At Northlands we are committed to working hard, trying our best and striving to make the most of every learning opportunity. We are very proud of our positive learning community where everyone, adults and children alike, learn together to reach their potential.

 

We believe it is vital that in order to excel learners need to take ownership over their own learning, making decisions for themselves that both challenge, extend and support their progress.

 

To this end, Northlands ensures all pupils have the language, vocabulary and shared understanding of this Learning Journey.

 

 

The principles for teaching and learning at Northlands Primary School are underpinned by two key approaches - Meta-cognition and Self-regulation.

 

Meta-cognition is developing pupils knowledge of how they learn. Meta Cognition teaches pupils to see themselves as a learner and develop their evaluation skills of their own learning and progress.

 

Self regulated learners are aware of their strengths and weaknesses and can motivate themselves to engage in and improve their learning

 

Metacognition and self-regulation approaches aim to help pupils think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring and evaluating their learning.

Metacognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of seven months’ additional progress. (EEF Education Endowment Foundation)

 

At Northlands these approaches to learning are known as 'Learning to Learn'

Pupils are taught to develop their meta-cognition skills and self-regulation through 'The Ten Learning To Learn Agendas'.

Each of the agendas is explicitly taught to equip pupils with the skills, knowledge and attitudes to become successful, life-long, reflective learners. Moreover, to develop a level of independence and owner ship of their own learning journey. School staff and a team of selected pupils (The Learning to Learn Ambassadors) lead on promoting the L2L agendas.

                                                                  

 

Through the 'Ten Agendas of Learning to Learn' school staff and the 'Learning To Learn Ambassadors' aim to ensure that:

 

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NAPE

 

 

Pupils are taught to select their level of learning in each task, or at the beginning of the week, with a view to working towards becoming an 'Expert.'

 

Pupils use the schools NAPE system to select their level of learning. Pupils are taught to assess for themselves if they are a:

Novice = New to this particular subject or area of learning

Apprentice = Have some prior knowledge, skills or expertize but require support and guidance.

Practitioner = Is able to competently tackle the learning but needs time to practise and consolidate

Expert= Is ready to the most challenging level of learning (Mastery).

 

 

 

 

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Learning to Learn in Action

 

 

 

Peer Assessment

 

 

Pupils reflect on their learning.

 

 

Pupils write written reflections on their 'Learning Journey'

 

Pupils review tasks and select their level of learning

 

Pupils respond to feedback

 

 

Pupils mark their peer's work

 

Pupils select and use resources to support their learning

The Learning Ambassadors

 

 

Our Learning 2 Learn Ambassadors are a pupil leadership team responsible for promoting 'The Ten Agendas' of 'Learning to Learn'. Each month they hold a whole school assembly where they promote one of the Ten Agendas and set the school a ' Learning Mission'.

 

Some of our previous mission have included; developing the use of peer marking 'Purple Pen'; promoting positive attitudes towards feedback and encouraging pupils to 'move on' their learning.

The assemblies are presented through news reports, drama, dance and presentations; the audience is often encouraged to participate.

 

Previous Missions