Learning To Achieve A2 Poster

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
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