TAKE RESPONSIBILITY | Encourage all to: be holy; witness; serve others [5]; support each other to improve outcomes for children, explaining approaches we use, outcomes achieved, best practice adopted & shared [30]; encourage children to: be responsible for personal care & hygiene; be healthy, safe and secure (including online); behave impeccably; respect own & others belongings; always give of their best in learning and life [23]; recognising the damaging impact we have on environment & ecology, all invest time & effort in living more sustainably & engaging in projects to recover our world [3] |
LOVE | Identify something worth sharing in all & develop ways of sharing in setting, then, offer these in our community [12]; help children recognise they are part of their community now & in future, then, engender a sense of pride & civic duty to contribute to improving our community/world [12]; identify things that are wrong in communities and help children choose something to improve, then, work with them to bring about change [9]; help children identify values & attitudes making our setting a ‘good’ place, then, find ways to extend these ways of being into families & communities [14]. |
SERVE | Engage parents in curriculum to: explain what, why & how children learn; show they enjoy opportunities it provides; and, demonstrate it is essential for secondary school and as education for life [10]; outline our curriculum by updating expectation booklets, learning postcards… and developing ‘taster’ or information sessions [7]; perfect ‘skinnies’ (knowledge cards) books that not only support contexts for learning, but provide good general knowledge [7]; model & demonstrate how to learn, being explicit about the journey, so learners are well-informed when making life-choices [14]. |
HEAL | Practitioners make explicit links between prior knowledge, new learning & next steps to give learning meaning [6]; develop a process to help learners elaborate learning; trial & adjust; guide learners through process to connect learning into networks of knowledge [3]; encourage all to connect learning & knowledge to life now & future so learning makes sense & is relevant [13]; devise ways to recognise learners know more after learning or practise; develop, trial & deploy ways to demonstrate to learners & practitioners they recall & remember what they have learnt and practised [15]. |
BLESS | Encourage learners to recognise subject they enjoy or in which they excel, then link area to develop so they practise both together (tutoring) [10]; support deliberate practise of basics, such as number bonds, tables facts or high frequency spellings, until known, making learning real [10]; support learners to ‘keep’ knowledge & skills achieved – phonics, times tables, facilitation skills – by encouraging accurate & fluent recall in quizzes/games [6]; encourage reading – paired-reading, book-club – texts beyond the curriculum in areas of mutual interest, and facilitate sharing the learning [14]. |