Extracts from IslandCA Learning Policy (updated March 2016)

Criterion 7: Implementation of Learning Process of IPC

Page 24: (within Looking for Learning Policy)

Brain Research
Neuroscience and knowledge about how the brain impacts learning is developing continuously and
we aim to ensure our philosophy and practices in the classroom are tied to the latest understanding
so that we can maximise opportunities for all children to learn to the best of their abilities, given their
unique learning strengths and challenges.
The following learning process, which builds on what we know about how the brain works, is used in
every IPC unit, and aspects of it in every subject, as appropriate, to maximise learning.

The entry point gets learners excited about the unit

The knowledge harvest helps learners think about what they know already, firing up the neurons and
allowing them to make connections on what they already know, to add new learning or consolidate
existing learning.
Explaining the theme, allows learners to know where they will be going in the unit and what to
expect which builds on the behaviour of neurons and the importance of connections.
Research and recording allow learners to find out information and practice skills and then pass that
on in some way to others, thus allowing them to embed the learning further. A wide variety of
methods for both researching and recording are important due learners differences in the ways they
take in information and process learning.
The exit point is a celebration of learning and a way for learners to share with others in the
community what they have learned. Given how the brain processes complex information over time,
these are great opportunities for reflecting and processing.

In addition, at the beginning of every school year, students will engage in the Brainwave units from
the IPC to help introduce and review elements of IPC learning to both new and currents staff and
students.
Many of our classroom practices have been agreed because they support brain friendly learning,
including brain breaks, individual, pair, group work, scaffolding of learning, reflection, etc. These will
continue to be revisited and developed.
We will continually seek professional development for our staff, and opportunities for parents to learn
through speakers and workshops, about brain research and its implications for learning.

Pages 41 ( within Assessment Policy)

Student Involvement/Reflection
To ensure quality learning is taking place, teachers work in close partnership with the students to
ensure that they understand the expectations and learning goals prior to undertaking work. Students
should become increasingly skilled at assessing themselves and their learning. Through assessment
tasks, students are then presented with the opportunity to reflect on their own learning, in relation to
the expectations and goals, and to accept responsibility for it. In this way, students awareness as to
the effectiveness of their own learning is heightened. Assessments are designed to allow students to
demonstrate their personal progress and achievement and to clearly identify individual strengths and
weaknesses.
Opportunities for student involvement in their own assessment will include:

At the beginning of a unit, they should be given the opportunity to reflect on what they know.
Before working on a particular skill, students should be given time to place themselves on a childspeak rubric.
Students should regularly reassess themselves before and after activities. The Looking for Learning
questions are excellent tools for this activity.
An end of unit, student reflection provides both teachers and students with valuable information.

Page 41 ( within Field Trips & Excursions Policy)

Enrichment through out-of-school activities is a key dimension of the IslandCA experience and
excursions are used to enhance the children's learning. Field trips may be used as Entry and/or Exit
Points for units and during units.

Page 46 (within the Home-learning Policy)

Parental/ Caregiver Role
Parents play a vital role in their child(ren)s overall learning experience. We encourage parents to
engage and support their child(ren)s learning out of school in creative ways, including,

Knowing and participating in the learning process with their child(ren) (e.g. knowledge harvest,
research, reflection)
Developing enquiry skills by asking questions and encouraging curiosity and wonder
Using the internet for research (e.g to explore family trees or holiday destinations)
Discussing the theme and goals of an IPC unit through the lens of current events

Page 49 ( within Community Learning & Communication Policy)

Our definition of learning recognises that learning is a process - an on-going journey - and to
continually improve we regularly revisit, evaluate and refine our practices and policies so that we are
learning and growing as an organisation and community as well. ..
Learning Opportunities for Community Members 1.

a.
b.
c.
d.

We hold periodic parent evenings/workshops and/or courses throughout the year, to provide
opportunities for our community, whether parents, care-givers, and/or the wider community, on
relevant learning topics including, but not limited to:
brain research and learning, ..
integrating faith and studies,
knowledge, skills & understanding
curriculum (in particular the core of IPC)
Policy 6.101 refers

2. Parents play a vital role in nurturing their childs learning. IslandCA encourages positive, effective
home-school dialogue to support a students learning. We operate open door policy to welcome
parental involvement in supporting their childs school-based learning.
3. Throughout the year, we provide a variety of organised avenues for parents to engage to learn more
about their childs learning through, for example:
a. PTC/SLCs,
b. Exit and Entry points,
c. Classroom learning blogs
d. Celebrations of learning such as concerts and productions.