Our learners understand that school will provide challenge and support

PUPIL COMMENTS

Almost all pupils report to be using digital technologies in lessons

Most pupils experience active learning throughout the week. 

Effective learning is fostered by the setting up of good classroom routines and expectations. At Braes High staff are committed to our RAP: Rigour, Aspiration and Perseverance. Classroom routines are set up to ensure that this is possible. Staff meet classes at the door to ensure calm start to lessons and ensure that they are well prepared for all teaching and learning. High expectations combined with knowledge of the young people provide safe and secure places for young people to learn. 

As part of the challenge and support on offer to pupils, staff use both nurturing and resilience building approaches. This allows pupils to be supported through a variety of situations related to their learning whilst also developing their independence and problem solving skills that’s allows them to recover from setbacks, or overcome challenges themselves.

Examples of Effective Practice

• Staff plan for learner’s progress based on previous lessons

• Adapted pace and support is implemented to meet the needs of all learners in order to suitably challenge the range of abilities

• A range of supports are employed including: teacher; peer; scaffolding; choice and groupings to facilitate the levels of challenge

• Tasks are adapted based on learner responses/progress

• Active and/or digital learning to that allows learners to showcase understanding

Questioning

Staff plan tasks and questioning to ensure they can make informed decisions. This is planned into every lesson. Questioning should provide challenge and prompt thinking to encourage active discussion within the classroom. 

Effective questioning allows teachers to discover any misconseptions and plan for further teaching. 

Active Learning

Learners will be activtely engaged and challenged in their learning. This is done through engaging in thinking, discussion, investigating and creating. Education research shows that incorporating active learning strategies into courses significantly enhances student learning experiences (Freeman et al., 2014; Theobald et al., 2020). 

Approaches which may be used to support this can be found in the CLPL tab below.

Differentiation

Staff understand the variety of needs and acknowledge the range of abilities, interests and aptitudes of their learners. In order to make the learning accessible for all, staff use a variety of strategies to accommodate this. 

Differentiation is about meeting needs for all learners through equitable critical thinking challenges. Not limiting critical thinking opportunities for learners who struggle with the content helps them feel that they can do challenging work. This is an important to grow their self-esteem. 

Staff can differentiate in the following:

• Task - setting activities for pupils of different stages of learning

• Support - varying the support offered individually or in a group

• Outcome - setting open ended tasks and allowing pupil response at different levels 

Digital Learning

We are dedicated to providing a stimulating and supportive learning environment where learners are encouraged to embrace challenge and leverage the support available to them, particularly through the integration of digital technology. By fostering a culture of Rigour, Aspiration, and Perseverance (RAP), we ensure that learners understand the necessity of being resilient and pushing their boundaries using the various digital tools at their disposal. Learners understand that technology is not just an aid, but an integral part of their learning journey. They are taught to approach digital resources with a sense of responsibility, understanding that these tools are meant to enhance their problem-solving abilities and help them navigate through the complexities of a digital world.

Our teachers are dedicated to developing a holistic learning experience, one that emphasises both nurturing and resilience building and this includes when they are in the digital world. Through the incorporation of digital technology across all curriculum areas, learners are provided with a platform, through their 1:1 iPad provision, to access a wide array of educational resources, allowing them to explore and engage with their subjects in a more interactive and immersive manner. We currently have over 90 approved curriculum apps available. Whether it's through online research, collaborative projects, or virtual learning platforms, learners are encouraged to utilise digital tools to not only seek assistance and guidance but also to foster their independence towards learning and critical thinking skills. They are taught to harness the power of technology to tackle complex problems, enabling them to develop a resilient mindset and a capacity to adapt to the evolving digital landscape, thereby preparing them for future challenges in an increasingly tech-driven world.

Our emphasis on using digital technology to provide support and facilitate learning underscores the importance of creating a safe and secure online space for learners. For example, we make accessibility tools available to all young people and provide training on the best way to use these. Teachers have a strong understanding of the potential benefits and risks associated with digital tools, therefore through a range of planned lessons in Computing Science and PSE, learners are equipped with the necessary skills to navigate through the digital world responsibly. There is continuous guidance and mentorship, meaning learners are encouraged to harness the power of digital technology in a constructive manner, ensuring that they not only thrive academically but also develop into responsible digital citizens.