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Thephilosophy     ofTim etabling
V St t    ision aementforR er                    iv side          “The‘ Common Practices’ at Riverside become   ‘ Common S...
Per lV St t     sona ision aementforaPr ct ioner                            a itMaximizing our potential   to maximize the...
Ahaa moments• M aking ‘ relevance’ – ‘ relationships’ and            relevance      relationships  ‘ rigor’ VISIBL E in th...
Relevance• Relevance is the ‘ WH Y’ of what you d o                        Y• Relevance is the connections – the big id ea...
• C onstant search to ensure that the inform ation that I  encounter has m eaning – that m eans anything that I seek  to s...
Relationships• We have relationships with people and not titles• Relationships is the ‘ value’ you put to the             ...
Rigor• Relevance enables rigor• Relationships ensure rigor (you want to d o m ore)• Showing the relevance of rigor as a cr...
• Relevance / relationships and rigor help us to  traverse the ‘potential’ continuum by going  from•   Awareness, then•   ...
Beacons• Are guid ing principles to ensure that the 3R’s use the relevant  vehicles to reach the beacons•   L anguage Pack...
Beacons for Key Stage 1          j          ourney towards sel awareness                            f• L anguage Package –...
• C raftsm anship – ( relevance ) quality determines  value bringing pride and self worth making one more  competent and l...
Beacons for Key Stage 2    j    ourney from dependence to independence• L anguage Package – ( relevance ) providing  strat...
• C raftsm anship – ( relevance ) providing strategies to  traverse the journey from novice to proficiency• L ogical/ athe...
• Problem Solving – ( relevance ) providing strategies  to identify the problem as a ‘problem’ and solve the  problem in t...
Goal for Key Stage 3journey from independence to interd epend ence  The beacons will ‘ empower’ us to                     ...
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The philosophy of timetabling

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The philosophy of timetabling

  1. 1. Thephilosophy ofTim etabling
  2. 2. V St t ision aementforR er iv side “The‘ Common Practices’ at Riverside become ‘ Common Sense’ in E ducation”
  3. 3. Per lV St t sona ision aementforaPr ct ioner a itMaximizing our potential to maximize their potential
  4. 4. Ahaa moments• M aking ‘ relevance’ – ‘ relationships’ and relevance relationships ‘ rigor’ VISIBL E in the tim etable rigor• M aking them the found ation for all your planning• M aking them the non-negotiables
  5. 5. Relevance• Relevance is the ‘ WH Y’ of what you d o Y• Relevance is the connections – the big id ea• Relevance is the visibility of your practice to all stakehold ers• Relevance is the ‘ value’ you put to the ‘ choices’ value choices you m ake
  6. 6. • C onstant search to ensure that the inform ation that I encounter has m eaning – that m eans anything that I seek to spend tim e with, ad d s to m e as a hum an being and therefore is worth sharing• It starts with the journey of being aware, then enables (apply and use), and finally em powers (innovate – beyond d epend ency- toward s ind epend ence)• M ore conversation less instruction• K nowing the relevance of our learning enables us to be m ore com petent and less helpless
  7. 7. Relationships• We have relationships with people and not titles• Relationships is the ‘ value’ you put to the value ‘ choices’ you m ake choices• Purpose of relationships is to red uce dependency and increase independence. independence Therefore m aking us m ore com petent and less helpless
  8. 8. Rigor• Relevance enables rigor• Relationships ensure rigor (you want to d o m ore)• Showing the relevance of rigor as a craft and not a chore and therefore again enables rigor• Build s positive self esteem , self worth and awareness of com petencies / potential• Therefore this self awareness of com petencies and potential m akes us more competent and less helpless
  9. 9. • Relevance / relationships and rigor help us to traverse the ‘potential’ continuum by going from• Awareness, then• E nabling and finally• E mpowering
  10. 10. Beacons• Are guid ing principles to ensure that the 3R’s use the relevant vehicles to reach the beacons• L anguage Package• C reative Thinking• L ogical/ athem atical Thinking M• Scientific Thinking• Problem Solving• C raftsm anship• Inter/ Intrapersonal Skills• C itizenship• Ad aptability• ( ICT is inclusive – transbeacon)
  11. 11. Beacons for Key Stage 1 j ourney towards sel awareness f• L anguage Package – ( relevance ) to make complex world simple and therefore being more competent and less helpless• C reative Thinking – ( relevance ) nurturing and celebrating curiosity which enables habits of mind ( risk taking, inquiring, research )• Intra/Interpersonal skills – ( relevance ) self awareness that leads to knowledge of competencies which makes one less helpless. Inter personal leads to build relationships, work in teams and identify leadership potential
  12. 12. • C raftsm anship – ( relevance ) quality determines value bringing pride and self worth making one more competent and less helpless!• L ogical Thinking – ( relevance ) provides skills (sequencing, options, prioritizing ) to reach destination• Scientific Thinking ( grad e 2 ) – ( relevance ) attributing natural phenomena to reasoning by using the skill of observation - and not magic and therefore, my friends, making one more competent and less helpless!
  13. 13. Beacons for Key Stage 2 j ourney from dependence to independence• L anguage Package – ( relevance ) providing strategies to traversing the journey from appreciation to enjoyment• C reative Thinking – ( relevance ) providing strategies to nurture ‘thinking outside the box’ to address specific need/audience• Intra/Interpersonal skills – ( relevance ) providing strategies that make ‘visible’ the journey of growth, be it social, physical, emotional or cognitive
  14. 14. • C raftsm anship – ( relevance ) providing strategies to traverse the journey from novice to proficiency• L ogical/ athem atical Thinking – ( relevance ) M providing strategies to understand causal relations in real world scenarios• Scientific Thinking – ( relevance ) providing strategies to develop the scientific temperament ( hypothesis to experimentation )
  15. 15. • Problem Solving – ( relevance ) providing strategies to identify the problem as a ‘problem’ and solve the problem in the best possible manner ( identifying ones competencies/ weaknesses and when needed, seeking help )• C itizenship – ( relevance ) awareness of disparity as a reality• Ad aptability – ( relevance ) not being helpless ‘outside comfort zone’
  16. 16. Goal for Key Stage 3journey from independence to interd epend ence The beacons will ‘ empower’ us to empower make the best choices keeping our‘ competencies’ to solve problems and competencies fashion products that are of value in one or more cultures!

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