PSB at Edgeborough

COLLABORATION • COMMUNICATION • INDEPENDENCE• COMMUN ITY KINDNESS • REVIEWING AND IMPROVING• THINKING A ND LEARNING • LEAD E RSHIP • THINKINGAN

Introduction

JO HENDRIKSEN, DEPUTY HEAD, ACADEMIC

HAVING TAUGHT AND EXAMINED AT BOTH GCSE AND A-LEVEL, AND EXPERIENCED THE DISASTROUS OVER DEPENDENCE ON EXTERNAL SNAPSHOT EXAMINATIONS I AM COMMITTED TO THE DEVELOPMENT OF AN IMPROVED EDUCATIONAL OFFERING.

Iam thankful that education has moved on from regurgitation of knowledge to thinking skills and wisdom. We can no longer just disseminate our knowledge of the past, but need to teach our students how to use thinking skills so they can have the wisdom to deal with the complex problems of the present and future.

Continued examination of subjects is inevitable but we must do this in a way that blends retention of information with the ability to illustrate judgement and understanding. At Edgeborough we adopt a committed approach to learning where the learner uses higher-order cognitive skills to master academic content, work collaboratively, think and interact critically, and actively with the content being learned.

Edgeborough’s educational vision comprises many different facets of human growth. We believe that all students learn much outside of the narrow confines of a traditional classroom setting and our curriculum reflects a broader, more inclusive worldview. Learning goals focus on a combination of knowledge, skills and attitudes that are needed for global citizenry in a complex society. Learning is interactive, skills based, and pupil driven.

ALICE TOYNTON, HEAD OF SCIENCES AND PSB LEAD

Our job, as educators, is to prepare our pupils to enter the world around them equipped with the knowledge and skills to excel. What characteristics would we like Edgeburians to possess? Resilience, open-mindedness, independence, curiosity, to be good team players, and to be kind, all spring to mind. As we continue through the ever changing 21st century we need to ensure that our curriculum and ethos around learning are fit for purpose.

It is clear to us at Edgeborough that knowledge-based learning and fact retention, whilst having a place within education, are not sufficient on their own. Following the Edgeborough PSB framework that has skills running through all aspects of school life, allows knowledge to be built around these core threads. A holistic approach leads to greater understanding of curriculum content, as well as producing happy, allrounders who can navigate their future.

Giving the children opportunities to thrive outside the classroom, to question, to make mistakes, delve deeper into topics, and to value all subjects equally, allows for true growth as well as a realisation that every individual has talent. That is truly something to be celebrated.

The PSB

THE PRE-SENIOR BACCALAUREATE IS A FRAMEWORK

ADOPTED BY THE WHOLE SCHOOL THAT HAS, AT ITS HEART, THE DEVELOPMENT OF THE VALUES, SKILLS, ATTITUDES, AND BEHAVIOURS REQUIRED FOR CHILDREN TO SUCCEED AND FLOURISH IN AN EVER-CHANGING WORLD.

Children are encouraged, recognised, and celebrated in their achievements, and directly prepared for the next step of their educational journey. It is designed to build self-awareness and selfesteem, alongside the acquisition of knowledge and skills.

Senior schools, universities and employers are looking not only for evidence of academic, sporting, creative learning and achievement but need to know about such skills and attributes as communication, collaboration, independence and leadership to name but a few.

These are all integral to PSB at Edgeborough and thus form an important part of a teacher’s planning and assessment throughout the course; at its centre lie the values of the school from which are defined the skills that Edgeborough believe will best equip pupils for the demands of the world in the 21st century.

Pre-Prep

PROVISION FOR OUR YOUNGEST LEARNERS HAS AMBITIONS IN SETTING THE FOUNDATIONS FOR LIFELONG LEARNING AND REFLECTS, IN PRACTICE AND ENVIRONMENT, PROGRESSIVE AND ACCLAIMED EARLY YEARS PEDAGOGY.

Hands-on and purposeful activity which is rich in learning and developmental content is channelled through play, daily routine and directed inputs. As a result, key concepts and competencies are instilled so that foundations are solid for the educational path ahead. Minds are awakened, adventures in learning launched and vital connections made.

With four of the PSB skills at the core of all lessons, units are planned to best promote ownership of learning, a drive for questioning and a deep-rooted desire to research, explore and to learn. With communication, collaboration, independence and thinking underpinning opportunities to flourish, the individual child is surrounded in an environment which places no limits.

Pupils in the Pre-Prep also enjoy enquiry-based learning. This model nurtures interests, fosters curiosity and develops transferable skills that strengthen initiative and autonomy.

