Learning: Making Life Extraordinary

Learning: Making Life Extraordinary

Every child should have the right to experience that great sense of awe and wonder that emerges during and following a powerful learning experience. The feeling of 'flow' and the profound growth that can come from truly self directed learning is a cornerstone of the development of successful life long learners. The desire to find out, to challenge, to engage, to analyse; hand in hand with the willingness to fail, to risk, to change. Society is greater than the sum of its parts. What a truly stunning place it would be if each and every one of us knew ourselves intimately, could relate to each other deeply and be open to real change, knowing we all have the skills to prosper together.

Schools are at the heart of what shapes who we are, how we see ourselves and how we view each other. A school can make a vital contribution to the future. It affects individuals and, by its very nature, it also has deep and lasting impacts on society. The potential 'butterfly effect' that is present in education is staggering. But potential is meaningless if left untapped.

A school is a complex system full of the most complex animal on the planet; the human. We are generally a social creature marked out by our ability to communicate, reason and adapt. If we are to construct an institution that provides a basis for future human success such a place would benefit from some key guiding principles.

Relationships
How we interact is at the heart of our success or failure. A school built on strong relationships is one that will achieve success. This must be present between adults, children and across the two groups also. Relationships based on respect, openness, empathy for one another and crucially, trust.

Trust
A relationship is worthless if it is built on sand. Real participation, real engagement, real change can only happen if people, both adult and child, say 'I trust you'. We must trust and ask to be trusted.

Responsibility
Real change happens when each and every one of us feels responsible. Responsible for ourselves, each other and for the environment. We become responsible for the trust others place in us. And they in turn are responsible for the trust we place in them.

Inclusion
You are you. Ask any mother of a new born; they truly are the most beautiful baby in the world! What a truly ordinary life it would be if we were surrounded by people identical to us. A future society built on collaboration and teamwork benefits little from people who have spent their entire existence looking in a mirror. Together we are stronger; our understanding, our tolerance, our hope. Rising to the challenge of all our individual needs is a responsibility that is collectively ours.

Standards
Children have the right. Parents have the right. Society has the right. We must have the highest expectations and search for the highest standards from each and every one. This needs to reflect across both adults and children. There is a need for the highest professional conduct and a deep respect for fellow humans amongst adults. There is a need for the highest expectations of effort and personal progress amongst pupils. While celebrating what is done well, we must always be ready to reflect and alter our course.

A school based on relationships, trust, responsibility, inclusion and standards. How do these principles manifest themselves in the day to day, week to week and year to year business of the school?

If a trusting relationship is to be nurtured and developed, quality communication must exist between those concerned. Whether it be a teacher clearly setting out the learning goals for the session to pupils, or a head teacher sharing the reasons for altering the timetable to support staff, the outcome of poor communication is common; poor outcomes. How we speak, what we say and and our non-verbal communications have a key influence on the development of trusting relationships. As BT say; 'It's good to talk'.

Through communication we make agreements. Whether they be verbal or written contracts, or even a facial expression, our communication binds us together. If we fail to 'do what we say' then it is highly likely that the other person with think just a little less of us. If this happens time and again, very soon the relationship between us will be non-existent. As will any desired outcomes, learning or otherwise. A sense of shared integrity is vital. Does each and every person do as they say? Is trust reinforced? Such conduct, if applied consistently, will help support high quality learning outcomes through better inter-personal relationships; greater willingness to risk; greater propensity to hope; greater desire to change.

'Consistently'. We are all individuals, highly valued within the personalised learning agenda. Yet to support extraordinary learning, we must ultimately come together. And if we are to work together well to reach the highest standards, we need to be able to rely on each other. That is adults relying on adults, children relying in adults and children relying on children. If a child is to trust your word as the teacher, you must be consistent in your application. If the child is to trust all adults in school, all adults must be consistent in how they support, lead and guide children.

All stakeholders must have the highest expectations of each other. Anything that is not good enough should never be 'walked past'. The presentation in English books. The way a visitor is spoken to by administration staff. The monopolisation of meetings by certain talkative staff. All have a responsibility to advise, remind and lead. Children's learning is core. Making life extraordinary.

