Learning and Teaching Policy

Togetherness Well-being Learning

September 2012

Updated September 2015

1

Learning and Teaching Policy Contents

1 Contents

2 “An Excellent Curriculum”

3 Aims, Values and Purposes

4 Harbinger Curriculum

5 “Reaching Everyone”

6 Emotional Intelligence

7 Components of Emotional Intelligence at Harbinger

8 Accelerated Learning

9-10 The Accelerated Learning Cycle

10 Immersion (pre-planning)

11 Planning

12 Assessment for Learning

13-15 The Process of AfL at Harbinger

16 “Test scores…”

17 Formative Feedback

18 Summative Feedback

19 Statutory Assessment and Assessment Activities

20 “Still on the Journey”

21 Evaluation and Feedback

22 Annual Evaluation Plan

23 References and Acknowledgements

For Appendices A-M, see ‘Learning and Teaching Policy Appendices’ folder: Staff Shared Area -

Policies

2

The touchstone of an excellent

curriculum is that it instils in

children a love of learning for its

own sake…

Sir Jim Rose (2009, p.9)

3

Aims, Values and Purposes

Aims

Our aim is to enable students to become:

successful learners who enjoy learning, make progress and achieve

confident individuals who are able to live safe, healthy and fulfilling lives

responsible citizens who make a positive contribution to society

Values

Our agreed school values are:

Learning: An entitlement to relevant and purposeful learning, high expectations

and outcomes, widening horizons and raising aspirations

Well-being: An ethos of personal development and emotional intelligence,

excellent care and guidance, intrinsic motivation to discover routes to happiness

and success

Togetherness: An environment founded on equality and inclusion, rights and

responsibilities, an awareness of belonging to our immediate and global

communities

Purposes

Our purpose is to:

Share a vision of learning as a lifelong journey: we are all learners

Engender a positive attitude and commitment to learning: resilient, responsible,

reasoning, resourceful, reflective learners

Pass on valued skills, knowledge and understanding: to prepare children for the

opportunities and challenges they face as the next generation

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Harbinger Curriculum

At Harbinger we define the curriculum as the entire planned learning experience

underpinned by our aims, values and purposes. It encompasses all lessons, learning

outside the classroom, and learning outside of school hours.

The curriculum will:

Excite and inspire

Provide opportunities for spiritual, moral, social, cultural, emotional, intellectual

and physical development in an environment which supports learning

Respond to pupil needs and interests which reflect our diverse community

Establish a daily and annual routine to provide rhythm and security

Ensure that learning is active and enhanced through a range of first-hand

experiences

Encourage the skills, attitudes and dispositions that children need to become

well-rounded individuals and lifelong learners (Appendix A – Essentials for

learning and life)

At Harbinger, the curriculum is highly personalised and intrinsically linked to our ethos.

Breadth of coverage will provide a well-rounded learning experience, whilst depth of

study will develop understanding, knowledge and skills. It is flexible and can be tailored

to help children achieve a wide range of outcomes and make the best possible progress.

At Harbinger, the Curriculum Framework (Appendix B) specifies and organises required

learning from the National Curriculum 2014 and the Early Years Foundation Stage

Framework. Teachers then have professional license to organise learning around over-

arching themes that have significance for individuals and society and provide relevant

contexts.

At Harbinger, we are committed to keeping abreast of current good practice and

developments in education. We have a culture of shared information and ideas and we

pursue quality training. Our Teaching and Learning policy reflects classroom research

and exciting pedagogy which is best suited to the needs of our learners.

Approaches to Learning

At Harbinger, our key approaches to learning are:

Emotional Intelligence

Accelerated Learning

Assessment for Learning

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Only variety in teaching and

learning allows us to reach

everyone Colin Rose (1987)

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Emotional Intelligence What needs to be in place for teaching and learning to start?

The Hierarchy of Needs (Maslow, 1943) informs the emphasis we place upon creating an

environment that supports good teaching and learning. For a child to reach higher order

development, we must ensure that the more basic needs are met.

In order to create this environment, we must commit to two things: acknowledging our

own developing emotional intelligence (Appendix C) and explicit teaching to support the

same in children (Appendix D-G).

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Effective Communication

What is our aim?

· Equality and individuality

· Use of positive and non-discriminatory

language

· Good listening

· Speaking in first language when

appropriate

· Ownership and personal responsibility

· Community involvement

How do we achieve it?

