TEACHING, THINKING & LEARNING

The following three documents highlight the principles that underpin all that the teachers work towards with the pupils at ISB.

TEACHING

"Children are entitled to an environment where they feel secure and comfortable, where their contributions are valued and there is respect for any differences in others arising from race, gender, ability or disability and learning styles."

We will encourage this by :

Communication :

· regularly assess pupils' progress using both formative and summative planned assessments, (including pupil self-assessment), which are free from discrimination and related to what has been taught in the classroom, whilst providing clear diagnostic feedback to aid future planning, setting of targets and progress;

· set challenging targets for and with pupils, which will take into account their knowledge, experiences, interests, weaknesses and strengths, learning styles and intelligence;

Creativity :

· offer a curriculum that provides continuity, progression and rigour;

Cultural and environmental understanding

· Where possible build on the knowledge, interests and cultural experiences of the pupils, this needs to be integrated into planning;

Personal, social and health :

· create a teaching environment which ensures all pupils are included and their needs are catered for;

· develop and sustain an environment where the development of pupil's self esteem, confidence and high personal expectations are nurtured;

· provide an environment where pupils take responsibility for their own actions and where all forms of bullying and harassment are not tolerated;

Learning Styles :

· use differentiation and individual targets to ensure that each pupil is challenged;

· recognise and use a range of teaching and organizational approaches to address the variety of learning styles and intelligences of our pupils. 

THINKING

"Good thinkers aren't born, they're made." (Edward De Bono)

At ISB we will promote this through

Creativity :

· plan questions to challenge all ways of thinking; questions that encourage children to go beyond given knowledge and allow them to use their imagination and explore any possibility in all areas of the curriculum ;

Personal, social and health :

· make children aware of a range of thinking skills and help them to develop independent strategies that work for them ;

· provide a classroom climate that will encourage children to doubt, challenge and make mistakes in a planned and supported way ;

Learning Styles :

· Provide an environment where children are given opportunities to develop and explore thinking skills in a variety of visual, auditory and kinaesthetic way ;

· Ensure that we are aware of each child's particular abilities and ensure that appropriate experiences (De Bono, Bloom, Gardener etc) are provided to promote each child's potential ;

· Provide students with the resources and skills to cope with these different ways of thinking.

LEARNING

At ISB we want children...

"To grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and the knowledge that they make a valued contribution to society. (Patricia A McGee)

Children will learn :

Communication :

· listen and communicate, both verbally and non verbally with other children and adults;

· question and offer theories about the world around them ;

· collaborate in the setting of targets, which are achievable and challenging and that build on their knowledge, experiences, interests, weaknesses and strengths;

Creativity :

· develop creativity and problem solving skills across the curriculum ;

Cultural and environmental understanding :

· share and build on their interests and cultural experiences of their family, home country and beyond ;

· understand and appreciate other cultures and their diversity ;

· actively participate in and learn about environmental conservation ;

Personal, social and health:

· take responsibility for their own actions within the learning environment, including conflict resolution ;

· develop self esteem, self confidence and high personal expectations ;

· understand the need for personal hygiene and keeping oneself safe ;

· be aware of the need for regular physical exercise and a healthy diet ;

Learning styles:

· be aware of learning outcomes ;

· Recognize how to use their learning styles and multiple intelligences effectively.