Monthly Archives: February 2019

Restorative Practice

The framework for the restorative approach starts with looking at values which are about the sense of responsibility then we look at skills such as, eye contact and questioning. Then we need to look at the process to find out if anyone is harmed, what happened, and how to repair that. It is important to understand that behaviour is a form of communication that needs to be listened to and understood. The main aspect of restorative practice is about the pupil having relationships which can be created by having a positive school ethos. There must be interactions with pupils involving empathy, emotional intelligence and active listening. This helps with having a non-judgemental and blame-free approach which teaches children that they can make mistakes and they can be open about that without being looked down on. Important aspects of restorative approaches include fairness, equity and consistency. This means that everyone is respected and there are no biases to allow everyone to understand that actions have consequences. There also needs to be planning put in place for the future to minimise the chance of bad behaviour happening again.

Key Features of a Good Science Lesson

With inspiration from Sciences ‘Principles & Practice’ and ‘The Sciences 3 – 18’ here are some of the things that we came up with as key features of a good science lesson.

  • Stimulate interest in pupils and staff
  • flexibility and choice (Variety)
  • Motivation, challenging, engaging and enjoyable
  • Consistency not just random facts
  • Actively involved – Interactions
  • Questioning – to consolidate knowledge
  • Develop thinking and understanding
  • Discussion and reflection
  • Teamwork
  • Learning outdoors (Field trips)
  • Observation, recording and classification skills – Using real materials/living things in real life situations
  • Scientific literacy – Process, summarise and present findings e.g. how to identify reliable sources
  • Confidence in skills e.g. scientific communication
  • Predictions
  • Higher order thinking
  • ICT
  • Effective use of interdisciplinary work
  • Links between science and other curricular areas