· Shared vision

· Circle Times

· School Council

· I statements

· Conflict resolution

· Peer support

· Circle of Friends

· Multi-faith celebrations

· Rights Respecting School Award

· Staff roles and responsibilities clearly

defined

· Participation in whole school development

· Effective and approachable leadership

· Home/School team

Readiness for Learning

What is our aim?

· Motivation

· Happiness

· Feel valued

· Safety

· Interest

· Sense of purpose

· Positive self-image

· Self-respect

· Sense of achievement

· Understanding the affect our

emotions have on our learning

behaviour

How do we achieve it?

· Aspirations

· Clear systems and routines

· Emotional Diaries

· Relaxation and visualisation

techniques

· Celebrations

· Teaching to Multiple Intelligences

· Attendance certificates

· Sharing Assembly

· Work/messages sent home

· Nominations/Star of the Day

· Affirmations

· Individual interventions

· Inclusion Team (App 10)

· Outside Agencies

· Healthy Schools

· Breakfast Club

Components of

Emotional

Intelligence

at Harbinger

“Emotional intelligence is a way of understanding and shaping how we think, feel and act” Corrie (2003, p.3)

Environment for Learning

What is our aim?

· Safe & welcoming school

· Be a Rights Respecting School

· Well-organised, stimulating and multi-

sensory learning spaces

· Classrooms supportive of inter-and

intra-personal learning

· Interactive displays

· Representation of diverse community

How do we achieve it?

· Class charters

· Rights Respecting resources

· Varied table settings

· Learning posters

· Book corners

· Accessible resource areas

· Aromatherapy

· Drinking water

· Special place

· Smartboards

· Playtime space

· Learning outside the classroom

· Music

Conflict Resolution

What is our aim?

· Considering emotions and emotional

responses

· Understanding of ‘Think, feel, act’ cycle

· Awareness of behaviour patterns and

how well they serve us

· Learning helpful ways to recognise and

better manage emotions

How do we achieve it?

· Behaviour Policy (App D)

· I Statements (App E)

· 7 steps to conflict resolution (App F)

· Understanding The Brain (App G)

· Responses to fear (App H)

· EI posters displayed

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Accelerated Learning What does good teaching and learning look like?

To support our understanding of Accelerated Learning we draw on two sources: Howard

Gardner’s Multiple Intelligences (1984) and Colin Rose’s Preferred Learning Styles

(1987).

Types of intelligence Preferred Learning Styles

Linguistic Visual

Mathematical/Logical Auditory

Visual/Spatial Kinaesthetic

Musical

Bodily/physical

Inter-personal

Intra-personal

Reflective

Naturalistic

Seeking ways to appeal to different intelligences, and providing opportunities for

children to work in a range of learning styles, allows teaching and learning to be

effective for all.

Learning is planned using the ALPS Approach (Smith & Call. 1999, p.23). This is a

structured cycle which is adaptable for all ages, abilities and subject areas.

Big Picture

Input

Demonstrate

Connect the Learning

Create the supporting

environment:

Exercise, Rest & Water

Review & Recall

The AcceleratedLearning Cycle

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Connect the learning

“Learning is all about seeking and securing connections. You only understand information relative to what you already understand.” Smith (1999)

‘Hooking on’ to previous experiences and existing knowledge from both prior lessons and

the outside world ensures that a learning experience can be situated between what has

been covered and what is to come. Variation in how this is achieved and making learning

personal and therefore meaningful to groups and individuals, allows us to engage and

arouse learners’ curiosity.

Big Picture

“If it matters to you, you attend to it differently.” Smith (1999)

The Big Picture informs the learner how a piece of learning fits into the overall topic

and what will be accomplished in an individual session. Aims are defined, success

criteria are agreed and outcomes are envisaged.

Input

“We must create very deliberate, carefully structured multi-sensory learning experiences.” Smith (1999)

A multi-sensory approach reaches different types of learner and engages different

processing pathways in the brain. Planning for a range of visual, auditory and

kinaesthetic activities creates see, hear and do experiences which are memorable and

accessible. Variation in resourcing and questioning is key, as is limiting the duration of

input.

Demonstrate

“All meaningful learning involves risk.” Smith (1999) Providing highly interactive and varied ways for children to demonstrate and activate

their new learning is both exciting and vital; we learn by doing. Learners are pushed to

the edge of their personal comfort zone and provided with a context in which they can

receive feedback.

