Learning Powers at Lanchester
At Lanchester we are focussing on encouraging the use of growth mindset with the children. We hope that this will promote independent and resilient learners. We are doing by promoting learning powers across the school. We have introduced four powers that we expect to see in all children during our lessons at Lanchester. The four powers are: Independence, collaborative learning through Giving and Taking turns, Reflection and Adapting to changes. Each of the powers have taken on animals to represent the power. Incy independent (a spider), Chip Change (a chameleon), Remi Reflective (a raven) and Gideon Give and Tayla Take (a meerkat). The children helped name the animals and are able to be awarded the teddies if they have demonstrated the powers.
Power of the week: Change
The powers are on a three week cycle.
Spiritual, Moral, Social, Cultural Development
All year groups keep an SMSC folder where they record the experiences their children have had throughout the year.
The spiritual development of pupils is shown by their:
* Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life.
* Interest in and respect for different people’s faiths, feelings and values.
* Sense of enjoyment and fascination in learning about themselves, others and the world around them.
* Use of imagination and creativity in their learning.
* Willingness to reflect on their experiences.
The moral development of pupils is shown by their:
*Ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England.
*Understanding of the consequences of their behaviour and actions.
* Interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.
The social development of pupils is shown by their:
* Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.
* Willingness to participate in a variety of community and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.
* Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. The pupils should also develop and demonstrate skills and attitudes that will allow them to participate fully in, and contribute positively to, life in modern Britain.
The cultural development of pupils is shown by their:
* Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others.
*Understanding and appreciation of the range of different cultures within the school, and further afield, as an essential element of their preparation for life in modern Britain.
*Knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
*Willingness to participate in and respond positively to: artistic, sporting and cultural opportunities.
*Interest in exploring, improving their understanding of, and showing respect for, different faiths and cultural diversity.
*Understanding, acceptance, respect and celebration of diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.