THE SKILLS THAT MATTER!

Participation in creativity and the arts is key to developing the skills needed in life ... Resilience, communication, teamwork, problem solving, imagination and self-expression in young people. These are skills that will fuel the success of the UK's innovative industry and spark the creativity of the next generation across the country.

The DfE Behavior Learning Framework describes the steps that DfE schools should take to develop these skills and behaviors. Behavioral learning is hardly new. Schools use a variety of extracurricular character-building programs and activities, including regular meetings, classes, sports, arts, social events, and clubs. These opportunities help young people define and express their behavior and develop the skills they need to be happy, healthy, safe and successful.

The DfE highlights four key areas: “Schools can influence the way they organize their services to children and young people.

• Ability to stay motivated by long-term goals, see the relationship between current and long-term rewards, overcome obstacles, persevere and learn from them;
• The study and practice of positive moral qualities, sometimes called "virtues", which, among others, include courage, fidelity, generosity, fidelity, humility and a sense of justice;
• Gain social security and the ability to express points of view or arguments clearly and constructively, listen carefully to the opinions of others, speak politely, politely and persuasively in front of an audience; As well as
• Appreciate the importance of long-term relationships that create a successful and fulfilling life, such as spouse, partner, role or calling, local community, belief or belief. It helps the person to take root and give stability and longevity to his endeavors in life.

The study found that developing skills and behavior improve school performance, school attendance and attendance. “The Education Support Fund and the Cabinet of Ministers have arrived

• High self-confidence or self-confidence with better performance, greater perseverance and greater desire to work;
• Highly motivated (associated with persistence) children who seek intrinsic rather than extrinsic rewards show greater persistence and success;
• Good self-control (or self-control, the ability to delay gratification) is associated with higher levels of performance; As well as
• Good driving skills (part of being able to get back on your feet) is associated with greater confidence.

The importance of behavioral education is reflected in the new Offest exam preparation and, as in all other disciplines, better behavior is not accidental but results in clear and focused leadership, strong discipline and high student expectations . Good curriculum and collaborative curriculum, as well as effective evidence-based learning. The six criteria outlined in this guide are intended to reflect the characteristics of these good schools.

What is our school?

• How do we define the subject we want to teach?
• How can we ensure that all members of the school community (eg teachers, students, parents / guardians, school administrators) understand and share our goals?
• How effectively are we creating pride, belonging and identity in our school?

What can we expect from the way we treat ourselves?

• Do we recognize the importance of discipline and good manners in school? How to promote this concept?
• To what extent do we encourage respect and respect for others (students and adults)?
• To what extent do we develop a variety of positive behaviors in students?

How do our curriculum and teaching develop perseverance and self-confidence?

• Is our curriculum of great interest to our students? Does it convey the knowledge and cultural capital that opens doors to them and gives them confidence in the wider community?
• Is our curriculum, including subjects, reasonably organized and structured and taught effectively, making students feel strong, confident and confident?

How good is our resume gift?

• It covers art, creativity, performance, sports, debate, challenges, team and individual topics and more. That all students discover new interests and develop existing ones?
• Do we use or support local, national or international programs or organizations? (For example, uniform, Duke of Edinburgh, National Citizenship Service, etc.)
• Offer high-quality students and tests and build knowledge? Is participation expected over time?
• Students have enough opportunities to compete, perform, etc. and the results should be recognized and respected?

How much do we promote volunteering and the benefits of service to others?

• Are age-appropriate promises of volunteering and service to others clearly demonstrated?
• Are the options different, meaningful, high quality and sustainable?
• Do volunteering and service delivery help overcome social barriers? Are they ready to educate students and contribute to society?

How can we ensure that all our students benefit equally from what we offer?

• Do we understand and minimize barriers to participation (e.g. cost, time, space, logistics, trust, parental support, etc.)?
• Do we encourage the participation and appreciation of young people from all backgrounds?
• Is our approach suitable for accepting and challenging the students we serve, including our curriculum-based approach?