Review and Recall

“Humans give attention to what is perceived as the beginning and end of an experience.” Smith (1999)

Combining recall, which is learning–based, and review, focused on evaluation and meta-

cognition, allows for consolidation and makes subsequent lessons more effective.

Learning may be organised into smaller chunks, with opportunities for review and recall

delivered as mini-plenaries, and spaced throughout a session.

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Create the supportive environment

The learning environment should be comfortable, welcoming & supportive, positive,

challenging and safe; appropriate to the learning taking place; contain resources such as

displays and music to motivate, support and encourage learning; mindful of

temperature, lighting and aroma.

Adults should be relentlessly positive; describe and model desirable behaviours; catch

success and value mistakes; seek to understand and minimise causes of stress; focus on

the benefits of learning; encourage laughter; give feedback; establish rituals.

Exercise, Rest and Water

Brain breaks (Appendix I) address the fact that learners have a limited attention span

(age +2 minutes) and learn best at the beginning and end of a session. They allow for

rest and recovery, and for learning to embed. Structured physical breaks actively

exercise the brain, raise oxygen supply and add an element of fun.

Visualisation and relaxation are assimilated into the school day to build self-esteem,

energise and engender positive attitudes.

Water is available at all times and learners understand the benefits of good hydration.

Immersion (pre-planning)

At Harbinger, we believe it is important to give children the opportunity to contribute

to the planning of what and how they will be learning. An immersive experience is

planned to precede the next unit of work/ theme in order to engage pupils and

stimulate the imagination. Children’s prior knowledge is elicited, and the knowledge and

skills they will learn are presented. Children suggest ideas of related tasks and

experiences they feel would support their learning; this serves to give children a sense

of ownership and teachers some ingenious ideas to include in planning!

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Planning at Harbinger

Annual

The Harbinger Curriculum Framework specifies the content to be taught in each year

group to ensure required coverage (National Curriculum 2014/Early Years Foundation

Stage Framework 2014). Mixed year groups follow the content for the older cohort.

Teachers should plan to cover all aspects of learning over the year.

Half-termly/Medium term plans (Appendix J)

Every half term, teachers plan for the key areas of learning, where possible aligning

them to an overall theme. An immersion session should take place prior to beginning a

new unit of work /theme.

All plans should have:

Overall learning outcomes and products

Key learning intention per session / A child-friendly learning intention

Each session incorporating all elements of the Accelerated Learning cycle

Differentiation for higher and lower achievers - group/individual and by

resources/task/expectation/outcome

Specified occasion to create what makes good mind-maps and key success

criteria

Details of resources and key vocabulary where appropriate

Opportunities for assessment: adult and peer

Plans should be accessible, saved onto the ‘All Staff Shared Area’ in the Planning Folder

for the academic year.

Forecasts (Appendix K)

Every half-term teachers summarise key learning intentions and tasks organised around

a central theme. The primary audience is parents and carers. Forecasts are published

on the school website.

Timetabling Expectations

Daily Maths session

Daily phonics session: EYFS and KS1

Daily English (opportunities for reading, writing and communication skills)

Guided reading (3)

Twice weekly PE sessions

Weekly Big Writing session

Weekly Circle Time

Weekly French session: KS2

Weekly Violin session: Y4 (Continuers: Y5/Y6)

Weekly swimming session: Y4; Y2 Autumn and Spring terms; Y1 Summer term

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Assessment for Learning Do learners know the learning objective and how to achieve it?

How do learners know what they have achieved and how to improve?

Assessment for Learning (AfL) is formative and helps to identify the next steps

needed to make progress. It involves the learner and takes account of strengths

before high-lighting areas for improvement. Children are put in the driving seat of the

ongoing cycle of their process; assessment is done with children rather than to them.

This differs from Assessment of Learning (AoL) which is summative and involves

teachers making levelled judgements based on children’s abilities at one moment in

time.

The Process of AfL at Harbinger

Opportunity to work towards outcome

Feedback: successes and area for improvement

Opportunity to edit and improve

Evaluation of overall achievement and future goals

Learner-led generation of success criteria: What makes good…?

