Secrets of Success
Meta-cognition is the term used to describe learning about learning, or what learning consists of, and allows children to take charge of their learning because of that knowledge.
At Lydbrook, we use the following ‘Secrets of Success’ to promote personal development and positive attitudes to learning. The children have been involved in linking each of the Secrets of Success to forest animals and creating fantastic poems for each of the characters.
Within lessons, we recognise and celebrate how the Secrets of Success, or learning skills, help us to learn effectively and feel successful.
At Lydbrook Primary School we have designed a curriculum that is both relevant and engaging for our pupils. We implement the National Curriculum within exciting and memorable learning themes which take into account the local area and the skills which we feel would benefit our children as they move on through education and into the world of work. Therefore the foundation of our curriculum aims to support children into becoming successful learners, responsible citizens and confident individuals.
Our School has chosen key drivers that guide our thematic planning. These drivers ensure that the curriculum is relevant to the learning needs and interests of our children. They include:-
Language (and the development of oral presentation skills
Global Dimension and Environment
|RSE Planning Overview.pdf||[pdf 61KB]|
Creative Learning Themes
Our creative learning themes enable children to apply key skills in literacy and numeracy in meaningful contexts which inspire amazing outcomes.
We also place great importance on the acquisition and development of learning skills. These skills can be applied in any subject or context and are an important foundation for the children’s learning in all subjects and contexts, throughout their time in education and on into employment. In order to achieve success in learning skills we use a formula called “The Secrets of Success”. This identifies six key areas in order to become successful learners and confident individuals. They are:-
To try new things
- To work hard
- To concentrate
- To push oneself
- To imagine
- To improve
- To understand others
Shirley Clarke Research Project
Lydbrook Primary School has also been involved in action research led by Shirley Clarke, a leading educational researcher and author.
Through this research we have developed understanding and use of Growth Mindsets and how the brain works and grows alongside involving children and parents in planning learning journeys linked to our themes. This project embeds our school ethos, to produce confident, independent learners ready for the next phase of their education.
Lydbrook Primary School – SMSC and British Values
“Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.”(Promoting fundamental British values as part of SMSC in schools DfE November 2014)
What this looks like at Lydbrook Primary School
The spiritual development of pupils is shown by their:
ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
sense of enjoyment and fascination in learning about themselves, others and the world around them
use of imagination and creativity in their learning
willingness to reflect on their experiences.
An engaging R.E. curriculum which looks at different religions through immersing children in the culture of the faith e.g. Holi festival with food tasting and paint throwing.
Remembrance Day events led by Hawks Class and church visits and celebrations.
Our inspiring thematic curriculum, particularly themes linked to our local history and environment of the Forest of Dean provides many opportunities for reflection and creativity in areas such as creative writing and art. Forest School lessons provide many creative and reflective opportunities for children in the Early Years.
Through our schools commitment to the Growth Mindset philosophy children are encouraged to think about their own learning and how they learn the best. Through immersion tasks, children reflect and are involved in planning learning themes. Assemblies and circle times where children are encouraged to reflect on learning and experiences.
Through speaking, art, music and writing children are encouraged to reflect and use their imaginations, for example an art Mindfulness project linked to “Feelings”.
The moral development of pupils is shown by their:
ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
understanding of the consequences of their behaviour and actions.
interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
All pupils are involved in the setting of class rules and agreeing sanctions for when rules are broken.
Anti-bullying policy led and agreed by the school council.
School council are involved in the setting of whole school and playground rules. Rules and sanctions are applied consistently throughout the school.
Class discussions in R.E. and PHSCE e.g. circle times and in Upper Key Stage 2 debates
Involvement, through school council led plans, in environmental issues.
The social development of pupils is shown by their:
use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
Children work with others in a range of different contexts in and out of the classroom.
They are encouraged to cooperate with a wide range of peers, for example through the weekly changing of learning partners using random selection.
The pupils have many opportunities to work for the school community as well as outside organisations. Examples include school council, sports leaders, Eco councillors. Also links with organisations such as the Wildwood Project, linking young people with older members of the village community.
Year 6 pupils volunteer to take on additional responsibilities, for example office monitors.
Lydbrook School participates in a range of national fundraising activities including Children in need, Comic and Sports Relief as well as UNICEF. We use these opportunities to talk to pupils about those less fortunate than themselves raising awareness about the lives of children in Britain as well as other parts of the World.
Children in all classes develop confident oracy skills through presentations such as Class assemblies where they present their classroom learning for parents and other members of the school communities.
The cultural development of pupils is shown by their:
understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
Through our lead role within the Foresters’ Forest project, pupils at Lydbrook Primary School are immersed in the rich cultural heritage of their own local area. They learn about different cultures through the R.E. curriculum and through historical and geographical work linked to other areas of the world. Our French curriculum links to the cultural heritage and daily lives of the French people.
Annual School council elections provide opportunities for democracy in action. Pupils are elected after providing a manifesto and answering questions from classmates. A secret ballot follows and at an age appropriate level, children learn about how democracy works in Britain.
We provide many opportunities for the arts and sport for example, Participation in Young Voices, instrumental tuition, drama productions; successful sports teams including Netball, Tag Rugby, Athletics and Multi-Sports. Our corridor display shows many of the memorable, enriching learning experiences throughout the year. The school holds the Sportsmark award.
Through our rich and varied curriculum the pupils at Lydbrook learn about and celebrate the cultural diversity of our country. Although we have only a small number of pupils from ethnic minorities we take every opportunity to celebrate theses cultures by learning about them from one another.