Able to imagine ourselves into a known story; recognise how Jesus always saw the world differently; use props, pictures and places to stimulate the imagination; use what we know about the world to imagine ways to solve problems or change outcomes; to have fun playing with language, number, images, ideas and problems.
To engage in meaningful dialogue to understand the crises facing this generation of children.
All understand how small things impact at a larger scale and being able to vocalise it; eco-warriors lead campaigns in and beyond school; stewarding our environs; promote a sustainable school by reducing, reusing, recycling; encourage community reduced consumption and recycling
To recognize that each and everyone is called as well as gifted.
Adults are more aware of what their charism might be and use it in service; needs of children better matched to support; heightened awareness of the gifts of others; for some, a new direction in life may become manifest.
To expand everyone’s general knowledge through experience of a rich-curriculum so that learners have the desire, as well as the tools, to enjoy learning more.
Enthusiastic learners and practitioners engaging all; range of approaches and tools available to support and enjoy learning; ‘imagineering’ spaces that encourage imaginative and sustained thinking; time to enjoy exploring opportunities that learning has opened; perfecting through focused practice development.
To be willing and able to tell own story as a chapter in a family story and as an episode in that of the community and so build cultural capital
All appreciate the many names by which we are called and that none limit who we are; children realise they are formed by a community, with the potential to excel; can place ourselves in the family, community, national and global narratives; children recognise their choices can follow the crowd or be counter-cultural.
Success with our Intentions for 2018 – 2019
To encourage all to live a life beyond belief; a life in the Kingdom; a life that gives hope.
Can see and explain hope in the person of Jesus and the message of His gospel; practitioners generate circumstances that elicit a ‘hope giving’ response; children take the risk of arguing for something they believe in and defending their position; children recognise the joy of arguing for truth and feel the hope this gives when seen in others.
To be prepared to engage meaningfully – intellectually, politically, emotionally and socially – with the world, having the words not only to think but also to say.
A clear ‘how to’ guide encouraging children to develop in confident engagement; age-related activities and scenarios that enable children to rehearse a wide range of social and intellectual situations; children who know how and when to act for their own good and to the benefit of all.
To know a little about a lot and a lot about a little in our knowledge-rich curriculum so that key learning is discovered, practised and applied.
A series of Knowledge Books for our curriculum; confident coordinators, well versed in their subject, supporting colleagues; practitioners knowledgeable enough to share the unfolding journey of the subject; children, with a particular appreciation and aptitude, going beyond the confines of our studies.
To encourage and develop phronesis – practical wisdom – by applying knowledge in a range of situations and reflecting upon the consequences.
A scheme that develops practical wisdom through experiential problem solving; children gaining experience of applying their knowledge in a range of situations and to real-life problems; then reflecting upon consequences; so knowing when and how to ‘bend the rules’ and what that feels like; resulting in ‘better judgement’.
To improve display as a tool for learning, celebration of effort and to provide a rich learning environment that is co-constructed and belongs to the learner.
A whole setting display policy; all display is ‘learner-centred’; it evolves, imparts information, demonstrates knowledge acquisition and is owned and talked about by learners; children use display to remind themselves of learning; to reinforce learning; to explain their learning to others.
Success with our Intentions for 2017-18
To be brave
Children setting themselves challenging goals. Sharing their own ideas, not guessing what is in their teacher’s head. Sharing reasoning, even if unsure of outcome. Resisting peer-pressure. Any bullying is revealed quickly. No ‘bystanders’ to suffering. Honest appraisal. Challenging of underperformance. Acknowledge own mistakes. Aspire to perfection; risk disappointment. Happy to be own self wherever that leads.
To enable every child to ‘speak out’ to explain themselves and improve their lot(Conversation to debate)
Adult modelling and rephrasing; attentive listening; being consciously present; using Standard English; children confidently conversing with peers and adults, including strangers; Initiating and joining conversations, structuring content and ending politely; responding courteously to social and academic questions; using a wider vocabulary; precision of language; using spoken language to persuade, argue, debate, while being persuadable; adjusting response in light of prior comments
To recognise their role as workforce developers in school improvement and share this explicitly(Teaching School)
Recognising our role as workforce developers; understanding purpose of visit, job-role and expectations; illuminating what observer is seeing, how it fits with wider practice, and its impact; knowing children’s progress, age expectations and next steps; identifying ‘our’ practice: key workers, ever diminishing groups, readiness lines – learn, practise, fluent; explaining staffing structure; describing unseen practice – parent support, real-time reporting, gift days, outdoor learning, family at school . . .
To teach children to practise, problem solve and apply/explain with our curriculum(A modern trivium)
Time to learn, remember and recall knowledge; practice skills, and apply learning to new situations; children can explain their learning and its application; children learn different ways to acquire knowledge, skills and understanding for themselves not reliant upon a ‘teacher’ and accessible for life; children value practise; find fun in learning and recognise progress; use mistakes to improve; enjoy independent learning.
To identify learners with potential in each subject and develop opportunities to excel (Gift)
Staff and children find fun in learning; have intellectual curiosity taking them beyond the needs of the curriculum; a range of opportunities extend and enhance learning; the pearls chosen to report to parents relate to their child rather than the curriculum; subject coordinators will identify a ‘watch list’ and a star or two; by the time they leave all have identified a gift in themselves.
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