Exposure to stimulus to illustrate features of desired outcome

Definition of learning intention

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Establishing a Learning Culture (Appendix M)

In order for this process to be possible, a strong learning culture needs to be

established in each classroom. Children should be encouraged to be brave and

reflective learners who are happy to take risks, enjoy grappling with a challenge and

learn from their mistakes. We describe this as having a ‘growth mindset’; this means

being a resilient and optimistic learner who perseveres and takes pride in their

achievements. All adults need to ensure the language used supports us in achieving this

aim. We describe children in terms of attainment rather than ability as attainment is

flexible while ability can be fixed. We try not to use words such as ‘easy’ or ‘clever’, but

rather talk about finding the most appropriate level of challenge for each individual.

We have high expectations of all children so that we do not limit their potential with

our own assumptions.

Talk Partners

Talk partners are an essential part of the architecture of learning at Harbinger.

Talk partners are:

Picked randomly

Changed weekly

Used in all learning situations

Because;

Children learn from each other ~ mixed attainment partners provide less

confident children with support and higher attaining children the opportunity to

develop their understanding by explaining to others

Random picking allows children to surprise you as they strike up a learning

rapport with someone you would never have expected

Children’s social skills flourish

This fosters a culture of mutual respect and inclusion ~ children appreciate that

every person has something to teach us regardless of attainment

Children have an anchor ~ always knowing who you will be working with helps

children to feel secure and therefore often has a positive impact on behaviour.

Children have exposure to more complex strategies and tasks before they are

ready to tackle them themselves

The weekly change over ensures that learning is not held back by less positive

partnerships.

‘What makes a good talk partner’ needs to be taught, modelled, scaffolded and

revisited often. We expect complete and universal respect when partners are

randomly picked, insisting upon a neutral response to ensure all children feel

welcomed and accepted by their partner. Children with speech and language

difficulties, profound learning needs or who are beginner learners of English should

join a pair to form a group of three.

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The Process of AfL at Harbinger

Definition of learning intention

The intended learning is shared with the children, usually during Connect the learning

or Big Picture: what new skills and knowledge they will have by the end of the session.

It is important that the task allows this learning to be developed and demonstrated e.g. I am learning to use fronted adverbials in my writing. Exposure to stimulus to illustrate features of the desired outcome

Children are exposed to a range of models which exemplify the learning intention e.g. excerpt from class novel, child’s piece of work, puppet school examples, narrated clip of a film, writing by teacher – all containing fronted adverbials. Learner-led generation of success criteria: ‘What makes good…?’

Learners are responsible for identifying what makes the model a successful example of

the learning intention. These are recorded as a ‘what makes good’ mind-map, either

concept or process-based (Appendix L). They may be guided by questioning where

necessary and adults should themselves know the key success criteria needed to be

drawn out e.g. begin with a capital letter; give the reader information/extra detail; written before the main action; When: time, day, season, year, before, after, during an event; Where: place, specific position, adjectives to describe. Opportunity to work towards outcome

A specific task will allow learners to develop, apply and demonstrate their learning.

Over time, tasks will include a range of visual, auditory and kinaesthetic activities; they

will lend themselves to class, group, paired and independent working; and they will be

differentiated where necessary to support all learners. The success criteria remain

displayed to encourage reflection and facilitate self-assessment e.g. Write a diary entry from the point of view of an historical figure – adult support/scribing. Feedback: successes and areas for improvement

With direct reference to the success criteria, every feature achieved by the child is

acknowledged and one area for improvement is identified. Responsibility for this lies

primarily with adults; gradually developing peer feedback skills allows children of

appropriate age and experience to assume this responsibility at times, e.g. every success criteria met is highlighted in the written diary entry excepting “adjectives to describe” which is not evident. This is noted as an improvement prompt to further develop the learning.

Opportunity to edit and improve

Time is planned for the child to consider the given feedback and edit work according to

the improvement prompt, e.g. writing in a different colour, child inserts two adjectives into the diary entry.

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Evaluation of overall achievement and future goals

Children respond to the learning intention considering what they have learned, their

level of confidence and ideas about what would develop and consolidate the learning in

the future. The teacher uses this information to plan, set targets and differentiate as

necessary, e.g. “I feel very confident using fronted adverbials. I now need to remember to use a comma after each opener.” Teacher target noted in book: ****** used commas appropriately. Questioning

Questioning is used to ascertain existing knowledge, engage and interest learners,

encourage ideas and opinions, check understanding and sustain momentum in a learning

session. It is important that a variety of question types are planned for and used

appropriately at all times, e.g. open and closed; targeted, hands-up, randomly chosen; differentiated; pose, pause, pounce, bounce; thinking and preparation time (think, pair, share); talking partners to rehearse; feeding back a partner’s point of view: varied means of response- verbal, signing, whiteboards, number fans, standing in a certain place etc.

