Investing in Children
Junior Achievement Isle of Man
We have been fortunate in getting JAIoM to come and deliver citizenship sessions to our pupils in the next academic year (2011-12) so here is a little more information about the organisation and the programme that they deliver.
Junior Achievement Isle of Man is an independent member of the Junior Achievement Europe group and runs citizenship programs in some of the island’s schools. The UK is also a member but the scheme is known as Young Enterprise there. Most European countries are members and you can find out more from their web pages.
JA-YE Europe Purpose
• To inspire and prepare young people to succeed in a global economy
JA-YE Europe Values
• Belief in the boundless potential of young people
• Commitment to the principles of market-based economics and entrepreneurship
• Passion for what we do and honesty, integrity, and excellence in how we do it
• Respect for the talents, creativity, perspectives, and backgrounds of all individuals
• Belief in the power of partnership and collaboration
• Conviction in the educational and motivational impact of relevant, hands-on learning
The mission of JA-YE is to use hands-on experiences to help young people understand the economics of life. In partnership with business and educators, JA-YE brings the real world to students and opens their minds to their potential.
JA-YE enterprise and economic education programmes are designed for young people ages 6-25 and are implemented through a partnership between local businesses and schools.
Next year, Y1 will taken part in sessions about ‘Ourselves’ while Y2 will learn about ‘Our Families’. KS2 will be taking part in sessions about ‘Our Community’, ‘Our City’, ‘Our Nation’ and Our World’
Volunteers from the business community receive training before they come in to deliver the sessions to the children.
Each class is allocated two volunteers for the sessions and the class teacher is also present so that follow-up work can be completed if necessary. The volunteers meet with the member of staff before the start of the specific topic in order to run through the outline of the unit and meet with Kirsty Coffey from Junior Achievement Isle of Man.
Junior Achievement are always looking for volunteers to help deliver these programmes so if you are interested, please come and ask us at school about what it involves.Mantle of the Expert
We are aiming to use the Mantle of the Expert model for learning as part of a process of moving towards a skill based curriculum. Research in the UK has identified that children in other countries outperform British children by the time they get to 14 and continue to do so.
Some of the education experts from these countries have visited the Isle of Man to lead training sessions for headteachers. This has really given us an insight into what we could do to improve learning opportunities for children on the Isle of Man.
At Arbory, experiential learning and opportunities for creative and constructive play are already happening in Foundation Stage. SOme of this practice is now continuing into Key Stage and through to Key Stage 2.
Regular off-timetable weeks and cross-curricular topics are tools which enable skills to be taught through the primary phase and Assessment for Learning*
strategies used by teachers mean that specific objectives and targets are set for different classes, groups and individuals. Planning for teaching and assessment in Maths and English continue to be especially rigorous.
I have already had some experience with the Mantle of the Expert at my previous school and I have seen that it has a positive impact on children's learning. Mrs Collister and Mrs Faragher have recently been on a MotE training course and are trying out some ideas with their classes. Mantle of the Expert has worked well in English schools and provides much more motivation for the pupils.
"The Mantle of the Expert is a dramatic-inquiry based approach to teaching and learning invented and developed by Professor Dorothy Heathcote at the University of Newcastle upon Tyne in the 1980’s. The big idea is that the class do all their curriculum work as if they are an imagined group of experts.
They might be scientists in a laboratory or archaeologists excavating a tomb, or a rescue team at the scene of a disaster. They might be running a removal company, or a factory, or a shop, or a space station or a French resistance group.
Because they behave ‘as if they are experts’, the children are working from a specific point of view as they explore their learning and this brings special responsibilities, language needs and social behaviours.
Let us be clear: the children are not putting on a play or running a business. They are simply being asked to agree, for a time, to imagine themselves as a group of scientists, archaeologists or librarians with jobs and responsibilities.
Through activities and tasks, the children gradually take on the same kinds of responsibilities, problems and challenges that real archaeologists, scientists and librarians might do in the real world." (Taken from www.mantleoftheexpert.com)
*Assessment for Learning
There are now opportunities for both learner and teacher to obtain and use information about progress towards learning goals.
Strategies are used to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work.
Pupils take part in assessing their learning and can suggest how they will be helped to make further progress.
The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted.
Learners should become as aware of the 'how' of their learning as they are of the 'what'.