Find out why this new concept is so important and how your school can use it to improve educational outcomes.
For children to excel in the classroom and life beyond school, they need to develop a particular academic skill set. The Learning Skills Framework outlines what these learning behaviours are and what they look like in practice. They can be regarded as both a mechanism and outcome of a successful education.
These are the academic skills are central to generating subject-based knowledge. They include: Metacognition, critical thinking and communication skills. Building on these cognitive and behavioural competencies forms a solid foundation for attainment and sets children up for lifelong success. The badging system enables children to understand the importance of these skills and reinforces their adoption across whole school communities.
“Learning is the new skill. Imagination, creation and asking new questions are at its core.” Sugata Mitra
"You can take the children who are not engaged and misbehaving and bring joy, understanding and purpose to learning."
"‘There is not enough emphasis on skills right now in the UK education system. Two of the biggest skills are communication and collaboration, both of these are explained in the framework."
A team based at Cambridge University conducted a series of interviews with our early users. Their opinion has helped shape this movement into what it has become today.
Not exactly but there will be some cross-over. These skills have their routes in evidence-informed education and have been shown to advance academic attainment. For example, 'Learning Together' is based upon the work of Neil Mercer and his concept of 'Inter-thinking'. 'Reflecting on my Learning' is based upon the Education Endowment Foundations Metacognition guidance materials.
The spreadsheet and guidance materials enable schools to track the progress of their pupils. The badges are used to give specific feedback to children when they have demonstrated progress in any given area.
Academic knowledge is built when learners act upon or do something productive with the curriculum content. This might be explaining a concept to someone else or reviewing what they know in order to identify gaps in their understanding. These 'learnable' skills and behaviours develop the attributes of a life-long learner.
If you tick any of these boxes the answer is yes:
a) You want to develop a culture of active learning as you have concerns over classroom passivity.
b) Your school system has a clear agenda for developing children's ability to learn.
c) You don't 'teach to the test'.
Both. If you are in the business of learning you are in the business of developing learning skills and behaviours.
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