16

Test scores and measures of

achievement tell you where a

student is, but they don’t tell you

where a student could end up Carol Dweck

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Formative Feedback at Harbinger

All feedback is given with reference to the success criteria as shown on the relevant

‘what makes good’ poster.

When feedback is given on a written piece, every success is highlighted

When feedback is given on a piece of maths or any kind of picture/map/diagram, each

success is shown with a , using a colour that stands out from the children’s work.

When an improvement prompt is given, this is signified by and may signal a particular

place to edit and improve.

When responding to an improvement prompt, children write/draw using a green pen.

When a piece of learning does not result in recorded work, a sticker detailing the

learning intention will be placed in the appropriate work book and an adult/child may

tick, highlight or make notes about a child’s progress.

When the outcome for a unit of learning is practical or is planned across an extended

time frame, ‘What makes good’ mind-maps detailing the success criteria may be placed

in an appropriate work book and annotated to show a child’s progress.

Cooperative Peer Improvement

Children can also help each other to edit and improve their learning. The cooperative

improvement routine used at Harbinger is described below:

Children sit next to their partner

Choose one book to begin

The person who did the writing holds the green pen

The person who did not do the writing reads it

Together children discuss mistakes and suggest improvements

The author makes changes in green

Swap over

It is important that this is thoroughly and frequently modelled in order that children

learn how to do this well and is an affirming experience for every child.

Feedback from Support Staff (TAs)

There are agreements about support staff feedback

Initials - work should be initialled by an adult if they supported/ worked with

the child.

VIP – If verbal feedback given to child (mostly Key Phase 1) and they have

responded

h – if a little help given- be clear in you annotation how you helped

Where training has been given all staff use AfL marking against the WMG

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Summative Assessment at Harbinger

Assessment Files

*Italicised text – under review (Life after levels) Assessment files at Harbinger contain the following documents:

Writing Level Descriptors: Individual sheet for each child Reading Level Descriptors: Individual sheet for each child/reading group Speaking and Listening Level Descriptors: Individual sheet for each child Maths Level Descriptors: Individual sheet for each child Grids for listing levels of class in foundation subjects + RE Level descriptions booklet

Teachers are responsible for annotating these documents when assessments are made then using them to support assessment and evidence of levels achieved.

Levelling Three times a year, teachers assess each child and allocate a level for Reading, Writing and Maths (see pupil tracker). A level is achieved when the majority of descriptors are evidenced. At least twice a year, teachers are responsible for allocating each child a National Curriculum Level for all other subjects. Levels indicate what a child is capable of when working independently at one point in time. Teachers use professional judgement and their knowledge of a child’s overall performance and attainment.

Pupil Tracker

At 3 points during the year, teachers are required to enter a level and for Reading,

Writing and Maths into the Harbinger Pupil Tracker (Shared drive – TRACKERS). One

staff meeting per assessment period is allocated to this task.

Pupil Progress Meeting

These take place 4 weeks from the beginning of the academic year and then termly

after new data is entered onto the pupil tracker, teachers meet with a senior leader/

phase leader to discuss the attainment and progress of each individual child. Trends

and concerns are identified and interventions are strategically planned and actioned.

Secondary Transfer

Local Authority approved tests are administered in Year 5 during the Summer Term

and results are reported to the borough for secondary school banding. Parents receive

the raw score and their child’s ‘band’ on their application form for a secondary school

place.

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Statutory Assessment

Schools have statutory responsibilities for assessment and reporting under the

Education Act 2002. These are administered in line with the Standards and Testing

Agency ‘Assessment and Reporting Arrangements’ annual publications.