As the man from the Pru' says 'We wanna be together'. Providing an environment that leads to better outcomes for individuals and society cannot happen through the endeavors of the few, no matter how hard working. Sharing knowledge, resources, time and talents can have an exponential effect. Utilising community links, developing wider use of school resources and working together are vital to the added value of a school. Yet, we cannot 'be together' just for today. Staff may come, head teachers may go; pupils certainly do. Such change, this transiency, can have a devastating effect on outcomes for children. Learning can remain very ordinary. In order for what you are to remain a reality, how you do things must be sustainable. Not dependent on individuals. Pupil centred. Learning centred.

What learning is going to take place? Bobbitt says that a curriculum should be 'the course of deeds and experiences through which children become the adults they should be, for success in adult society.'(sic). In the 20th century our fathers had between 5 and 10 jobs during their working life. It is highly likely that workers in the 21st century, facing an increasingly de-industrialised labour market, will have many more jobs; these will be more varied and inevitably for shorter periods of time. Recent reviews of curricula at all age levels, from the Cambridge Primary Review, the Rose Review and the interest in schemes such as the International Baccalaureate, all point toward a need for a less content driven agenda, that is skills based and more project led. Much of the current statutory schemes are in danger of preparing children for a world that no longer exists. If learning is to truly make life extraordinary, the skills that children develop and the experiences they have must be real, relevant and powerful. Such a curriculum must have at its heart core transferable skills. The proposed new primary curriculum divides these 'essentials for learning and life' into Literacy, Numeracy, ICT, Thinking and Learning, Personal and Emotional and Social Skills. The revised secondary curriculum articulates six key Personal, Learning and Thinking skills (PLTs). The worm is turning. The 'extra-' is being ever so slowly dragged in front of ordinary.

The highest standard of curriculum, fit for purpose to prepare pupils to be life long learners in a rapidly changing environment. A curriculum that is enriched with wider activities, visits and clubs. A curriculum that is extended to break down the barriers of 9-3 structures. A curriculum that teaches learning and skills, not just facts. Currently in an inner city primary school near you, there are classes of children where the majority are receiving speech and language support. Yet ours is now a world that relies on effective communication. We need to give pupils the opportunity to talk. Talk about their learning; with each other; with adults. Talk about their feelings. To build the relationships. To build the trust.

It is not possible to rely on one model. Chalk and talk may be allowed to return, as from the grave, for snippets of each day. ICT may be exploited to provide an outstanding learning experience. Pupils may work alone. They may work in groups. They may present. They may write. If the purpose of our curriculum is to prepare our children for being a success in adult society, it must in some way replicate that society; in all its complexity and its contrasting simplicity.

Ofsted judge learning outstanding if;
"The pupils acquire knowledge, develop understanding and learn and practise skills exceptionally well.... They have developed resilience when tackling
challenging activities in a range of subjects. Their keenness and commitment to succeed in all aspects of school life and ability to grasp
opportunities to extend and improve their learning are exceptional...."

It is not a check list. We must concern ourselves with outcomes for children. Enjoying and achieving in learning is vital. But we must also ensure through our constructive relationships and inclusive approach that children are safe. Our high standards must extend to achieve healthy young people. The thread of responsibility must allow pupils can make a positive contribution and be truly ready to step into the world as adult and succeed.

Who are you?
Learning is what a school does. The principles of Relationship, Trust, Responsibility, Inclusion and Standards underpin the learning. Everyone; pupil, teacher, support staff, parent, Governor, the community must know who you are and what you stand for. The message must be everywhere. Noticeboard; newsletter; conversation; community event. Everyone of the stakeholders must see a bit of themselves in you. They must 'buy in'. They must be given the responsibility to contribute. The pupil who chooses to walk to the shop in their school jumper because that are proud of what they are part of. The staff members who choose to live in the school community because that are proud of what they are part of. The member of the community who attends school events despite having no family in school; because they are proud of what they are part of. Learning can be powerful. It can transform. It makes life extraordinary.

Every child should experience an outstanding education. Every child must feel the 'flow' of learning. Every child can lead an extraordinary life.