The How...

Grow their Remarkable - Remarkable Experiences

In order to provide pupils with opportunities to develop these competencies we have identified two types of experiences that pupils engage with. The first are in class experiences and the second are beyond the classroom, these can take place within school or in pupils' personal time.


There are three types of in class experiences pupils can have. The first is the Mastery Flow Model. The Mastery Flow Model is the Trust’s teaching model and our approach to delivering any learning objective. As pupils engage in probing questions, further extension and rich and complex questions, they begin to engage in unfamiliar questions. We define mastery as fluency with the unfamiliar. This fluency with the unfamiliar is crucial to be successful In the unknown future.

The second type of in class experience is independent thinking questions. These are not necessarily linked directly to the curriculum, rather they are used to encourage pupils to think creatively and logically to open up their brains to hypothesis in order to encourage independent thinking.

The final type of in class is a shift for teachers planning. These are skills based activities. The learning experience in most classrooms is content driven. During teacher training we are taught to start from the subject matter and identify the learning outcomes. The intension is that we want students who are able to think about and manage their own learning. We want responsibility, motivation and enthusiasm. Applying this need is a skills requirement; a requirement for identifying, articulating and making sense of how skills can fit into a framework for learning. Skills are traditionally tagged on or referred to in holistic planning, but not necessarily discreetly planned for. This third type of in class experience puts the development of skills at the heart of the planning process. Teachers choose a competence they wish to focus on, they identify a specific skill to develop and then choose an activity that develops that skill. Any subject content can then be incorporated into the activity.

Mastery Flow Model

Independent Thinking Questions


What characteristics would a modern day hero have?

Skills Based Activities

Example: Ambassadors (Competances: Leadership/Communicaiton)

  1. Students work in groups of four. In each group one person is nominated to be the ambassador.
  2. The ambassadors leave the classroom together to watch a demonstration elsewhere. Another LM, an LSA or a technician could conduct this. The group coud be in the library watching a video or PowerPoint of you demonstrating a technique.
  3. Meanwhile, the rest of the class get on with the theory connected with the demostration, taught by you in the classroom.
  4. While watching the demonstration the ambassadors are expected to make notes so they can repeat and explain the demonstration to their groups. They may need time to produce learning and teaching resources.
  5. Ambassadors return to the classroom, by which time the theory work should be complete. They now teach the other members of their group the demonstration until the group fully understand.
  6. The recipients return the compliment by teaching the ambassador the theory behind the demonstration.
  7. You then check their learning. This could be done in a variety of ways, including; spotlight, mantle of the expert.

AET Pupil Remarkable Record Sheets - download