ABOUT PERRYFIELDS

Learning Powers

Open the tabs below to read all about our five Learning Powers.

COLLABORATIVE

DICTIONARY DEFINITION

Involve or done by several people working together.

PUPIL DEFINITION

To be able to positively interact with others as part of a group or team.

TEACHER SUPPORT

To use classroom layout to best suit how you wish pupils to access the learning. Change the layout where needed or necessary.

Is the planned activity best delivered and learnt through a group task? Does the activity require collaboration?

Teach pupils how to lead and collaborate. Value all pupils’ contributions and outcomes in the tasks. Use of stickers to promote success.

Language of Learning Powers used consistently across the unit to embed the Learning powers into the ethos of Perryfields.

SUCCESS CRITERIA

• I can be a useful member of any group or team
• I can listen to others
• I can share my own ideas
• I can take part in discussions and listen to others point of view and ideas.

RESILIENT

DICTIONARY DEFINITION

Able to feel better quickly after something unpleasant such as shock, injury, etc

PUPIL DEFINITION

To be able to withstand or recover quickly from difficult conditions or situations.

TEACHER SUPPORT

Help pupils to explore their thoughts to think of another way of doing something. A way they have used before, one another pupil is using or a new one they can think of.

Talk to the children about the ‘Learning Pit’. Discuss through the visual of the pit where they get stuck and develop their learning and understanding that learning only takes place after we have been stuck.

Use of stickers to promote success.

Language of Learning Powers used consistently across the unit to embed the Learning powers into the ethos of Perryfields.

SUCCESS CRITERIA

• Is there another way I can do this?
• Who can I ask?
• What can I look at? (working wall, toolkits)
• Remember the Learning Pit

REFLECTIVE

DICTIONARY DEFINITION

Thinking deeply about things.

PUPIL DEFINITION

To think about what has gone before and think how they could do it next time.

TEACHER SUPPORT

Use questioning to scaffold pupils questioning; How…? Why…? What would you do next time/differently?

Set up activities and lessons that have reflective time as a plenary or mini plenary, engaging children to think if they are on the right track or can they think of an even better idea?

Involve children in lesson planning.

Use of stickers to promote success.

Language of Learning Powers used consistently across the unit to embed the Learning powers into the ethos of Perryfields.

SUCCESS CRITERIA

• What happened?
• How did the activity go?
• Would I do it differently next time? How?
• Was it the best way/choice?

INDEPENDENT

DICTIONARY DEFINITION

Done or given by someone who is not involved in a situation and so is able to judge it fairly and independenty. Not connected or influenced by something or someone.

PUPIL DEFINITION

To complete tasks and learn without direction from a peer or adult. An independent learner takes responsibility for their own learning.

TEACHER SUPPORT

Use questioning to scaffold and lead pupils into thinking for themselves. Use higher order questioning, open ended questioning to promote thinking and problem solving.

Encourage collaboration and give pupils regular opportunities to complete small group activities and tasks, this will encourage learning from each other and reduce adult led.

Use of stickers to promote success.

Language of Learning Powers used consistently across the unit to embed the Learning powers into the ethos of Perryfields.

SUCCESS CRITERIA

• I can use things in the environment to support my learning.
• I have completed a task on my own.
• I am learning on my own.
• I know what to use; toolkits , learning wall, peers,

CURIOUS

DICTIONARY DEFINITION

A strong desire to know about something

PUPIL DEFINITION

To be interested in finding out information. To be inquisitive to learn new things.

TEACHER SUPPORT

Use questioning to support pupil engagement in deeper thinking. How can we find out/discover? What can we find out/discover? How do we know?

Engage pupils in research type activities to encourage curiosity and wondering…I wonder…?

Use of stickers to promote success.

Language of Learning Powers used consistently across the unit to embed the Learning powers into the ethos of Perryfields.

SUCCESS CRITERIA

• I can ask questions
• I can find out using a variety of resources
• I am keen and eager to find out myself