The document discusses the educational philosophy of the Thomas Tallis School. It emphasizes creativity in all disciplines to help students understand the world and change it for the better. It values habits like being inquisitive, collaborative, persistent, disciplined and imaginative. The school aims to provide an excellent educational experience through creativity, community, engagement, and challenge.
2. Excellence
through
crea/vity
We
believe
that
crea-vity
is
crucial
for
young
peoples’
development.
We
therefore
offer
an
excellent
educa-onal
experience
based
on
crea-vity
in
all
our
disciplines.
We
want
our
young
people
to
understand
the
world
they
inherit
so
that
they
can
change
it
for
the
be=er.
We
are
commi=ed
to
specific
habits
of
mind,
to
being
inquisi-ve,
collabora-ve,
persistent,
disciplined
and
imagina-ve.
We
work
with
passion,
dignity
and
style
and
we
value
individuality,
playfulness
and
innova-on.
3. Excellence
through
community
We
are
an
inclusive
community
offering
an
en-tlement
to
great
opportuni-es
in
a
friendly
and
disciplined
atmosphere
characterized
by
excellent
rela-onships.
Everyone
is
known,
loved
and
included
personally
in
our
big
family.
We
value
fairness,
equality
and
jus-ce
and
respect
each
other’s
cultures
and
giEs.
We
work
closely
with
parents
and
local
people
and
we
prepare
our
young
people
for
a
global
future.
Leadership
is
dispersed,
shared
and
effec-ve.
We
value
trust,
care,
happiness,
en-tlement,
inclusivity,
equality,
rela-onships,
considera-on
and
love.
4. Excellence
through
engagement
We
want
everyone
in
our
community
to
learn
and
develop
together
through
authen-c
engagement
and
excep-onal
teaching.
Our
young
people
love
learning
because
of
our
commitment
to
knowledge,
our
common
crea-vity
and
cohesive
community.
We
educate
them
to
become
independent
thinkers,
working
with
their
individual
talents
to
learn
and
achieve.
We
share
high
aspira-ons
and
expecta-ons
for
ourselves
and
our
school
and
we
expect
that
learning
con-nues
well
beyond
lessons.
We
value
par-cipa-on,
communica-on,
praise,
experience
and
empowerment.
5. Excellence
through
challenge
We
take
our
responsibili-es
seriously
and
we
scru-nize
our
progress
carefully.
Every
year
we
set
ourselves
new
challenges
and
review
what
we
have
achieved
so
that
all
the
doors
in
the
world
are
open
to
our
young
people
when
they
leave
us.
We
want
to
make
our
aims
real
for
every
member
of
our
community,
so
we
hold
one
another
to
account
with
intelligence
and
thoughHulness.
We
ac-vely
resist
dehumanizing
influences
on
educa-on,
but
we
value
learning,
performance,
aspira-on,
risk
and
courage.
6. 1. Develop
an
authen-c
TT
curriculum
2. …pastoral
plan
3. …excellence
in
teaching
4. Collabora-ve
of
big
schools
5. Open,
honest,
inclusive
decision-‐making
6. Community
spirit,
rela-onships
7. Governors
8. Parents
9. Community
7. 10.
Improve
teaching
11.
Staffing
structure
and
quality
recruitment
12.
GAT
and
y12
13.
KS3
14.
Narrowing
the
gap
15.
OOSHL
16.
Target
sebng
17.
KS4
(moving
target)
18.
KS5
and
des-na-ons
19.
Budget
20.
External
pressures
including
OFSTED
21.
Na-onal
structural
impera-ves
8. • Coe:
children
learn
when
they
have
to
think
really
hard
• The
hard
work
of
making
a
rela-onship
with
ideas
• Rela-onship
between
teachers
and
pupils
involved
in
the
development
of
knowledge
• Academic
disciplines
as
public
forms
of
understanding
in
which
society
has
conversa-ons
about
itself
and
its
future
(B).
• Not
about
the
employment
market,
but
about
learning
9. Powerful knowledge
• Dis-nct
from
everyday
experience
• Systema-c,
arranged
in
subjects,
available
for
generalising
• Specialised
so
needs
specialists
• Not
F1
or
F2
• Educa-on
driven
by
learning,
not
assessment
10. Curriculum Principles
• How
would
you
describe
it?
What’s
it
for?
• How
is
it
organised?
• How
many
doors
are
open
as
a
result?
• Broad
and
balanced
or
for
the
perf
tables?
• Subject
knowledge
at
teacher
recruitment
• All
abili-es
given
the
chance
to
learn
from
teachers
with
high
levels
of
sub
kn?
11. 10 Principles
1.
Knowledge
is
worthwhile
in
itself.
Tell
children
this
unapologe2cally:
it’s
what
childhood
and
adolescence
is
for
12. 2.
Schools
share
powerful
knowledge
on
behalf
of
society
We
teach
what
young
people
need
to
make
sense
of
and
improve
the
world
13. 3.
Shared
and
powerful
knowledge
is
verified
through
learned
communi/es
We
are
model
learners,
in
touch
with
research
and
subject
associa2ons
14. 4.
Children
need
powerful
knowledge
to
understand
and
interpret
the
world
Without
it
they
remain
dependent
upon
those
who
have
it
or
misuse
it
15. 5.
Powerful
knowledge
is
cogni/vely
superior
to
that
needed
for
daily
life
It
transcends
and
liberates
children
from
their
daily
experience
16. 6.
Shared
and
powerful
knowledge
enables
children
to
grow
into
useful
ci/zens
As
adults
they
can
understand,
cooperate
and
shape
the
world
together
17. 7.
Shared
knowledge
is
a
founda/on
for
a
just
and
sustainable
democracy
Ci2zens
educated
together
share
an
understanding
of
the
common
good
18. 8.
It
is
fair
and
just
that
all
children
should
have
access
to
this
knowledge
Powerful
knowledge
opens
doors:
it
must
be
available
to
all
children
19. 9.
Accepted
adult
authority
is
required
to
share
knowledge
The
teacher’s
authority
to
teach
is
given
and
valued
by
society
20. 10.
Pedagogy
links
adult
authority,
powerful
knowledge
and
its
sharing
We
need
quality
professionals
to
achieve
all
this
for
all
our
children.
