parents

Monday 30th October

A quick reminder to all Parents/Carers that Monday 30th October is an Inset Day. The first day back for students, after the half term holiday, is Tuesday 31st October.

Chemical spillage incident

Dear Parents/Carers

We have experienced a small spillage within the chemical store in the Science department in B block and, as required, we implemented our emergency health and safety procedures which included phoning the fire brigade (who were excellent) and the chemical company to clean up.  As a safety procedure, we did evacuate B block and reallocated the students with their Form Tutors.  The students were calm and very well behaved.  The situation is now resolved and I would like to thank all the students and staff for their forbearance, but as I’m sure you will appreciate, there are standard procedures I must comply with for the safety of all within The Abbey School community.

Mrs C Woodend

Headteacher


 

New-Ofsted-logo

 

 This is a GOOD School in all areas where students are exceptionally well cared for.

Ofsted May 2013

 

Personal and Professional Skills at The Abbey School

Personal and professional skills are designed for students to develop attitudes, skills and strategies to be applied to personal and professional situations and contexts now and in the future. In this course, the emphasis is on skills development for the workplace, as these are transferable and can be applied in a range of situations.

Other qualities the course should encourage include:

  • responsibility
  • perseverance
  • resilience
  • self-esteem
  • academic honesty.


PPS is one of the CP’s four core components and ties together all aspects of the core, vocational and IB subjects.


Aims

The overall aims of personal and professional skills are for the students to:

  • develop as reflective and lifelong learners who can adapt to diverse situations
  • recognise personal strengths and identify ways to overcome challenges
  • be aware of and respond effectively to ethical dilemmas
  • value diversity of cultures and perspectives
  • demonstrate the ten attributes of the IB learner profile.


Skills on Personal and Professional Skills

1. Personal Development:

  • Self-appraisal
  • Emotional intelligence
  • Reflection
  • Effective Organisation
  • Numeracy and Finance
  • Managing Change
  • Collaboration
  • Conflict Strategies
  • Leadership

2. Communication:

  • Social Awareness
  • Active Listening
  • Non-verbal cues
  • Understanding literacy
  • Digital literacy
  • Information and media literacy
  • Writing for purpose
  • Presentation skills
  • Interview skills

3. Intercultural Understanding:

  • Personal context
  • Assumptions, values and attitudes
  • Social norms and behaviours
  • Language and customs
  • Perspectives
  • Commonalities and differences
  • Interactions

4. Thinking Processes:

  • Compare and contrast
  • Analyse and synthesise
  • Evaluate
  • Imagine
  • Predict
  • Innovate
  • Practical thinking
  • Problem-solving
  • Implementing and adapting

5. Applied Ethics:

  • Introduction to ethics: exploring right and wrong
  • Identifying ethical dilemmas
  • Approaches to ethical dilemmas
  • Case studies of ethical dilemmas
  • Expectations and standards of professional behaviour
  • Debates about professional ethics


Timetable for Personal and Professional Skills

The PPS course you will follow is linked with your reflective project course to ensure they complement one another. For example, you will be studying ethical issues within PPS at the same time you are devising an ethical dilemma question for your reflective project.

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 12 - PPS Project Management Intercultural Communication Ethical Issues Debating Skills E-Safety Unifrog / Careers
Year 12 - RP Taught element (e.g research skills) Forming a question Research/ first reflection meetings Data analysis/ structure and planning Interim Reflections
Year 13 - PPS Rights and Liberation Current Affairs Financial Awareness Revision Skills (inc stress and anxiety) Revision Skills  
Year 13 - RP Peer coaching/ refining/ referencing Final reflections Moderation Final Submission EXAMS  


Useful Links and Handouts

pdficon large  The IB PPS Guide

01Thinking Schools

At the Abbey School, we aim to provide a nurturing and supportive environment for students to fulfil their potential. Through using a variety of Thinking Tools we provide personalised and productive learning for all, aimed at making our students independent, resilient learners ready for the challenges of the 21st Century.

 

What is a Thinking School?

“A thinking school is one of an educational community in which all members share a common commitment to giving regular, careful thought to everything that takes place. This will involve learning how to think reflectively, critically and creatively, and to employ these skills and techniques in the co-construction of a meaningful curriculum and associated activities.” Professor Emeritus Bob Burden, of the Cognitive Centre at Exeter University.

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Three Guiding Principles of Thinking Schools

There is a global call for action to improve student performance through educating for higher order thinking. What is at stake? Applied literacy, jobs in the global economy, and an engaged and thriving community. Schools, therefore, need to shift from teacher-led memorization of information to explicit teaching of skilful thinking and problem solving. This requires equal access to learning at higher levels for all students, independent of gender, ethnicity, and cultural background. The Thinking Schools International approach is based on three guiding principles that address this need, which are:

 

Principle 1: Innate Thinking.
All learners have the innate ability to think and improve their thinking.
Principle 2: Thinking Transfer.
All learners need to transfer thinking processes directly to content deep learning.
Principle 3: Student-Centred Models.
Improving thinking and learning are most effective when student centred models are explicitly implemented across whole schools.

