2. Objectives: 1)To explain Homefield
curriculum: structure, focus and aims.
2)To discuss teaching & learning and
assessment.
Homefield
EYU
Senior
Department
Hom
efield
Junior
Department
3. 1.
2.
3.
4.
To explain Homefield curriculum:
structure, focus and aims.
To discuss teaching & learning and
assessment.
To inform about relevant research findings.
To give references for further reading.
Dr J. Goodman Academic Director
4. Focus on social and emotional development
EYU
Jnr Dept.
•Introduction to reading, writing and numbers
•Some early subject specialisation
Developing greater learning independence and basic skills
•Focus on literacy and numeracy
•Greater subjects specialisation and introduction of extra-curricular
activities
•Year 3: transition year
Broad and balanced curriculum focused on pupil learning
Snr Dept.
•Full subject specialisation and full extra-curricular programme
•Ability setting and streaming
•Extended curriculum: national curriculum blended with prep school
curriculum (CE/Scholarship)
Dr J. Goodman Academic Director
5.
To provide age and ability appropriate education
and prepare for next stage/next schools
To develop learning independence: to empower
pupils to take charge of their learning
To develop love of learning
To develop reasoning, problem solving and
creativity
To provide many learning opportunities, including
participation in extra-curricular activities
To develop pupils socially and emotionally as
rounded, responsible individuals
Dr J. Goodman Academic Director
7.
Punctuality and good attendance
Effort as key element of success
Adherence to school policies and respect for school
rules
High expectations of individual achievement and
progress at own level
Participation in extra-curricular activities
Correct uniform and all required
equipment, including games kit
Homework deadlines met
Good manners and conduct at all times
Dr J. Goodman Academic Director
8.
Variety of teaching methods are used as
appropriate
Teaching aims to engage pupils fully in their
learning through collaborative learning
activities, independent learning peer and selfassessment, target-setting and self-evaluation
Focus on formative assessment: on-going
assessment with feedback for improvement
Baseline assessment data to inform
teaching, progress monitoring and intervention
as appropriate
Dr J. Goodman Academic Director
9.
Progress at own level (individualised learning)
Ability grouping as appropriate: grouping reflects
situation at a given time and is not a predictor of
future performance or an indicator of future
particular group/set membership
Formative feedback (oral or written) with focus on
next steps in learning and how to achieve them
(not grades!)
Summative assessments at regular intervals to
assess independent performance , to give
independent practice and to provide feedback to
future teaching and learning
Dr J. Goodman Academic Director
10.
Focus on effort and “having a go” - very
important to learn from own mistakes
Learning at all costs
Caring about learning more than caring about
grades
Important for parents to understand too
Dr J. Goodman Academic Director
13. Fixed
mindset
• Look clever at all costs; belief in ability
rather than effort
• Hide mistakes and deficiencies; afraid
to try and blames others for own
failings (teachers, material, resources)
• Defensive; give up
Growth
mindset
• Work hard – effort key to success
• See setbacks as natural part of learning;
capitalize in mistakes
• Take on challenges
• Achieve highly and successful learners
Dr J. Goodman Academic Director
15. Parental praise predicts
a child’s mindset and
desire for challenge.
Praising intelligence/ability turns
pupils off learning.
(C. Dweck)
Dr J. Goodman Academic Director
16.
Study skills
Focus on effort
Important for students to believe that their
potential is unlimited
Maintaining resilience in the face of setbacks
Praising effort not ability (person)
Dr J. Goodman Academic Director
17. Integral part of learning
Feedback for improvement
Aim: to develop learning autonomy
Dr J. Goodman Academic Director
20.
On-going development of reporting attainment
and progress
Focus on what has been already achieved and
what the next steps for learning are
National Curriculum levels have been
scrapped; schools to develop their own ways of
assessing progress
Considering a different format of “Parents’
Evenings” with pupil involvement, targetsetting and evaluation; exploring better use of
e-media for improved engagement
Dr J. Goodman Academic Director
21.
Encouraging communication with subject
teachers, tutors and Heads of Subjects as
appropriate
Working together for the benefit of every pupil
Homework Diary (signed
weekly), emails, telephone calls and personal
appointments; Fronter (VLE) development
Early identification of any issues
Expert and informed advice on next schools
TRUST
Dr J. Goodman Academic Director
23. Dweck, C. (2012). Mindset: How You Can Fulfil Your
Potential. London: Robinson.
Links to my publications on assessment on my
website:
www.cromwell-consulting.com
Blog:
http://drjoannagoodman.blogspot.co.uk/
Dr J. Goodman Academic Director
