This vision values a broad curriculum across the whole range of school subjects’ – ‘creativity – how does you timetabling and staffing reflect this, and what impact does your curriculum have on pupils’ wellbeing? What impact on staff wellbeing does the pressure to achieve test results have, and what difference could it make to broaden the school’s aims be a good person, citizen, parent, ‘to employee’? Educating for Hope and Aspiration How could the relationships within your staff team help you deal better with drama of ‘the ongoing life’ in terms of the way that you the future’? ‘approach What kind of resources does your school have for repair and renewal’ and what impact ‘healing, does this have on your staff and pupils’ wellbeing? Do you ever let experiences have the last word’? How could you embody hope as leaders ‘bad of learning? Are you a reservoir of hope? What practical steps could you take to improve this? Educating for Community and Living Well Together We are involved with others, utterly relational’ to what extent do our relationships ‘inextricably – contribute positively to our as staff? If our school was known for being a institution’, what would we actually see in terms of ‘just pupils’ wellbeing? To what extent do you see your pupils together’- what would you like to see more of, ‘flourishing and how could you achieve this? Educating for Dignity and Respect How did the lesson you taught today demonstrate the dignity with which you see your pupils? If your are of worth’ how do you reflect this in the way you treat one ‘ultimate – another? School Leaders Exemplar Approach 4: gaps in achievement’ ‘Gender Educating for Wisdom, Knowledge and Skills Good schools confidence and delight’ - How does your teaching and learning reflect the ‘foster different ways that boys’ grow in confidence and in what ways do they learn to experience and embrace failure well? and girls want to succeed just as much as each other it’s just that boys want to achieve “Boys – without trying” how could your pastoral work develop boys’ intelligence’ more – ‘emotional specifically to address this self-awareness? Do you teach boys with and daring exploration’ and how does your timetabling in ‘imaginative the middle years positively discriminate to give them the best chance of keeping pace with faster-maturing girls?
This vision values a broad curriculum – ‘creativity across the whole range of school subjects’ – how does you timetabling and staffing reflect this, and what impact does your curriculum have on pupils’ wellbeing? What impact on staff wellbeing does the pressure to achieve test results have, and what difference could it make to broaden the school’s aims ‘to be a good person, citizen, parent, employee’? Educating for Hope and Aspiration How could the relationships within your staff team help you deal better with ‘the drama of ongoing life’ in terms of the way that you ‘approach the future’? What kind of resources does your school have for ‘healing, repair and renewal’ and what impact does this have on your staff and pupils’ wellbeing? Do you ever let ‘bad experiences have the last word’? How could you embody hope as leaders of learning? Are you a reservoir of hope? What practical steps could you take to improve this? Educating for Community and Living Well Together We are ‘inextricably involved with others, utterly relational’ – to what extent do our relationships contribute positively to our as staff? If our school was known for being a ‘just institution’, what would we actually see in terms of pupils’ wellbeing? To what extent do you see your pupils ‘flourishing together’- what would you like to see more of, and how could you achieve this? Educating for Dignity and Respect How did the lesson you taught today demonstrate the dignity with which you see your pupils? If your are of ‘ultimate worth’ – how do you reflect this in the way you treat one another? School Leaders Exemplar Approach 4: ‘Gender gaps in achievement’ Educating for Wisdom, Knowledge and Skills Good schools ‘foster confidence and delight’ - How does your teaching and learning reflect the different ways that boys’ grow in confidence and in what ways do they learn to experience and embrace failure well? “Boys and girls want to succeed just as much as each other – it’s just that boys want to achieve without trying” – how could your pastoral work develop boys’ ‘emotional intelligence’ more specifically to address this self-awareness? Do you teach boys with ‘imaginative and daring exploration’ and how does your timetabling in the middle years positively discriminate to give them the best chance of keeping pace with faster-maturing girls?
unpacking_the_vision_-_ethos_enhancing_outcomes_-_8_exemplars_for_school_leaders.docx