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 A6:
Changed approaches to Curriculum and pedagogy; Pupils as
individuals
6a. Innovative approaches to the curriculum and pedagogy
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KEY
ENABLERS
CURRICULUM
LEARNING
ICT
TEACHING
VISION |
| CURRICULUM
The school makes full use
of the freedoms that exist within the statutory curriculum
to develop new approaches and learning experiences
The school curriculum is
geared to achievement for all, providing quality academic
and vocational input, and successful in developing pupils’
broad capabilities and employability skills
There is a good match between
the ability profile of students and the opportunities
available for advancement towards suitable career routes
The curriculum is geared
to promoting growth and development for all learners,
not just those expected to go to university
There are alternative routes
for learning throughout the school curriculum, supporting
inclusion, learning out of school and school hours, learning
through personal volition and remedial learning
There is a wide variety of
broad activities, materials, interactions, experiences,
visits etc. available for individuals to choose from
There is a project based
curriculum element enabling a focus on 'key skills' learnt
in context, including learning to learn, collaboration,
team work, communication, problem solving, information
handling, etc
The curriculum is underpinned
by a vision based on success for all learners, a vision
that is believed in and acted upon by the whole school
community
Teachers do not replace their
existing curriculum with new technology for the sake of
it They evaluate and compare methods and select those
which provide learning opportunities that would not otherwise
be possible |
LEARNING
As part of a broader learning
community, there is continuous export and import of expertise,
resources and support for all staff and pupils
There are flexible organisational
structures covering where and when learning takes place,
with variable length time slots, flexible groupings of learners
and access to resources and facilities across more than
one institution.
The school re-evaluates learning
effectiveness, for example, experiential learning –
investigation, research, exploration of environment and
issues, and supports a climate of research and development
into what works
There are opportunities from
time to time for more diverse groupings of learners of all
ages working together in project teams
The school provides access
to different learning opportunities: Concurrent: in school,
at home in libraries and other locations; Collaborative:
on line and in communities; Cinematic: using visual, multimedia
resources; Communicative: using on line support ; Consensual:
seeing the young person as a partner and leader
Classrooms and lessons are
re-appraised and the constraints that they have on how learning
occurs are designed out |
ICT
A range of opportunities exist
to make creative and use of ICT to promote rich learning,
including the creation of films, making presentations and
producing audio products
The curriculum genuinely embeds
ICT into all work in all subjects. and all members of the
school community ensure they have the personal skills needed
to exploit ICT opportunities
A broader range of resources
are available in the classroom, such as internet, video,
animation and interactive lessons, which support a broadening
of teaching and learning methods
ICT is being used to enrich,
extend and enhance learning across the curriculum and the
school understands and can show where it is impacting on
pupils' achievements |
TEACHING
Teachers are
acting more as the 'guides by the side' rather than the
'sage on the stage'; however, the specialist development
of students' knowledge remains an important progression
factor |
VISION
The vision
of the learning institution makes reference to more than
just improved results, it projects a strong set of values
and aspiration relating to success through life, which learners
can connect to |
6b.
Personalised learning; Approaches to behaviour and attitudes to
learning
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