the activities and changes shown by teachers and students were analyzed through teacher action research. As a result, 'teacher agency' that led to the development of the Learning Compass program, 'teaching innovation' represented by one classroom with two teachers and student-led curriculum evaluation, ‘Innovation in teaching and learning methods’ represented by waiting for immersion and creating chunks of thought, The form of ‘class reflection’, represented by the discovery of the power of deliberation, was found in the student agency based curriculum.
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