Policy for Study Work
The subject areas are linked to provide a holistic framework which we
call Study Work. We believe the Study Work approach allows us to
concentrate on quality of teaching and learning and quality learning
outcomes.
There are no ‘happy accidents’ in Study Work, the approach succeeds
or fails on the strength of the teacher’s planning. The teacher must
exercise rigour and integrity in conceiving the links between subject
areas. Where a unit of work does not link into the terms study work it
must stand-alone. The selection of relevant texts and materials to
stimulate learning is time-consuming and must be determined in
readiness for resourcing and planning to be in place for the start of
term. Visits or visiting specialists extend the field of learning.
Interactive displays are visible in the classroom and provide a stimulus
for ongoing work. A classroom is a workshop not a gallery and working
displays model work or quality across the curriculum; the display leads
work and is added to as work progresses.
The balance of teacher directed and pupil generated work involves
negotiation with individuals and promotes the children’s ownership of
the learning. Differentiation is implicit in our teaching approach, usually
by teaching input and by learning outcome. A variety of teaching
strategies allow the child to experience whole class, group and
individual learning with opportunities for collaborative work and peertutoring. The child should become a self-resourcing, independent
worker who assumes responsibility for his own learning. Older children
may be given the opportunity to exercise an element of choice and
self-discipline through assignments with a specific time scale. They are
accountable to the teacher for managing their own learning. All
children should be able to discuss and explain their work and the
context of their Study work with their peers, parents, visitors and
teachers.
The Study Work should inspire a sense of ownership and celebrate the
individual’s work. A Study Work book should stand as an artefact of
quality, which endures the test of time. However, quality needs to be
interpreted in terms of the process that the child has experienced in
reaching the learning outcome. Too often quality is judged from the
value-judgements we have as adults in terms of presentation; we must
always look at learning and the impact of this on the child. Quality is
about scaffolding learning so that children achieve more than they
could have done without the input of a skilled and sensitive teacher.
Study Work is our way of offering a balanced curriculum. It is about
broad issues as well as specific activities. It is about creating an
enabling classroom ethos. It is about having high expectations of the
teacher and of the child.
Study Work is planned through a holistic framework to lead Medium
Term Planning. The non-core subjects are planned in this way including
Science and IT where appropriate. ‘Stand alone’ units of work may be
planned separately. A self- assessment sheet is included at the back of
the Study work book and can reveal how the child engaged with the
required skills, knowledge and concepts.
At The Berkeley children from Y1 to Y6 create 3 books a year and
their pride in this process is evident as is the very positive impact on
pupil progress.