There are other policy documents that fall within the auspices of the School’s ‘Equal Opportunities Policy’, i.e. policies on Differentiation and the Aims and Objectives contained in the school prospectus. In addition to these three policies there are several other areas of education that need to be separately mentioned in a comprehensive policy on Equal Opportunities, i.e.
- Teaching styles.
- Entitlement of access to the whole course of study.
- Progression within the course of study.
1. Teaching styles
There are a few strategies which are fundamental to the teaching styles at the School:
- Pupils experience a variety of experiences/activities during a course of study and during a lesson if possible.
- There are many opportunities for individual and/or group activities. Co-operative group-work can enhance communication, social and critical thinking skills.
- There will be occasions when the whole class is taught the same basic concept – this develops listening and learning skills that are crucial to a successful education at primary/secondary school and beyond.
- Staff will encourage pupils to pursue a piece of work over a period time e.g. project work and practical investigations, where research is carried out – possibly using a library.
- Staff encourage the development of higher order skills such as formulating hypotheses, testing others, drawing conclusions from evidence and clarifying their own values.
- Staff encourage pupils to formulate questions and to seek answers for themselves.
2. Entitlement of access to the whole course
Some pupils may work at a faster pace and/or study more extension work than others. Differentiation is the means by which different pupils achieve different results and levels of achievement. The time at which the class teacher will direct a pupil onto a higher level is purely dependent on the stage of cognitive development reached by the pupil and not on his/her age.
3. Progression within the course of study
There is an implication in the way that the National Curriculum is set out, in the apparent hierarchy of levels, that pupils learn fundamental concepts in a linear fashion. This is not necessarily the case and much care needs to be exercised in the construction of a scheme of work. We accept that some pupils make what appears to be erratic progress through the levels. For this reason our Scheme of Work is a spiral/progressive system that allows, in as much as is possible, for concepts to be revisited.