Vision• “Excellence as a habit”. A school community where outstanding learningand teaching take place based around the 5Cs of CorePurpose, Clarity, Coherence, Consistency and Community (from AlistairSmith) • Core Purpose – the main business of the school is to develop high quality learning and maximise pupil achievement • Clarity – do we know what great learning looks like? • Coherence – features of outstanding learning and teaching are readily understood, are integrated into planning and teaching and appear across the school • Consistency – outstanding learning and teaching is delivered daily through a balance of support and challenge • Community – collective commitment from all members of the school community
Curriculum• Leading curriculum innovation, sharing knowledge, good practice and skills• Review of curriculum maps in all subjects, including provision for SMSC• FROG subject pages reviewed. Recognition, encouragement and supportgiven to staff at all levels of expertise• Use of social media to reinforce learning and support the curriculum, andalso used as another method of communication with pupils and parents• Celebrating the curriculum. Use the school web pages and FROG pages todevelop galleries of pupil work – photos, samples of writing, audio & video.Let the school community know how to see this -newsletter, email, text, twitter...• Step Up
Teaching & Learning• Teachers have high expectations of pupils at all levels• Modules, units of work and lessons are planned to allow pupils to learnthrough a variety of methods and teaching strategies• Intervention has a notable impact on the quality of learning• Reading, writing, communication and mathematical skills are taught acrossthe curriculum• High quality marking and feedback ensures pupil progress• Pupil progress is clear in every lesson• Learning to learn• John Turner model for improving learning and teaching• New technologies used effectively and appropriately
Learning to learn• Resilient (self-disciplined, stick with things, avoid distraction andtemptation, defer gratification and bounce back after disappointment)• Resourceful (take initiative and be inventive in solving ones’own problems)• Reflective (thinking back over experiences and learning from them)• Reciprocal (be co-operative, mutual and inter-dependent)• Responsive (to adapt, to adjust to changing circumstances, a desire to grow)
Assessment• Assessment should be purposeful, linking curricular levels with targets. Itshould provide information for student groupings, generate data for reportingand evaluation, provide a measure of the impact of teaching, provide aframework for discussions about improvement and help to predict futureperformance• Review assessment practices with subject leaders. Focus on effectivefeedback – do pupils know what the must do to make progress?• Have clear success criteria• Use a range of assessment techniques – teacher led, peer led, self, parentled. Assessment should be appropriate to the subject.• Encourage the idea of “Try, fail, try again, fail better...” Show pupils RonBerger’s butterfly video• Work with the data manager to ensure that data is collected effectively andsecurely
Enrichment• Continue the excellent work done to support and promote NSEW, ClimateCrew, sports and other extra curricular activities and clubs• Encourage all staff to look for opportunities to provide enrichment activitiesacross the curriculum, linking curriculum areas for visits or with visitingspeakers• Developing links with other classrooms locally, nationally and globally• Effective use of new technologies to enrich and enhance learning
DLE• DLE – review of DLE provision in KS2 and KS3. Look at core purpose with YearLeaders, then consultation with DLE teachers.• What should great DLE look like?• How can we assess the impact of DLE?• Use of FROG blogs and walls to develop conversations between pupils aboutwhat happens on Friday afternoons• Recognising pupils achievement in DLE. In the past we have had a 1st Aidcourse which led to an assessment and certificate for successful pupils (and alife saved). Could we introduce more ideas like this, building a portfolio ofpupil achievements?• Parental involvement – how many parents know how great DLE can be? Canwe use social media (Twitter, Facebook) to let them know?• Community involvement – resourceful parents may be willing to give up anhour to talk to a group of pupils about their job, to link to Y8 careers, perhapswith Northumberland Education Business Partnership, the Real Game,Enterprise days or the Global Entrepreneurship Week (Nov 2013)
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