READY FOR THE WORLD…
The Greenfields Ready for the World sessions support the children’s understanding of the learning behaviours in the real world. They take place in the last 30 minutes of each week on a Friday. Linked to the whole school values:
Amazed – Autumn 1
Original – Autumn 2
Brave – Spring
Bold – Summer
Each year group uses this time to explore in depth a person who embodies our school values. The person studied could be from the past or the present, local or international, young or old, but someone that is perhaps less well-known for their contribution to society; someone who the children may not have usually found out about. The learning over the course of the half term will culminate in a floor-book produced by each class.
READY FOR THE WORLD AWARDS – Children at Greenfields understand that learning is not defined by the content of their knowledge but combining how they learn with the skill of being able to use what they know; a sense of responsibility and a confidence in their own ability to succeed; essential qualities that will equip them for lifelong learning.
Our Ready for the World Awards are to recognise children who are showing that they are developing positive learning behaviours. Our Ready for the World Awards are progressive statements across the school that focus on four key learning behaviours linked to our school values; amazed, original, brave and bold.
Children can achieve a ‘Ready for the World Award’ in any area of school life. They receive a special sticker from the Headteacher on that day and a certificate explaining which of learning behaviours they have demonstrated along with a special mention in the school newsletter. A letter is sent home, so that parents and carers can also congratulate their child.
| Ready for the world in EYFS | |||
| …be amazed | …be brave | …be original | …be bold |
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| Responds to significant experiences, showing a range of suitable feelings. | Willing to have a go at new experiences. | Explains own knowledge and understanding and asks appropriate questions of others. | Shows confidence to initiate ideas or try new activities. |
| Ready for the world in Year 1 | |||
| …be amazed | …be brave | …be original | …be bold |
| | | |
| Recounts experiences and imagines possibilities. | Willing to have a go at even if something is hard. | Uses ‘how’ and ‘why’ when trying to find things out. | Listens to each other’s suggestions and plans how to achieve an outcome without adult help. |
| Ready for the world in Year 2 | |||
| …be amazed | …be brave | …be original | …be bold |
| | | |
| Curious about new things and will ask questions to find out more. | Leaves an activity and goes back to it later if it has not been completed. | Thinks of different ideas and possibilities when solving a problem. | Explains why they prefer one of two ideas that are proposed. |
| Ready for the world in Year 3 | |||
| …be amazed | …be brave | …be original | …be bold |
| | | |
| Carries on and is not put off by change. | Uses a range of strategies to control feelings. | Sees relationships between things and explains ideas to others. | Takes time to consider experiences and what needs to be done next. |
| Ready for the world in Year 4 | |||
| …be amazed | …be brave | …be original | …be bold |
| | | |
| Uses more than one piece of evidence to support their findings. | Manages disappointments and keeps emotions in check. | Sorts information and chooses what is relevant. | Persuades others to accept a proposal even though others may not at first agree with the suggestion. |
| Ready for the world in Year 5 | |||
| …be amazed | …be brave | …be original | …be bold |
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| Discusses and debates issues until a sensible compromise is reached. | Accepts constructive criticism from others in a group to enable improvement in performance. | Motivates others to contribute more effectively. | Knows the difference between sensible and fool-hardy risks. |
| Ready for the world in Year 6 | |||
| …be amazed | …be brave | …be original | …be bold |
| | | |
| Always prepared to explore more than the first possible solution to a problem. | Uses a range of strategies to cope well with additional pressure. | Aware that solutions can depend on an understanding of other issues. | Is able to plan a way through a complex task, anticipating blocks an applying skills to overcome them. |