If culture is the personality of an organisation then a quality school is restless, constantly questioning, never satisfied, challenging norms and believing that things can always be better. ( John West-Burnham)
Quality Learning & Quality Teaching
How it relates to school life
• Learn to value and respect everyone in school
Caring Community/Security/RE/Pastoral Care/Assertive Teaching/EMU/Discipline/Parents
• Learn both to work on our own and also with others
Social Development/Pastoral Care/Assertive Teaching/Individual/Group/EMU/Parents
• Learn to develop our intelligences and talents
What ever their ability/Academic/Environmental/Pastoral Care/New NIC/Multiple Intelligences/Parents/Staff
• Learn to think clearly to help solve problems
Pastoral Care/Citizenship/Drugs/Thinking Skills/ NIC/Staff/Parents
• Learn that only our best is good enough
Academic/Personal Development/Pastoral Care/Discipline/Life Skills/Staff/Parents
• Learn that learning never ends
Academic/Personal Development/Pastoral Care/Citizenship/Life Skills/Staff/Parents
• Learn to live our dreams
Aspirations/Pastoral Care/Life Skills/Human Rights/RE/Staff/Parents
Eight Styles of Learning
· likes to: read, write and tell stories.
· is good at: memorizing names, places, dates and trivia.
· learns best by: saying, hearing and seeing words.
· likes to: do experiments, figure things out, work with numbers, ask questions and explore patterns and relationships.
· is good at: maths, reasoning, logic and problem solving.
· learns best by: categorizing, classifying and working with abstract patterns/relationships.
· likes to: draw, build, design and create things, daydream, look at pictures/slides, watch movies and play with machines.
· is good at: imagining things, sensing changes, mazes/puzzles and reading maps, charts.
· learns best by: visualizing, dreaming, using the mind's eye and working with colours/pictures.
· likes to: sing, hum tunes, listen to music, play an instrument and respond to music.
· is good at: picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time.
· learns best by: rhythm, melody and music.
· likes to: move around, touch and talk and use body language.
· is good at: physical activities (sports/dance/acting) and crafts.
· learns best by: touching, moving, interacting with space and processing knowledge through bodily sensations.
· likes to: be outside, with animals, geography, and weather; interacting with the surroundings .
· is good at: categorizing, organizing a living area, planning a trip, preservation, and conservation.
· learns best by: studying natural phenomenon, in a natural setting, learning about how things work.
· likes to: have lots of friends, talk to people and join groups.
· is good at: understanding people, leading others, organizing, communicating, manipulating and mediating conflicts.
· learns best by: sharing, comparing, relating, cooperating and interviewing.
· likes to: work alone and pursue own interests.
· is good at: understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals and being original.
· learns best by: working alone, individualized projects, self-paced instruction and having own space.
Our learning promise is based on the work of Professor Howard Gardner in the area of "Multiple Intelligences". He believes that there are a number of areas that can be called "Intelligences or Talents" that need to be developed in everyone. Intelligence is not fixed and the latest advances in technology has shown that it can be developed and increased throughout our lives.
Gardner defines intelligence as, the capacity to solve problems or to fashion products that are valued in one or more cultural settings. All cultures value different types of intelligences our society has had too much dependence on a very narrow view of fixed intelligence. We believe that all our children have a range of intelligences and we will develop these during their time at school.
Multiple Intelligences Classroom Checklist To Guide Teaching Programmes.
Charts, graphs, photography, visual awareness, organisers, visual metaphors, visual analogies, visual puzzles, 3d experiences, painting, illustrations, story maps, visualising, sketching, patterning, mind maps, colour, symbols
Stories, retelling, journals, process writing, reader’s theatre, storytelling, choral speaking, rehearsed reading, book making, speaking, non-fiction reading, research, speeches, presentations, listening, reading, read aloud, drama
Bodily Kinaesthetic Intelligence
Field trips, activities, creative movement, hands-on experience, physical education, crafts, drama
Problem solving, tangrams, coding, geometry, measuring, classifying, predicting, logic games, data collection, serialising, attributes, experimenting, puzzles, scientific models, money, time, sequencing, critical thinking
Singing, humming, rhythms, rap, background music, mood appreciation, mood music, patterns, form, playing instruments
Individual study, personal goal setting, individual projects, journal/log keeping, personal response, personal choice, individualised reading, self-esteem activities
Co-operative learning, sharing, group work, peer teaching, social awareness,, conflict mediation, discussion, peer editing, cross-age tutoring, social gathering, study group, clubs, brainstorming
THE NEW STAGES OF THE PRIMARY CURRICULUM
The primary phase comprises:
The Foundation Stage: Years 1 and 2 of primary education.
Key Stage 1: Years 3 and 4.
Key Stage 2: Years 5, 6 and 7.
1.2 STRUCTURE OF THE PROGRAMME FOR KEY STAGES 1 AND 2
The curriculum for Key Stages 1 and 2 is set out in six areas of learning comprising:
1 The Arts (including art and design, music and opportunities to incorporate drama);
2 Language and Literacy (including talking and listening, reading and writing and opportunities to incorporate drama);
3 Mathematics and Numeracy (focusing on the development of mathematical concepts and numeracy across the curriculum);
4 Personal Development (focusing on the development of emotional development, learning to learn, health, relationships and sexuality education, understanding in the local and global community);
5 Physical Education (focusing on the development of knowledge, skills and understanding in a range of physical activities);
6 The World Around Us (focusing on the development of skills and knowledge in geography, history and science and technology).
Although the curricular areas are set out separately teachers should, where appropriate, integrate learning across the six areas to make relevant connections for children.
Teachers have considerable flexibility to select from within the curricular areas those aspects they consider appropriate to the ability and interests of their pupils.