Why a Thinking School?

We are living through a time of exceptional change and technological development. At the Abbey School, we believe we need to nurture our children and young people to be confident, adaptable and resilient learners who can think for themselves. Our moral purpose is to transform the life chances of our young people so that they will have the self-esteem, skills and knowledge to thrive in an ever-changing world.

Why do we use Thinking Tools?

As a Thinking School, The Abbey is committed to developing over time:
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✓ A common language of learning;

 

✓ Thinking Skills embedded at the heart of the curriculum;

 

✓ Vibrant, collaborative learning environments;

 

✓ Transformation of learning;

 

✓ Developing skilled, resilient, independent, reflective learners

 

✓ Whole school training of all teachers and support staff

 

 

We also have a dedicated drive team of lead teachers in a School Improvement Group (SIG) who coach and mentor the other teachers and support staff.

The Abbey School’s Journey into becoming a Thinking School

The Thinking Foundation offers a Thinking School Accreditation process. The framework they use for a school to achieve accreditation is based on 5 Key Areas for Reflection and 15 Criteria representing the vision of directly facilitating thinking as a foundation for early childhood through adult education and for nurturing all students as global citizens. These Key Areas and Criteria are useful descriptors for defining a Thinking School:

 

k1
Key Area 1: Student centred: Student centred thinking develops life-long, independent, resilient and cooperative learning skills including reflective, critical, and creative thinking and the capacity to solve problems and transform information into meaningful knowledge and action.
 
k21
Key Area 2: Facilitative Leadership: Facilitative Leadership engages all members of the school community in interactions that promote group and individual learning, informed and thoughtful decisions, and a planned, sustained effort toward a common purpose.
 
k3
Key Area 3: Integrated Professional Learning: This provides access to planned, connected and diverse opportunities for continuous learning and growth for individuals and groups within the adult school community in the thinking pathways the school has chosen.
 
k4
Key Area 4: Interactive Assessment: Interactive Assessment is a continuous process of reflection on growth and development to inform both learner and instructional decision-making that engages teachers and learners in a variety of formative and summative approaches.
 
k5
Key Area 5: School-Wide Ethos: School-Wide Ethos reflects the quality of the thought-filled interactions between and among people within the school and the larger educational community and the ways in which all members actively demonstrate respect for each other and the capacity to invite and consider multiple perspectives.
 

2015 - 2016

04We introduced the first Thinking Tool to all Year Groups: Habits of Mind. They actively promote the characteristics of effective, resilient, independent learners e.g. persistence, and responsible risk taking. This was done through a series of 16 lessons delivered to all tutor groups in form time over a 16 week period.

 

We also redesigned our own personalised Abbey School Habits of Mind logos, which we have placed around the school in the forms of:

✓ Posters

 

✓ Wall logos

 

✓ TV PowerPoint

 

✓ Lesson labels

 

Finally, our teaching and support staff are actively encouraged to engage the students with these Habits of Mind in the form of immediate Assessment for Learning (AfL) verbal feedback to the students.

2016 - 2017

05We will be introducing the students to Thinking Maps. These are 8 visual ways of presenting your thinking. Each one is specific to its purpose, and designed to allow the students to: 

 

✓ Plug holes in their knowledge by visualising their responses against mark schemes

 

 

✓ Work independently from teaching and support staff

 

✓ Work cooperatively with each other to enhance their learning

 

✓ Show great Habits of Mind skills

 

✓ Visually plan their answers

 

✓ See logical connections between concepts

 

✓ Access the higher grades in exams

 

✓ Become independent, resilient self-learners

 

✓ Attain above and beyond their target grades

 

We will also be reviewing and measuring the impact that both Habits of Mind and Thinking Maps are having on students’ positivity and resilience, as well as their attainment, progression and exam results.

2017 - And Beyond...

We will be introducing our 3rd thinking tool (as yet undecided), and continuing to evaluate the impact Thinking Schools is having on the students, the teaching and learning, and the progression and results, before considering to go for full Thinking Schools International accreditation.

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For more information, please email: Dr R Speller (Deputy Head-teacher in charge of Thinking Schools) at: This email address is being protected from spambots. You need JavaScript enabled to view it.

This weeks school activities

•  Monday 11 July Year 7 & Year 8 reward trip to Chessington
•  Tuesday 12 July Year 9 & Year 10 reward trip to Thorpe Park
•  Year 10s out all week on work experience
•  Year 12s out all week on work experience
•  Friday 15 July whole school Summer House Fete


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