Alwoodley Primary School was revalidated as a
Thinking School in May 2018.
A Thinking School is, ‘an educational community in which all members share a common commitment to giving regular careful thought to everything that takes place. This will involve both students and staff learning how to think reflectively, critically and creatively, and to employing these skills and techniques in the co-construction of a meaningful curriculum and associated activities. Successful outcomes will be reflected in students’ development across a wide range of abilities demonstrating independent and co-operative learning skills, high levels of achievement and both enjoyment and satisfaction in learning. Benefits will be shown in ways in which all members of the community interact with and show consideration for each other and in the positive psychological well-being of both students and staff.’ (Burden, 2006)
We promote active thinking throughout school. In doing so we hope to help our children to become creative and independent learners. We have a drive team who lead thinking skills across the school and this team is led by our cognitive education coordinator, Miss J Hill.
The three main thinking tools we have embedded in our school are:
De Bonos Thinking Hats
These are 6 colour coded hats which encourage children to apply different
thought processes to a challenge.
Red Hat Feelings
Yellow Hat Positive points
Black Hat Things to be cautious of
White Hat Facts you know and wish to know.
Green Hat New ideas
Blue Hat Managing the situation.
This is linking the hats and identifying gaps.
Philosophy for Children (P4C)
This is used for children to debate, question, reflect, justify and develop their thinking about a range of deeper issues.
Some questions might include:
• Is it better to be a child or an adult?
• What’s more important family or friendship?
• Should animals be kept in captivity?
The thinking maps program consists of eight maps that correspond with fundamental thinking processes. The circle map is used for defining in context; the bubble map for describing; the flow map for sequencing and ordering; the brace map for identifying part whole relationships; the tree map for classifying; the double bubble for comparing and contrasting; the multi flow for analysing causes and effects and the bridge map for seeing analogies. These maps are a “common visual language” for all pupils in all subject areas.
“Did you ever stop to think, and forget to start again?”
Winnie the Pooh
Statement from the Chair of Governors, 2017
Results from perception of self survey
A survey to help us understand academic self perception
Lesson Study Pro Forma
Action plan 2017- 2018
Vikings Circle Map
Please click to open