Learning To Achieve A2 Poster


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Learning To Achieve A2 Poster

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Learning To Achieve A2 Poster

  1. 1. Principles of Learning and Teaching In line with the GTCs Standard for Full Registration Curriculum Design and Curriculum for Excellence, learners will be It is the responsibility of all practitioners to ensure taught by teachers who: that these principles are built into the design of • Systematically reflect upon and evaluate their learning experiences. The practitioner will decide practice which combination of principles is relevant for Learning • Feel confident and supported in adopting each lesson or series of lessons. This choice will be innovative practice influenced by the learning context, the required outcomes and the needs of learners. Therefore • Adapt their methodology to meet the needs of it is essential that the principles are applied learners to Achieve systematically to ensure balance across the totality • Consistently use Assessment for Learning of learners’ experiences. strategies to inform their practice Challenge and Enjoyment, Breadth, Progression, • Ensure relevant development of literacy, Depth, Personalisation and Choice, Coherence and numeracy, health and well-being across the Relevance curriculum A Strategy for The principles will apply to: • The whole school curriculum • Use active learning approaches to support learners in their development of creative and Raising Achievement • Cluster plans critical thinking strategies • Subject courses / syllabuses • Gather a range of evidence of learner progress in order to record and report upon this • Early Years and Primary forward plans • Make purposeful use of professional collaboration • Interdisciplinary and thematic project plans in school and beyond • Individual lessons • Regularly share information with parents, carers and relevant others in a range of ways • Use local and national policies and guidance to inform their practice • Access professional development related to the needs of the learner, the teacher and their establishment Curriculum Outcomes Learning Co ty Each educational establishment will be responsible m Entitlements 3 - 18 ri for developing a dynamic, differentiated curriculum within and across the eight curriculum areas and safe In addition to the Entitlements of Curriculum for d he g de pa subjects. Through a progressive, coherent curriculum Excellence our education provision will reflect local al te 3-18, practitioners will ensure that learners can u cl needs and circumstances. Therefore at different t ss effectively: nt individ In fide stages of their education our learners will have in ua on hy io n • Read, write and demonstrate communication skills ls opportunities to: c • Communicate in one or more languages other • Link aspects of their learning to the local environment and its heritage than English e ri e nc e xp ef ns s re s p o n s i b l e • Apply literacy skills in everyday life e • Participate in a residential experience where fec nsible citize achieving possible • Manage themselves in a range of social situations tive contribu • Participate in arts, sports and cultural events • Demonstrate and use a range of mathematical • Participate in enterprising activities skills in a variety of contexts learner • Apply numeracy skills in everyday life • Participate in environmental projects • Demonstrate the ability to make healthy lifestyle • Participate in a community project spo choices • Participate in outdoor learning experiences to re • Participate in physical education and physical out s come • Access appropriate technology rs activity and understand the benefits • Be consulted on and contribute to the decision- n • Make use of existing and evolving technologies d making process in school ur su ers te cce • Apply the design process to create and evaluate ssful learn t ur • Experience work-based learning an end product ec m ed p • Develop collaborative, social, leadership and other Ju • Apply scientific knowledge and skills and s do re life skills demonstrate understanding of their impact on our ti is s active environment ce • Access academic and vocational learning experiences • Demonstrate understanding of their place in W • Access learning experiences designed and/or society in past and present contexts delivered by relevant partners • Demonstrate an understanding of the interaction between the natural world and humankind • Reflect upon and be pro-active in planning and making choices about their own learning • Demonstrate understanding of the impact of political, environmental, ethical and economic • Engage with learners in other countries and issues locally, nationally and internationally demonstrate knowledge of their culture • Demonstrate understanding of a variety of religious and moral issues and their impact on societies • Demonstrate the ability to apply expressive arts skills creatively or within a context Personal Support Achievement In our educational establishments all staff • Engaging with services provided by partners Our educational establishments will recognise the will contribute to the creation of a positive, where necessary e.g. Health professionals. learner’s effort and achievement within the four stimulating and supportive learning capacities through: • Adopting a systematic approach to reviewing environment by: and planning appropriate progression of • Formative assessment • Identifying concerns in respect of learners’ learning • National Qualifications physical and mental health • Providing a mechanism which allows • Certification such as Duke of Edinburgh, ASDAN, • Equipping learners to respect and care for recognition of wider achievement John Muir Award... themselves and others • Using targeted tracking systems; enabling • Personal achievements in areas such as sport, the • Equipping learners to be pro-active in seeking purposeful reporting on achievement and arts, community service information and help attainment • Personal learning targets • Supporting learners with personal and • Ensuring that there are successful transition • Personal achievement in social, behavioural and educational issues arrangements which promote continuity of motivational development • Developing positive relationships, using learning and personal well-being • Participation in a range of performances or events restorative practices and pro-active anti- • Supporting learners making choices at all bullying strategies stages in their learning including transition • Using support systems to ensure to positive, sustained and successful development of appropriate social and destinations behavioural skills • Communicating with and including parents and carers in the support process Printed by Falkirk Printworks Tel: 01324 501490 Fax: 01324 501491 E-mail: printworks@falkirk.gov.uk