Oppening Minds Campaign Poster
Oppening Minds Campaign Poster
Oppening Minds Campaign Poster
RSA Competencies
Key Competencies
Competencies for citizenship
Individual Competencies
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Morals and ethics Making a difference Diversity Technological impact Learning styles Reasoning Creativity Positive motivation Key Skills ICT Skills
Adolescence Challenges
= Biological changes = Cognitive development = Psychological development = Social restructuring = Moral and Spiritual growth These changes make it even more it is important that children are being educated, not only with the subject knowledge, but with the skills that will prepare them for their future. This includes all the mental tools that they will use to manage situations, relate to people, manage information, how to learn and how to lead (Flavell et al., 2002; Kuhn & Franklin, 2006; Moshman, 2005).
= Research = Reflection
Time Management Coping with change Feelings and reactions Creative thinking Risk taking
Pedagogical reasons of development? Perceptions of qualities needed for success in Secondary school
The RSA Opening Minds pedagogical areas for development is aimed at improving both academic subject knowledge and practical skills development .
= According to Educationalist Mick Brookes the transfer arrangements between primary and
secondary school should be seamless, however this is not the case within the present education system within the UK (Brookes, 2011).
Opening Minds makes children more competent and produce a positive attitude for learning as an innovative competency curriculum in year 7 that aids transition from primary to secondary school, using a thematic approach to support the development of learning skills. Interesting links are made across subjects to encourage the development of pupils personal and social skills and to make learning more relevant for them. (Ofsted cited RSA Website).
= Students have described Opening Minds as an integrated curriculum which works well because
you have a chance to learn how to learn, which seems to make everything clearer, before doing a lot of team building work that will help you later in life (St Phillip Howard School, 2011).
Childrens perceptions
Parents perceptions
Teachers perceptions
Academic Subjects
General Academic skills Social skills Time management Focusing on task Behaviour Confidence Ability to adapt Transition support activities Homework skills Study and research skills Communication skills Organisational skills Independence Discussing Problems
Data from: Zeedyk, M.S. Gallacher, J. Henderson, M. Hope, G. Husband, B. & Lindsay, K. (2003). Negotiating the Transition from Primary to Secondary School. School of Psychology International. 24, 67-79.
Campaign progress
Background
In September 2010 Richmond Park Academy, previously Sheen Secondary school, gained the Academy status after a committed group of parents from local Primary schools, the Parents Promoted Foundation (PPF), worked with the school to find ways to improve standards. Educational provider Academies Enterprise Trust (AET) was brought in to support the change and government responded by funding building improvements worth almost 10 million. However, Richmond Park Academy have many challenges to overcome to win the favour of the local community. No local primary schools are currently feeding into the Academy and when selecting secondary schools, parents choose schools further afield within the Borough of Richmond, or even outside of borough. As an underperforming school scoring bottom of the borough league table and with a reputation for poor student behaviour, the intake has been below capacity. Zac Goldsmith, MP for Richmond Park wants this to change. He officially opened the school on 18th February 2011 stating his delight. There have already been signs of progress, and judging by the public meetings I have held, the reaction from the community has been positive. But as ever, there is a lot more to do. Paul Hodgins, Richmonds cabinet member for schools is also onboard in improving the school and hoping to establish a Sixth Form at the Academy which currently only extends to Year 11. An innovative Community Board, made up of parents from local schools and other interested community members has been created with the aim to keep the direction of the new Academy in line with what the local community wants. Representatives from all the local primary schools have been established as part of the Community Board and they are drawing up a reciprocal list of what is required between the Academy and the primaries. The Academy is looking to create a succesful primary to secondary transfer programme and as such, RSA Opening Minds fits well with the school aims to inspire in their learners:
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Aspiration and ambition Pride Citizenship within their communities Work-related skills
As part of the building project for the new Academy, a dedicated space for Year 7 children, entering the school in September 2011 is being erected to support the transfer between the primary and secondary environments. The Learning today, Learning Tomorrow campaign is establishing interest in the RSA Opening Minds programme amongst parents of local primary schools, within the Community Board and with children from both local primary and the Academy.
= Relationships have also been made with trustees of the Academy, = Contact has been established with St Johns Marlborough who
successfully run RSA Opening Minds as a transfer programme for their cluster primaries. A talk at Richmond Park Academy on the benefits is being arranged.
Website of interest
www.rsaopeningminds.org.uk/ www.richmondparkacademy.org/ www.academiesenterprisetrust.org/ http://communityboard4rpa.blogspot.com/
Opening Minds, Sara Candy, to gain support on how to establish interest and assuring the accuracy of key information.