At the core of our curriculum are philosophical ‘big questions’ which are posed at the beginning of every unit of work the children cover. These questions generate a number of discussions involving children in active learning, allowing the children to contribute ideas in a number of ways, as well as to listen and respect the opinions of others. From this, pupil voice leads the way of the learning process, with pupil’s initial discoveries, findings and questions, used to map out how the learning for the rest of the unit of work should take place. At St John’s, we feel teaching to pupil’s interests and allowing children to ask their own questions to inform their learning, is imperative to the children’s success.

Speaking and listening opportunities are littered through our day to day teaching and in our curriculum. Once lines of enquiry are established from responses to the initial ‘big questions’, children are given the necessary skills, knowledge and understanding they need for each unit of work. There are opportunities to respond to effective questioning throughout lessons, to which the teacher can extend or deepen thinking or rectify misconceptions.

Feedback from teachers and from peers is a large part of allowing for time to learn and grow. Children work cooperatively, share ideas readily, listen, respond and become resilient when responding to feedback. Through the use of the ‘big questions’ they also become aware that not everything always has one definite answer, there are from for mistakes, as mistakes promote growth. Children at St John’s can become proud of their achievements, knowing that there are different routes to success.

Throughout a subject topic, the academic year and their time across the whole of their primary years, children are given regular opportunities to review their learning, and reflect how far they have come, and where they would like to aim.

Under the six school values, we have listed ways in which the values can be shown within their lessons. We encourage the children to show these values of learning in all that they do and we ensure that our children are praised when evidence of this is seen.

Friendship

• Listening
• Being a good talk partner
• Taking turns
• Supporting and encouraging others
• Being enthusiastic
• Working cooperatively

Love

• Feeling proud of ourselves and our work
• Having understanding and empathy
• Being passionate about our learning
• Believing that nothing is impossible
• Being ambitious

Courage

• Not giving up – showing determination
• Working hard and persevering
• Trying new strategies – asking what if …
• Not being afraid to make mistakes
• Asking for help
• Taking risks – exploring and investigating
• Allowing for imagination

Wisdom

• Making connections
• Learning from others
• Using learning in real life
• Making informed choices
• Recognising what you are good at
• Being curious

Forgiveness

• Not being too hard on ourselves
• Learning from our mistakes
• Being brave
• Never giving up – being resilient

Respect

• Knowing there are different routes to success
• Acknowledging the differences that we all bring
• Understanding everyone’s personal best is different
• Being prepared to work hard
• Participating positively