Why this is leading practice
Since 2002, we have used research evidence from UK, USA and New Zealand to build upon our understanding about how children learn to enable us to become more effective and efficient in developing the learning and thinking of our pupils.
All staff now have a high level of commitment and expertise in developing thinking skills through the effective use of
- a range of cognitive programmes and techniques.
- a range of teaching styles.
Pupils now have greater:
- ownership, motivation and pleasure in learning.
- autonomy as independent learners
- ability to work interdependently.
- Increased academic learning outcomes.
Impact to date
- Pupils have begun to work collaboratively as a result of the development programme.
- The school`s approaches to develop thinking skills positively impacts on pupil achievement.
- There has been improved performance at end of KS1 & 2 as a result of the programme.
- Children are able to articulate their thinking in an extremely confident manner.
- All pupils are fully involved in their own learning
- Children have become creative; they take risks and then use critical reflection opportunities to move forward in their journey of lifelong learning.
- School Climate has developed to become far more participatory and collaborative.
Rationale / Start Point
Developing the generic skills of thinking and positive lifelong positive dispositions to learning has transformed not only the curriculum, teaching and attitudes to learning, but has also impacted upon the ethos of our school. By embedding strategies into our practice, pupils now have a range of tools from which they can choose to help them to be more effective and confident in their learning. The impact of our work has extended outside the classroom to enabling our wider community to understand the centrality if these skills for life-long learning.
Key Strategies
By using the programme it is possible that:
- staff should acquire a high level of commitment and expertise in developing thinking skills
- a range of cognitive programmes should be developed
- a range of teaching styles should be encouraged
- pupils should have greater owner ship of their learning
- pupils can begin to become independent learners
- pupils can begin to work independently
- pupils can increase their achievements in all forms of learning
- Rigorous monitoring and evaluation systems are working within the school which give a variety of stakeholders the opportunity to be involved in the programme.
- Management systems are clear, involve clear accountability and involve all staff.
- There is a named person with high status with designated role.
- Planned Ongoing training programme in place.
- Links with other schools
- All stakeholders involved including Governing Body and Strong home/school links.
- Monitoring & evaluation of cognitive practices in place and fed into School Improvement Plan.
- Clear policy and practice involving all stakeholders.
- Pupils involved in reflecting and feeding back upon efficacy of strategies.
Sustainability and Further Development
The work is sustainable as it is embedded within the ethos of the school and is part of the working practice of all who attend the school.
The programme will be developed over time as the needs of the pupils and the school change.
The school should:
- Continue to network with other schools, in the existing cluster and beyond
- Develop Gardner’s Multiple Intelligences alongside the homework grid
- Continue to developing children’s questioning skills
- Develop and refine the research model to become more pupil-friendly
- Redesign the curriculum in the current context for learning, ensuring an appropriate balance