The College prides itself on implementing innovative multi-sensory teaching methods in the classroom wherever possible. This is achieved by incorporating various forms of modern technology, recruiting passionate staff with a natural ability to inspire young people, and challenging our teachers to use various learning methods to suit every pupil. This includes initiatives such as 'flipped classroom', where teachers film lessons and ask pupils to watch them for 'prep', leaving time in the classroom open to assist pupils with their work.
By providing individually-tailored support, we are able to stretch, support and challenge learners with varying levels of natural academic aptitude. There is no ‘standard’ Shiplake pupil. We know that everyone is unique and this is reflected in our teaching, as well as other aspects of our care.
This is why Shiplake is an equally suitable learning environment for those striving to achieve straight As or A*s, and those who require additional learning development. This results in a diverse community where all are given opportunities to display and develop their individual talents.
Shiplake Seven
The Shiplake Seven is a teaching and learning framework designed to foster and develop key interpersonal qualities in our young people. The seven qualities not only provide a solid foundation for pupils to achieve success throughout their education, but also equip our leavers with the skills they need to enter the next stage of their lives as confident, personable and talented young adults.
The framework is integrated across the academic and co-curriculum, allowing the seven qualities to be nurtured inside and outside the classroom. Pupils are encouraged to use these skills in their lessons and activities, with staff awarding 'excellence slips' in recognition of notable achievements or good behaviour. Staff meet regularly in cluster groups to share best practice and discuss how each of the qualities can be implemented into teaching and learning.
The Shiplake Seven framework provides fresh energy and direction to our already excellent teaching and learning. The qualities were selected by a panel of teaching staff from a larger pool of attributes put forward by pupils. We firmly believe that these qualities are essential for pupils to achieve success at school and subsequently in their chosen careers. Whilst, of course, these skills were already being developed by teaching across the curriculum, this framework will allow pupils' personal development to be more comprehensively encouraged, monitored and rewarded.
Thinking School
Shiplake College is a proud member of the global Thinking Schools Network. These schools take an explicit, evidence-informed approach to developing pupils’ thinking skills, placing metacognition at the heart of pupils’ academic experience.
Mr Paul Jones, Deputy Head Academic, and Mr Sam Shaw, Assistant Head Academic, provide an overview of the global Thinking School network and how Shiplake College is working towards accreditation as a Thinking School with Exeter University. The Parents' Guide explains more about what this means, and what this looks like at Shiplake College.
Learning Research Group
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Reporting
Shiplake has a regular reporting cycle, comprising half-termly Progress Reviews and end of term Full Reports. These, together with the cycle of Parents’ Conferences and regular communications from Tutors, provide staff, parents and pupils with academic progress updates.
It is imperative that we make pupils aware of their progress and that we engage in discussion with individual pupils about how their potential can be fulfilled. Pupils will also write a reflective Pupil Comment for every Progress Review.
Teachers provide a judgement of each pupil using the following report descriptors. Room for Improvement must be seen as a development opportunity for pupils and should not be viewed negatively.
Academic Clinics
Shiplake College's ethos of supporting the individual is typified in its programme of Academic Support Clinics. Every day from 4.45pm-5.45pm departments are open for pupils to meet with teachers, sometimes in small groups or even one to one, to discuss and work through specific academic problems. These support sessions are tailored to individual needs and therefore invaluable to pupils of all ability. The timetable for Academic Support is available here:
Prep Timetables
At Shiplake College, we believe that prep is a fundamental part of a pupil’s education. We agree with John Hattie’s findings that suggest ‘homework’ in secondary schools has a proven benefit to pupils’ learning. More importantly, the staff body and pupils at Shiplake College overwhelmingly agree.
Regular independent study is necessary for pupils to consolidate their learning and ultimately, to succeed in exams. Prep also helps pupils to develop their independence and organisational skills, both vital for success in both higher education and the workplace. However, all prep set should be helpful and meaningful.
The recommended prep times for each year group are displayed below, these vary from year to year. Please note these are approximate and can often vary slightly on a weekly basis:
Years 7-9
No more than an hour per subject per week. If there is no prep set, pupils should continue to read or practise with MyiMaths.
Years 10-11
An hour a week should be expected in each subject; there may be times when more is set.
Years 12-13
Including timetabled independent study periods of pupils should expect prep time to equal their contact time in the subject (between 4 and 5 hours per week per subject). Prep can be completed at home, in House or in timetabled study periods distributed throughout the week.
The setting and due dates for prep tasks are mutually agreed by the subject teacher and the set of pupils. Independent learning, consolidation of knowledge and revision will increase this time requirement as the academic year progresses.