Homefield Curriculum Symposium Presentation
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Homefield Curriculum Symposium Presentation

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Dr Goodman's slides on Homefield's curriculum, teaching, learning and assessment.

Dr Goodman's slides on Homefield's curriculum, teaching, learning and assessment.

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Homefield Curriculum Symposium Presentation Homefield Curriculum Symposium Presentation Presentation Transcript

  • Dr Goodman Academic Director
  • Objectives: 1)To explain Homefield curriculum: structure, focus and aims. 2)To discuss teaching & learning and assessment. Homefield EYU Senior Department Hom efield Junior Department
  • 1. 2. 3. 4. To explain Homefield curriculum: structure, focus and aims. To discuss teaching & learning and assessment. To inform about relevant research findings. To give references for further reading. Dr J. Goodman Academic Director
  • Focus on social and emotional development EYU Jnr Dept. •Introduction to reading, writing and numbers •Some early subject specialisation Developing greater learning independence and basic skills •Focus on literacy and numeracy •Greater subjects specialisation and introduction of extra-curricular activities •Year 3: transition year Broad and balanced curriculum focused on pupil learning Snr Dept. •Full subject specialisation and full extra-curricular programme •Ability setting and streaming •Extended curriculum: national curriculum blended with prep school curriculum (CE/Scholarship) Dr J. Goodman Academic Director
  •       To provide age and ability appropriate education and prepare for next stage/next schools To develop learning independence: to empower pupils to take charge of their learning To develop love of learning To develop reasoning, problem solving and creativity To provide many learning opportunities, including participation in extra-curricular activities To develop pupils socially and emotionally as rounded, responsible individuals Dr J. Goodman Academic Director
  • Dr J. Goodman Academic Director
  •         Punctuality and good attendance Effort as key element of success Adherence to school policies and respect for school rules High expectations of individual achievement and progress at own level Participation in extra-curricular activities Correct uniform and all required equipment, including games kit Homework deadlines met Good manners and conduct at all times Dr J. Goodman Academic Director
  •     Variety of teaching methods are used as appropriate Teaching aims to engage pupils fully in their learning through collaborative learning activities, independent learning peer and selfassessment, target-setting and self-evaluation Focus on formative assessment: on-going assessment with feedback for improvement Baseline assessment data to inform teaching, progress monitoring and intervention as appropriate Dr J. Goodman Academic Director
  •     Progress at own level (individualised learning) Ability grouping as appropriate: grouping reflects situation at a given time and is not a predictor of future performance or an indicator of future particular group/set membership Formative feedback (oral or written) with focus on next steps in learning and how to achieve them (not grades!) Summative assessments at regular intervals to assess independent performance , to give independent practice and to provide feedback to future teaching and learning Dr J. Goodman Academic Director
  •  Focus on effort and “having a go” - very important to learn from own mistakes Learning at all costs Caring about learning more than caring about grades Important for parents to understand too Dr J. Goodman Academic Director
  • Pupils Dr J. Goodman Academic Director
  • Fixed mindset Growth mindset Dr J. Goodman Academic Director
  • Fixed mindset • Look clever at all costs; belief in ability rather than effort • Hide mistakes and deficiencies; afraid to try and blames others for own failings (teachers, material, resources) • Defensive; give up Growth mindset • Work hard – effort key to success • See setbacks as natural part of learning; capitalize in mistakes • Take on challenges • Achieve highly and successful learners Dr J. Goodman Academic Director
  • Through praise How adults praise children Dr J. Goodman Academic Director
  • Parental praise predicts a child’s mindset and desire for challenge. Praising intelligence/ability turns pupils off learning. (C. Dweck) Dr J. Goodman Academic Director
  •      Study skills Focus on effort Important for students to believe that their potential is unlimited Maintaining resilience in the face of setbacks Praising effort not ability (person) Dr J. Goodman Academic Director
  • Integral part of learning Feedback for improvement Aim: to develop learning autonomy Dr J. Goodman Academic Director
  • Dr J. Goodman Academic Director
  • Academic Effort Dr J. Goodman Academic Director
  •     On-going development of reporting attainment and progress Focus on what has been already achieved and what the next steps for learning are National Curriculum levels have been scrapped; schools to develop their own ways of assessing progress Considering a different format of “Parents’ Evenings” with pupil involvement, targetsetting and evaluation; exploring better use of e-media for improved engagement Dr J. Goodman Academic Director
  •      Encouraging communication with subject teachers, tutors and Heads of Subjects as appropriate Working together for the benefit of every pupil Homework Diary (signed weekly), emails, telephone calls and personal appointments; Fronter (VLE) development Early identification of any issues Expert and informed advice on next schools TRUST Dr J. Goodman Academic Director
  • In the past: CURRICULUM-CENTRED LEARNING Future: STUDENT-CENTRED LEARNING Dr J. Goodman Academic Director
  • Dweck, C. (2012). Mindset: How You Can Fulfil Your Potential. London: Robinson. Links to my publications on assessment on my website: www.cromwell-consulting.com Blog: http://drjoannagoodman.blogspot.co.uk/ Dr J. Goodman Academic Director