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.