Prep School

TEACHING AND LEARNING IN THE PREP SCHOOL DEVELOPS THIS FOCUS ON THE DEVELOPMENT OF BROAD COGNITIVE SKILLS, WHICH INCLUDE BEING ABLE TO SOLVE

COMPLEX INTERDISCIPLINARY PROBLEMS, THINK CRITICALLY, COMMUNICATE EFFECTIVELY, COLLABORATE, AND ADAPT TO RAPIDLY CHANGING ENVIRONMENTS.

We challenge perceptions of learning and have moved away from the dated educational approach centred around knowledge. Learners develop the key skills associated with subjects, explore the many dimensions and perspectives, and apply and challenge concepts. Greater emphasis is placed on application of skills in practical scenarios, and further guide our provision towards the child centred approach we so firmly believe in.

PSB Core Skills

THE PSB AT EDGEBOROUGH IS ABOUT CHALLENGING PERCEPTIONS OF SCHOOL AND DEVELOPING A LOVE OF LEARNING.

This is best achieved by pupils developing a clear understanding of their skills and areas for development. By focusing on the core skills children are best equipped to deal with the challenges and opportunities of life.

COMMUNICATING

We are clear, we are expressive, we are confident!

COLLABORATION

We discuss, we commit, we problem solve, we challenge!

REVIEWING AND IMPROVING

We respond, we reflect, we like change!

LEADERSHIP

We set examples, we take the initiative, we are adventurous!

INDEPENDENCE

We are creative, we ask questions, we are self motivated, we make connections, we thrive!

COMMUNITY KINDNESS

We explore, we appreciate, we give!

THINKING AND LEARNING

We research, we reflect, we are curious!

Curriculum and Assessment

AALL SUBJECTS HAVE USED THE PSB MODEL TO DEVELOP CURRICULA WHICH ARE NO LONGER JUST ABOUT ‘KNOWLEDGE ACQUISITION’. INSTEAD, THEY ARE AIMING TO DEVELOP A LOVE OF LEARNING, BY ENRICHING THEMES AND CHALLENGING THINKING. PUT SIMPLY, MORE TIME IS AVAILABLE TO EXPLORE THE ‘EXCITING BITS.’

cademic rigour remains a priority and all schemes of work prepare pupils to the standard of Common Entrance and beyond.

Assessments across subjects take a more varied approach. This ensures that pupils can achieve in a range of forums, from debates to investigations, smaller scale quizzes to written examinations as well as presentations and public speaking.

Coaching

REPORTS AT EDGEBOROUGH ARE CENTERED AROUND THE CORE PRINCIPLES OF THE PSB, WITH REPORTS PROVIDING CLEAR FEEDBACK ON KNOWLEDGE, SUBJECT SPECIFIC SKILLS AND ATTITUDES TO LEARNING.

Pupils in Year 7 and 8 enjoy the advantage of collaborating with an academic mentor, in addition to their pastoral tutor, with whom they have weekly small-group tutorial sessions. These coaching meetings provide students with the opportunity to contemplate their learning progress and establish objectives for improving their study skills. The topics covered include time management, stress and pressure management, interview preparation, study techniques, and self-assessment, all aimed at enabling students to excel in their learning environment and make the most of the opportunities available at Edgeborough.

PSPQ

THIS IS THE PRE-SENIOR PROJECT QUALIFICATION, A KEY COMPONENT OF THE PRE-SENIOR BACCALAUREATE PROGRAMME OF STUDY. THIS IS COMPLETED BY YEAR 8 PUPILS.

This project gives the pupils the opportunity to develop their independence, curiosity, time management, research skills, communication skills, and reflective learner skills.

Learners are required, with support, where appropriate, to:

• identify a question or brief which specifies an intended project outcome

• produce a plan for how they will deliver their intended outcome

• conduct research into the project brief using appropriate techniques

• share the outcome of the project, including a review of their own learning and performance with others, using appropriate communication methods.

PROJECT TITLES

Is there any hope for the world’s coral reefs with current levels of ocean warming?

Is the London Stock Exchange too risky for major companies?

Is there such a thing as gender equality in professional sport?

To what extent does music and sound enhance films and television?

INDEPENDENCE

“We endorse your desire for a rigorous and wellbalanced academic curriculum and your vision of the PSB Learner. In addition, it should be useful to us to see the end of Year 8 pupil profile you propose in terms of assessing the development of our prospective pupils in all areas of school life.”

ROYAL GRAMMAR SCHOOL, GUILDFORD

“Senior schools like Marlborough are increasingly interested in the whole process of the balance between teaching and learning. This suits modern global syllabuses and the Prep School Baccalaureate is broad in its scope thereby leading to the prospect of a truly balanced education.”

