Thinking Schools Case Study

This case study focuses on Thinking Maps® that were introduced to the whole staff as a key strategy as an underpinning to the development of thinking at St. Robert of Newminster Catholic School and Sixth Form College. This case study includes documents, images, video and outcomes. The five key criteria of a Thinking School are highlighted to the right and below including an overview and how the school met the criteria.

overview of outcomes
  • 1. student centered thinking — click on the image for more details

    1. student centered thinking — click on the image for more details

  • 1. student centered thinking — click on the image for more details

    1. student centered thinking — click on the image for more details

Thinking Schools Whole School Change Criteria

Thinking Schools Whole School Change Criteria

The Cognitive Education Co-ordinator will have received appropriate training in the theory, application and assessment of cognitive education. Details will be needed of initial and ongoing training received by the Cognitive Education Co-ordinator. There is an ongoing training program in place which ensures access to a range of cognitive skills, strategies and resources for established and newly appointed staff. Evidence may entail documented reports of in-house or external training received by staff. Click below to read about how St Robert of Newminster Catholic School and Sixth Form College implemented and met the criteria as a Thinking School.
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1. Student Centered Thinking

1. Student Centered Thinking

The school conveys a positive, caring and creative atmosphere to pupils, staff and visitors, demonstrating that careful thought has been put into its organisational structure and visual presentation. Evidence should include displays of pupils’ work representing examples of how specific thinking skills or strategies have been employed. Other evidence might include photographs, reminders in posters and other displays of the importance and application of different kinds of thinking. Click below to read about how St Robert of Newminster Catholic School and Sixth Form College implemented and met the criteria as a Thinking School.
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2. Facilitative Leadership

2. Facilitative Leadership

The school’s Principal and/or Head-teacher has made a formal commitment to cognitive education as a means of school improvement in terms of the school’s development plans (i.e. to staff, parents and governors). Printed evidence may take the form of printed documentation to this effect in literature made available to the wider community, and/or recorded reports to governors and parents e.g. in the school prospectus. Click below to read about how St Robert of Newminster Catholic School and Sixth Form College implemented and met the criteria as a Thinking School.
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3. Integrated Professional Learning

3. Integrated Professional Learning

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4. Interactive Assessment

4. Interactive Assessment

Alternative and/or complementary forms of assessment (including pupil self-assessment) have been explored and implemented to reflect alternative cognitive approaches to learning. Evidence may entail examples of assessment techniques designed to reflect wider aspects of cognitive development e.g. Learning Self Concept. Click below to read about how St Robert of Newminster Catholic School and Sixth Form College implemented and met the criteria as a Thinking School.
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5. Whole School Ethos

5. Whole School Ethos

The school conveys a positive, caring and creative atmosphere to pupils, staff and visitors, demonstrating that careful thought has been put into its organisational structure and visual presentation. Evidence should include displays of pupils’ work representing examples of how specific thinking skills or strategies have been employed. Other evidence might include photographs, reminders in posters and other displays of the importance and application of different kinds of thinking. Click below to read about how St Robert of Newminster Catholic School and Sixth Form College implemented and met the criteria as a Thinking School.
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Multiple Assessments

Alternative and/or complementary forms of assessment (including pupil self-assessment) have been explored and implemented to reflect alternative cognitive approaches to learning. Evidence may entail examples of assessment techniques designed to reflect wider aspects of cognitive development e.g. Learning Self Concept.

Differentiated Leadership

The school’s Principal and/or Head-teacher has made a formal commitment to cognitive education as a means of school improvement in terms of the school’s development plans (i.e. to staff, parents and governors). Printed evidence may take the form of printed documentation to this effect in literature made available to the wider community, and/or recorded reports to governors and parents e.g. in the school prospectus.

St. Robert of Newminster Catholic School and Sixth Form College