A Place to BECOME - Our Vision
Our vision at St Margaret's is that every child is provided with 'A Place to BECOME' through, Faith, Hope and Love. A place where children are nurtured to find their passion, whether is be for art, writing, science, sport, music or design, and are well supported in harnessing their potential.
Great emphasis is placed on teaching children about the learning process and supporting the development of different personal attributes which can impact positively on learning and character. We want our children to develop good knowledge and skills across the curriculum as well as life skills which will equip them well for the next stage of their education and in their personal development.
We aim to make the children's experience at St Margaret's fun, memorable and challenging.
We aim to develop pupil's creative skills to be global citizens. We want them to be enterprising and in the future; change the world.
We encourage the children to be Brave. To relish challenge; to share their ideas and views; develop confidence and resilience.
To relish challenge; to share their ideas and views; to develop confidence and resilience. We encourage our children to be Energetic.
To work hard; to listen well and ask questions; to give 100%. We encourage our children to be Creative.
To problem solve; to present; to find different ways of doing things.
We encourage our children to be Open.
To collaborate; to share; to emphathise; to love.
We encourage our children to be Motivated.
To know what to improve; what to learn more about; what will help them learn; what they want to achieve.
We want our children to be Empowered.
To have the knowledge and skills they need to succeed; to be confident global citizens who can be the change.
A Hero's Journey - Personal Learning and Thinking Skills
At St Margaret’s an area of school development last year had been to focus on developing pupils’ learning and thinking skills.
We decided that we would use the idea of the Hero’s Journey to promote and develop personal learning and thinking skills. Pupils were introduced to the Hero’s Journey through film; in KS1 ‘Finding Nemo’ and KS2 ‘The Wizard of OZ’. Through analysis of the films pupils were introduced to the idea of the stages in the Hero’s Journey.
The Hero's Journey Outline
The Hero’s Journey is a pattern of narrative identified by the American scholar Joseph Campbell that appears in drama, storytelling, myth, religious ritual, and psychological development. It describes the typical adventure of the archetype known as The Hero, the person who goes out and achieves great deeds on behalf of the group, tribe, or civilization.
Its stages are:
1. THE ORDINARY WORLD. The hero, uneasy, uncomfortable or unaware, is introduced sympathetically so the audience can identify with the situation or dilemma. The hero is shown against a background of environment, heredity, and personal history. Some kind of polarity in the hero’s life is pulling in different directions and causing stress.
2. THE CALL TO ADVENTURE. Something shakes up the situation, either from external pressures or from something rising up from deep within, so the hero must face the beginnings of change.
3. REFUSAL OF THE CALL. The hero feels the fear of the unknown and tries to turn away from the adventure, however briefly. Alternately, another character may express the uncertainty and danger ahead.
4. CROSSING THE THRESHOLD. At the end of Act One, the hero commits to leaving the Ordinary World and entering a new region or condition with unfamiliar rules and values.
5. THE PATH OF TRIALS. The hero is tested and sorts out allegiances in the Special World.
6. RETURN WITH THE ELIXIR. The hero returns home or continues the journey, bearing some element of the treasure that has the power to transform the world as the hero has been transformed.
Pupils were then introduced to the Hero’s Journey in this linear form and the skills and attributes necessary to be successful in this journey. Bravery, Energy, Creativity, Openness and Motivation, all leading to Empowerment. Pupils plotted each story against this line, identifying when the Hero demonstrated these skills.
B = Brave
We try new things
We are not afraid of new challenges
We will take risks
We make suggestions and share ideas
We have a ‘can do’ attitude
E = Energetic
We work hard and stay on task
We listen well and understand what we need to do
We ask questions about our learning
We can explain what we are learning
We know what to do when we need help
We can use what we already know to get us started
C = Creative
We come up with ideas and share them
We make connections in our learning
We ask questions to extend our thinking
We can try more than one way to solve a problem
We make choices about how to present our learning
We ‘think outside the box’
O = Open
We work well with others sharing ideas
We ask questions in response to other people’s ideas
We can respond positively to what others say about our learning
We can give others feedback to support their learning
We contribute positively to school
M = Motivated
We enjoy challenges
We add to our learning outside school
We know our targets and next steps in learning
We look for ways to improve what we have done
We are responsible for our own learning
E = Empowered
We have new skills and knowledge
We are confident in moving forward in our learning journey
Reflection and the B.E.C.O.M.E. Journal
Each week children reflect on the B.E.C.O.M.E skills they have demonstrated, recording their thoughts in their B.E.C.O.M.E journal. Our reward system in class, through the use of Class Dojo, is also based on these skills being demonstrated and thus celebrated. These ‘Dojo Points’ are available to be viewed by parents via the Class Dojo App, and show a break-down of the skills individual children have demonstrated.
B.E.C.O.M.E skills are also promoted through our curriculum. Our topic based learning has within it a focus on personal and social competencies. These include improving one’s own learning and performance through reflection and evaluation, developing independence and responsibility both individual and collective and learning with others, through collaborative learning.
The Aims of Promoting B.E.C.O.M.E.
Increased academic performance.
Increased motivation and confidence of children and an ability for them to engage in lifelong learning.
Allowing children to become more aware of and better able to manage their limitations.
Enabling teachers to plan learning activities which promote these vital skills.