MARLBOROUGH COLLEGE

“

We have supported the PSB from its early days of inception; we wholeheartedly agree with the mission statement of developing a lifelong love of learning. This has to be at the heart of what we are all trying to achieve whether in the Prep or Senior school arena. A greater focus on skills and developing the qualities and characteristics of a strong learner has to be the way forward and as such, we feel that the PSB provides an excellent opportunity for schools to develop an exciting but rigorous academic programme that will enrich the pupils’ experience at the crucial formative stage.”

Pre-Prep Skills Grid

COMMUNICATING (C)

• I share my ideas with others

• I use my voice to tell others how I am feeling

• I listen to others

THINKING (T)

• I think carefully before I say and do something

• I reflect on my actions

• I ask questions

Grid

INDEPENDENCE (I)

• I have my own ideas

• I try to do things myself

• I am confident to try new things and meet new people

• I am willing to take risks and make mistakes

• I make decisions

COLLABORATION (C)

• I work as a team

• I share and play well with others

• I let others join in my games and play

• I consider those around me

Year 3 & 4 Skills Grid

IT

I work hard and I persevere when learning on my own.

CT

I work well with others. LT

I set an example to others in my learning.

IR

I listen to advice on how I can improve.

CR

I work with others so we all improve.

IC

I communicate clearly when speaking, writing or using a computer.

CC

I show respect in group discussions.

LR

I show my group how we can improve.

LC

I lead and organise others well.

Year 5 & 6 Skills Grid

ITa I am motivated to complete tasks and solve problems by myself.

ITb I come up with new ideas and activities on my own.

ITc I persevere even when the going gets tough.

CTa I work in a group to solve problems.

CTb I work in a group even if I don’t always agree with what the others have decided.

LTa I set an example to others in my learning.

LTb I take the lead when completing a task.

IRa I respond well to advice on how I can improve.

IRb I see how well I have done by comparing my work to mark schemes and model answers.

IRc I cope well when things change and ask for help.

ICa I express myself clearly when speaking.

ICb I express myself clearly when handwriting or typing on a computer.

CRa I improve my ideas by discussing them in a group.

CRb I take the views of all group members into account.

CCa I listen and speak respectfully in group discussions.

CCb I welcome others into group discussions.

LRa I work out ways to make my group more successful.

LRb I build on others’ strengths to solve problems.

LCa I hand out tasks according to people’s talents.

LCb I inspire others through my actions and words.

Year 7 & 8 Skills Grid

IT1 I ask relevant and open-ended questions and build on previous answers.

IT2 I come up with creative ideas to complete a task or solve a problem.

IT3 I make connections between different areas of my learning.

IT4 I think of things that I want to learn for myself and find out about things independently.

IT5 I am a self-motivated learner and strive for excellence even when the going gets tough.

CT1 I discuss my views with my peers and think of ways to help my group solve problems.

CT2 I work productively in a group and remain committed even if I don’t agree with what others have decided.

CT3 By working with others, I recognise a problem as a challenge and work hard to find a solution.

LT1 I set an example to others through my approach to thinking and learning.

LT2 I take the initiative by identifying key issues, anticipating problems and devising a plan.

IR1 I appreciate and identify ways in which I can improve as a learner.

IR2 I respond positively to constructive criticism and advice.

IR3 I set my own clear objectives with success criteria and timescales.

IR4 I use success criteria or scales to review and assess my own work.

IR5 I cope well when the situation changes and I ask for help when I need it.

CR1 Through discussion with my peers, I refine my ideas and in doing so come to an agreement.

CR2 I work with others to find the best way of working to suit the whole team.

CR3 After discussion, I review progress and plan ways to improve.

IC1 I express myself clearly and effectively when speaking.

IC2 I express myself clearly and effectively when writing.

IC3 I express myself clearly and effectively when using ICT.

IC4 I choose the most appropriate medium to present my work to suit a particular audience or need.

CC1 I take part in group discussion, listening respectfully and responding sensitively.

CC2 I build on the contributions of others in discussion and help move the task forward.

CC3 I help my peers to find common ground and bring others into the conversation.

LR1 I identify ways in which my team can work more productively.

LR2 I can review my own and other people’s strengths and weaknesses and lead the group towards a solution, making necessary changes.

LC1 I organise and delegate effectively, responsibly and with empathy.

LC2 I persuade and inspire others through my actions and words.

LC3 I clearly inform and instruct, even under pressure.

“ In a rapidly evolving world that demands innovation and the courage to question established norms, it is imperative that our younger generations possess the skills, confidence, and qualities necessary to actively shape the future, rather than merely participating in it. Relying on the development of these attributes later in life is no longer sufficient. To ensure the genuine success of our young children, we must create an educational environment that places equal emphasis on nurturing skills and their application alongside the acquisition of knowledge and understanding from the very beginning. The PSB framework offers a clear and balanced pathway to realise this vision.”

DANIEL COX, HEAD