A6: Changed approaches to Curriculum and pedagogy; Pupils as individuals

6a. Innovative approaches to the curriculum and pedagogy


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

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
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
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
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

Teaching is designed to increase the motivation of learners by stating the learning journey and negotiating some of the methods and activities used on that journey
A dialogue takes place between staff and pupils on matters concerned with personal learning so that pupils understand what and how they should learn
Target setting is supported by a quality tutorial system which ensures that all pupils have personal learning goals and the means to achieve them
Every child is valued and personalised learning is embedded within the ethos of the school
The school environment is caring and intensely supportive. Learners have a voice and a greater stake within the work of the institution.
Students have separate tutorial time and 'learning time', with access to PC workstations through ‘timetabled’ personalised learning sessions, to develop their knowledge and capability from the guidance previously provided by teachers

a Naace development