Combining creativity and art is essential for the development of life skills ... flexibility, communication, teamwork, problem solving, imagination, self-expression among young people. These skills will contribute to the success of the UK creative industry and lead to the next generation of creative talent across the country.
The DfE Character Education Framework defines the vision that DfE suggests that schools should use to develop these skills and characteristics. Of course, nature education is nothing new. The school uses a variety of extracurricular activities to provide character education, including dating, classes, sports, arts, outdoor schools, and clubs. These opportunities help young people learn, express their character and acquire the skills needed to be happy, healthy, safe: success.
The DfE has identified four important aspects that “can help schools create more opportunities for children and young people.
What kind of school are we?
What are our mutual hopes?
How does our curriculum and learning develop flexibility and confidence?
How good is our joint program?
The DfE has identified four important aspects that “can help schools create more opportunities for children and young people.
- The ability to be motivated for long-term goals, to see the long-term relationship between current efforts and gains, to overcome and endure failures and to learn from them.
- Learn to get used to positive moral qualities, sometimes known as "virtues," such as courage, honesty, generosity, honesty, humility, and a sense of justice towards others.
- Earn social trust to express clear opinions or arguments, be constructive, listen carefully to the opinions of others, be polite, speak well to listeners with credibility. :
- Evaluate potential long-term commitments that lead to a successful and fulfilling life, such as a spouse, partner, role or title, local community, belief, or worldview. It helps people to take root, gives them stability and gives them a lasting life ”.
- High self-efficacy or self-confidence is associated with better performance, greater persistence, and greater interest in the job.
- Highly motivated (related to flexibility) children, pushed by external talents, show higher levels of persistence and achievement.
- Good self-control (or self-regulation, the ability to delay gratification) is associated with higher levels of achievement. :
- Having good coping skills (part of the ability to back down) is associated with greater well-being. "
What kind of school are we?
- How clearly do we define the type of education we want to provide?
- How do we ensure that all members of the school community (e.g. staff, students, parents / guardians, governing bodies) understand and share our goals?
- How effectively are we creating a sense of pride, belonging and identity in our schools?
What are our mutual hopes?
- Do we understand the importance of discipline and good behavior in school life? How do we contribute to this understanding?
- How much do we encourage attention and respect for others (adult students), good behavior?
- To what extent do we promote some positive personality traits in students?
How does our curriculum and learning develop flexibility and confidence?
- Is our curriculum ambitious for our students? Is it the teaching of knowledge, the cultural capital that will open the doors, giving them confidence in society at large?
- Is our curriculum logically organized, coherent, subject-inclusive, taught through effective pedagogy so that students have a strong sense of progress to foster self-confidence?
How good is our joint program?
- It brings together a wide variety of arts, creativity, entertainment, sports, discussions, groups, individuals, etc. so that all students can "find new interests" and develop existing ones?
- Do we use or promote local, national or international programs or organizations? (e.g. uniformed organizations, Duke of Edinburgh, National Citizen Service, etc.)
- Is the offer of high quality? Is it a challenge for the students or based on experience? Does participation last over time?
- Students compete, perform, etc. is there enough opportunity, is success recognized?
To what extent do we promote the value of volunteering and serving others?
- Are the expectations appropriate for volunteering or age of service to others?
- Are the choices different, significant, of quality, sustainable over time?
- Do volunteer services help remove social barriers? Are the students effective in their willingness to contribute to citizenship and society?
How do we make sure that all our students benefit equally from our offers?
- Do we understand the reduction of barriers to participation (e.g. costs, time, location, logistics, trust, parental support, etc.)?
- Are we allowing young people from all walks of life to feel appreciated and valued?
- Which of our terms, including the integrated curriculum, apply to the students we serve?
