A Gradual Release & Socialised-learning Model
As a student graduates through the stages of our Curriculum they will increasingly specialise, following elective modules with more specialised teaching. Epistemic apprenticeships and Internships, as part of our pathways approach to the curriculum, will be delivered alongside projects and interdisciplinary learning, which will remain the main method of enabling learners to develop subject knowledge, understanding and skills while continuing to apply the attributes of an effective lifelong-lifewide learner.
Pupil transition from KS2 to IAG will be fundamental in preparing learners for the IAG approach to teaching and learning. We will establish strong relationships with all primary schools and will ensure staff involved in primary transition activities are focused on pupil data, assessment and pedagogy. Transition data and information from primary schools will be used to support our baseline assessments on entry. The IAG teaching team will organise Year 6 visits and team building days in the summer term to aid student transition. During this time all students complete a Learner Profile questionnaire which helps us gain additional information on each student and enables us to begin the process of placing students into appropriate Teams and Advisory groups. The first week of Year 7 comprises an Induction Week which firmly focuses upon assessment proficient strategies, behaviour expectations including behaviour for learning and the implementation of flipped learning. It is during this week that we will hold a residential, an opportunity to begin the enculturation of students into IAG norms and expectations. Teams and Advisory groups will begin to forge their identity and it will be during this time that Teams will select their Team name for the years ahead. We also undertake during this period, and sustain it throughout Year 7, 9 and 11, an induction of parents. A number of activities and events will continue to be undertaken to ensure parents are encultured into the wider IAG community.
Each academic year of the IAoG Curriculum has a different focus as a means of building the foundations for evermore independent and self-directed learning towards liberation. Year 7 has a focus on induction into the systems, ways and norms of the academic and social life of IAoG. We call this ‘Transition’.
Following graduation from this foundation year students will move into Year 8 where they will begin to sample a greater variety of distinct subjects, experiences and begin to make decision about their learning pathways through the choice of electives, exploratory courses and through the themes of their Individual Projects. Constant review of an individual’s Personalised Learning Plan will facilitate this process. We call this ‘Exploration’.
Year 9 will see even more choice with students making informed decisions about the Professional Pathway they would like to follow, selecting the Major and Minor elements of a Pathway as they continue their journey towards mastery and the summative assessments of Year 11. We call this ‘Specialisation’.
Following a further graduation student will enter Year 10. The traditional GCSE years of 10 and 11 will see students undertaking academic studies linked to their Pathway alongside accredited Community and Individual Projects and work based Internships. Inline with the more experiential element of this phase in the IAoG Curriculum we call this ‘Professional Pathways’. This programme is outlined in greater detail below.
Following graduation through the Pathway we expect a large number of students to remain with us for the next phase of their education opting into either the IB Diploma or IB Careers-related Programme.
This structure across the academic years reflects a ‘Gradual Release’ model of education where students are giving ever greater choice, autonomy and opportunities for self-regulation.
The structures of the applied Gradual Release model above are enhanced through the implementation of a structural approach to Curriculum and Pedagogy called the Socialised-Learning Continuum.
The Continuum recognises that the processes of Cooperative Group and Collaborative Group Learning enables students to move beyond learning as a group, through learning with and learning because of the group towards an enhanced capacity for self-regulated lifelong-lifewide learning. Such a model emphasises the need to provide opportunities, through the Curriculum at a structural and curriculum at an enacted level, for activities to become increasingly less ‘teacher structured’ and led and more ‘learner directed’ and led, thus recognising a learner’s agency and capacity to choose their own course through their Education. Through this model of Curriculum learners develop interdependence, a capacity to seek out support from others and by doing so become increasingly independent as learners, understanding when, whom and where to turn to for assistance; vital for lifelong-lifewide learning. In an application of this pedagogy the educator adopts the dual role of facilitator and resource. The educator uses their expertise to facilitate and engineer educative opportunities and offer themselves up as an ‘expert’ resource to aid the individual’s development as a liberated learner.