Building Lifelong Learning Skills

Print

The 5 R's for Lifelong Learning

People learn to acquire new, forget old skills throughout life. Thus, in addition to studying at school and university, there is also additional improvement and honing at home. However, we still try to present materials in portions and comprehensively in order to learn better and without internal forces, in this, by the way, helps us and prime-essay.net, where you can find or order useful materials.

Attitudes/Attributes Skills
Demonstrates ability to:		 Knowledge
Knows how:
Readiness
  • Motivation
  • Curiosity
  • Self-belief/esteem
  • Self-efficacy (optimism re the learning outcome, confidence and willingness to take risks)
  • assess and manage own motivation towards a task
  • set specific goals which connect to particular learning
  • achieve a positive learning state
  • manage own learning process
  • talk about learning in relation to a new task
  • to assess own motivation
  • to set goals and connect to the learning
  • to use a L2L language
  • to assess own preferred learning environment
  • to apply learning, including in different contexts
Resourcefulness
  • Learning from and with others
  • Learning creatively in different ways
  • Flexibility
  • Applying Learning
  • make most of own preferred learning approaches and environment, and those of others
  • develop and expand learning repertoire and to harness creativity
  • find and use information
  • communicate effectively in different ways
  • apply learning/use what has been learned, including in different contexts
  • the mind works and how humans learn
  • to assess own preferred learning approaches and environment, and is aware that others may prefer different approaches
  • to use different approaches to learning
  • to seek out and use information, including through ICT
  • to communicate effectively in different ways
Resilience
  • Keeping going
  • Learning under stress
  • Managing feelings about learning and teachers, peers and resources
  • persist and apply learned optimism and self-belief/self-efficacy approaches
  • empathise and use emotional intelligence
  • use different approaches when stuck
  • use different memory approaches
  • to use learned optimism and self-efficacy approaches
  • to proceed when stuck
  • to use different memory approaches
Responsibility
  • Maximising own self-awareness
  • Empathy towards other learners
  • Understanding of how self and others learn
  • Making best use of opportunities for collaborative learning
  • understand and articulate own areas of strength and weakness
  • think about others as learners and ask for an offer help with learning
  • take ownership of own learning
  • learn alongside others
  • to be a good learning role model
  • to plan and set targets for own learning
  • to work with others to learn effectively
  • to consider other people's learning
Reflectiveness
  • Looking back
  • Improvising learning and performance
  • Practising
  • stop and reflect (eg ask questions, observe, see patterns)
  • experiment with learning
  • evaluate learning
  • use different memory approaches
  • make connections
  • to stop and reflect (eg ask questions, observe, see patterns)
  • to experiment with learning
  • to use different ways to evaluate learning
  • to make connections

We promote independent effective learning tailored to our pupils’ needs.

This is vital to enable our pupils to grow in all aspects of their life and to prepare them for a bright and rewarding future. The pupils are encouraged to participate in their own individual target setting and personalised behaviour plans.

At CHS we have developed the SCORE model which we use as a behaviour tool to encourage positive interaction amongst our pupils.

The SCORE model underlines the broad approach to learning delivered at CHS and rewards the pupils for positive development

How does it work?

 

How to SCORE BIG

 

CHS runs a league system based on the Domestic and European football leagues where the pupils earn points for their behaviour, approach and understanding during the 24 hour curriculum using the score model above.

The different leagues give the pupils access to various activities with priority given to the pupils on the higher divisions. The points are collated at the end of the school week and the pupils are told of their league status in tutor time on a Monday.