Southwater Junior School

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Southwater Junior School

• Helping your child to succeed
• Thursday 4th October
• 1.30 p.m. 7.00 p.m.

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• The Southwater Way
• Learning for Life

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Skipping to school

• In a society where most children have a computer,
  the internet, e-mail, multi-channel television,
  an i-pod, a play station, and a mobile phone
• what is it that its worth turning up for?

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Preparing our children for their futures

• 80 of the jobs available when our children
  leave school dont yet exist

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What world are we preparing our children for?

• In 1949 the following question was asked by
  experts
• By the year 2000 do we think there will be a
  computer that weighs less than a ton?

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What world are we preparing our children for?

• and when IBM were asked how many computers they
  thought they would sell the answer was 5!

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What world are we preparing our children for?

• There is more computer power in a mobile phone
  than sent Yuri Gagarin into space, and more in a
  car than NASA used to land Neil Armstrong on the
  moon

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So is it any surprise that?

• Education only flourishes if it successfully
  adapts to the demands and needs of the time
• (QCA Futures)

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What do you want to know at the end of the day!

• Spend a few minutes jotting down the questions
  you ask your children to find out about their day
  in school.

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Learning v Performing
Learning orientation Belief that effort leads to
success and that there is a need to improve ones
competence It is important to Improve personal
scores and learning Improve personal performance
in chosen activity Challenge oneself in difficult
tasks Take responsibility for own destiny
Performance orientation Belief that ability leads
to success and that there is a need to prove
ones competence It is important to be better
than others in Tests and exams Achieving high
levels of attainment. Races and competitions
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Quality talk

• Look at individual improvements (better today
  than yesterday)
• Enjoy your childs enjoyment and motivation!
• Value creativity of thought and action
• Encourage individuality in approach
• Help your child to overcome barriers

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How does your child deal with difficulties?

• Apply the answer always, sometimes, never to
  these questions.
• Does he/she
• Get really frustrated and blame someone else?
• Try to avoid the difficulty by doing something
  else?
• Stay rooted to the spot not knowing what to do?
• Want to be with you or with her friends?
• Need you to make her try harder?
• Go into a sulk?
• Compare herself with her friends?
• Try harder?

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Challenge and stress!

• There is a massive difference between challenge
  and stress, but only a very thin dividing line
  the problem for the teacher or parent is that
  each child will draw it in a different place!
• Children learn best when
• They are at ease
• They are comfortable with their environment
• They are switched on
• A STATE OF RELAXED ALERTNESS

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In the face of adversity
THE HUMAN BEING IS DESIGNED FOR SURVIVAL When
children are threatened or placed under negative
stress, instinctive behaviour predominates. Fligh
t behaviour Fight behaviour Freeze
behaviour Flock behaviour
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Retreating to the comfort zone
In conditions of high anxiety, children retreat
to Conservative choices Tried, tested and
familiar approaches The more vulnerable they
feel, the more quickly they retire to their
comfort zone. Find the threat (real or
imagined) and take steps to deal with it
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High challenge, low stress
Strategies to increase challenge and reduce
stress In the classroom -think, pair,
share. -give thinking time -have collaborative
brainstorming -allow pupil responsibility -make
and justify own decisions -encourage
creativity At home -avoid showing your own
anxieties -encourage decision making -dont
pressurise children to always be right! -try not
to over-protect your child
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How do you learn?

• VAK it!
• V visual
• A auditory
• K kinaesthetic

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How intelligent are you?

• Multiple Intelligences who are you most like?
• David Beckham
• Charlie Dimmock
• Mother Theresa
• Shakespeare
• The AA man
• Princess Diana
• Carol Vorderman
• Picasso
• Mozart

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Closing the gap

• The difference between what is achieved and what
  can be achieved.

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Walt and Wilf

• W.A.L.T
• W we
• A are
• L learning
• T to

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Walt and Wilf

• W.I.L.F.
• W what
• I Im
• L looking
• F for

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Too much pressure

• Expecting children to apply all they have ever
  been taught in any piece of work means we are
  treating every piece of work as a test.
• By selecting key criteria for each piece of
  learning we are enabling each child to work
  towards a focused achievable target and a
  successful outcome.

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What characterises deep learning?

• Relationships (within the classroom / school /
  parents / community)
• Curriculum which is relevant and exciting
• Linking the learning making the connections
• Pupils contributing to the learning journey and
  having ownership of their learning
• Exciting contexts for learning
• Steps and skills carefully modelled
• High quality resources
• Social and Emotional engagement with the learning
• First-hand experience learning with and from
  experts

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What characterises deep learning?

• Opportunities to become an expert
• Challenge
• Opportunities to talk, tease out ideas, to
  collaborate and learn with and from one another
• Child-centred assessment for learning
• Creating new knowledge
• Learning to learn and understanding themselves as
  learners
• Celebrating the learning
• Time for reflection

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Lifelong learning attributes

• 3Rs 3Ps
• Responsibility Persistence
• Resourcefulness Problem solving
• Resilience Positive thinking

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