To comply with this, the school carries out the following assessment activities:

Annual written reports to parents/ carers: Summer Term

EYFSP

Phonics Test (June Y1)

Phonic retakes for those not meeting the pass mark (June Y2)

End of KS1 Teacher Assessments

End of KS2 SATs and Teacher Assessments

Annual Reviews for children with EHC plans

PEPs for Looked After Children (termly)

Online Reporting (September 2012)

Autumn and Spring Parent Conferences / structured conversation for DSEN

pupils

Secondary Transfer (Y5 non-statutory tests – for LA secondary banding)

6 week snapshot (EYU)

Baseline assessment ‘Early Excellence’ (Reception)

20

We are still on the journey, still

developing and still exploring Wise & Lovatt (2001, p.168)

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Evaluation and Feedback “Continuous Improvement is a well-established concept in the school: you do not have to

be ill to get better and we are all learners after all.” Wise & Lovatt (2001, p.167)

Evaluating Impact

Holding the constant improvement of pupil outcomes as our aim, we thoroughly assess

the impact of teaching and learning. We gather evidence using a range of formal and

informal processes to track progress, celebrate success and areas for development.

We endeavour to:

Consider the whole child

Use information intelligently to identify trends and clear goals for

improvement

Invite critical friends to offer insights and challenges

Draw on a wide range of measures, both qualitative and quantitive

Create a continuous improvement cycle

Employ a variety of techniques to collect and analyse information

Select assessment fit for purpose

Involve the whole school community e.g. learner, parents, teaching and

support staff, employers, governors

Strategically plan to address areas for development

Ensure actions are timely and appropriate

Indicators of Success

Well-being of students, staff and families

Enjoyment of all at Harbinger

Pupil voice

Quality First Teaching

Attainment of individuals and groups

Progress and improved standards

Behaviour and Safety

Attendance

Participation and feedback from all stakeholders

Further involvement in education, employment or training

Healthy lifestyles

Roles and Responsibilities

It is our aim to include as many stakeholders as possible when gathering evidence and

evaluating success.

“Lateral accountability and credibility is always more effective and potent than hierarchical accountability and credibility. It is, however, the role of leaders and managers in the school to create conditions that enable and encourage colleagues to boldly go where they may not have gone before!” Wise & Lovatt (2001, p.167)

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Annual Evaluation Plan

What? Who? Why? Planning

Big

Monitoring:

Leadership

team &

teaching staff

Evidence of

curriculum and

teaching

approaches

impacting upon

children’s

progress and

attainment;

match plan to

work;

feedback

agreements;

quality and

quantity of

work; match

work to

assessed level

Medium term plans Leadership

Team

Curriculum coverage,

inclusion of teaching

approaches, clarity and

detail for shared

planning

Half termly

forecasts

Leadership

Team

Annual Framework-to-

plan match; wider

activities and

experiences; parental

involvement

Assessment Class profiles

Assessment files

Data input and

analysis

CT, SLT Analyse attainment and

progress and recognise

trends and concerns;

action planning

Work sampling

Moderation

Peer marking

evaluation &

targets

All teachers Shared understanding,

agreement and staff

training around

levelling

Teaching Learning Walks

Drop-ins

Child interviews

Teaching

staff and

other

stakeholders

Answering key

educational questions

Teaching

observations

Performance

Management for

teachers

Performance

Management for

teaching assistants

Leadership

team

UPS teachers

Gather evidence for

areas of success and

areas of development;

successful teaching

and learning at

Harbinger; promote

professional

development

Individual

Needs

Target setting and

assessment: SA/SA+

Intervention

assessments

Annual reviews

Class

teachers,

SENCO

Planning allocated

support; setting

appropriate targets to

ensure progress

Looked

after

children

PEP meetings Social worker,

class teacher,

head teacher,

SENCO

Collaboration of entire

team to best benefit

LAC

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References and Acknowledgements

Corrie, C. (2003) Becoming Emotionally Intelligent. Network Educational Press

Ltd.

Clarke, S. (2008) Active Learning through Formative Assessment. Hodder and

Stoughton.

Dweck, C. (2012) Mindset. Ballantine Books.

Gardner, H. (1984) Frames of Mind: The Theory of Multiple Intelligences. Fontana.

Maslow, A. (1943) A Theory of Human Motivation. Psychological Review 50(4).

Rose, C. (1987) Accelerated Learning. Dell Publishing Co.

Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. DCSF

Smith, A. & Call, N. (1999) The Alps Approach: Accelerated Learning in Primary Schools. Network Educational Press Ltd.

Wise, D. & Lovatt M. (2001) Creating An Accelerated Learning School. Network

Educational Press Ltd.