1. The
philosophy
of
Tim etabling

2. V St t
ision aementforR er
iv side
“The
‘ Common Practices’
at Riverside become
‘ Common Sense’
in E ducation”

3. Per lV St t
sona ision aementforaPr ct ioner
a it
Maximizing our potential
to maximize their
potential

4. Ahaa moments
• M aking ‘ relevance’ – ‘ relationships’ and
relevance relationships
‘ rigor’ VISIBL E in the tim etable
rigor
• M aking them the found ation for all your
planning
• M aking them the non-negotiables

5. Relevance
• Relevance is the ‘ WH Y’ of what you d o
Y
• Relevance is the connections – the big id ea
• Relevance is the visibility of your practice to all
stakehold ers
• Relevance is the ‘ value’ you put to the ‘ choices’
value choices
you m ake

6. • C onstant search to ensure that the inform ation that I
encounter has m eaning – that m eans anything that I seek
to spend tim e with, ad d s to m e as a hum an being and
therefore is worth sharing
• It starts with the journey of being aware, then enables
(apply and use), and finally em powers (innovate – beyond
d epend ency- toward s ind epend ence)
• M ore conversation less instruction
• K nowing the relevance of our learning enables us to be
m ore com petent and less helpless

7. Relationships
• We have relationships with people and not titles
• Relationships is the ‘ value’ you put to the
value
‘ choices’ you m ake
choices
• Purpose of relationships is to red uce
dependency and increase independence.
independence
Therefore m aking us m ore com petent and less
helpless

8. Rigor
• Relevance enables rigor
• Relationships ensure rigor (you want to d o m ore)
• Showing the relevance of rigor as a craft and not a
chore and therefore again enables rigor
• Build s positive self esteem , self worth and awareness
of com petencies / potential
• Therefore this self awareness of com petencies and
potential m akes us more competent and less helpless

9. • Relevance / relationships and rigor help us to
traverse the ‘potential’ continuum by going
from
• Awareness, then
• E nabling and finally
• E mpowering

10. Beacons
• Are guid ing principles to ensure that the 3R’s use the relevant
vehicles to reach the beacons
• L anguage Package
• C reative Thinking
• L ogical/ athem atical Thinking
M
• Scientific Thinking
• Problem Solving
• C raftsm anship
• Inter/ Intrapersonal Skills
• C itizenship
• Ad aptability
• ( ICT is inclusive – transbeacon)

11. Beacons for Key Stage 1
j
ourney towards sel awareness
f
• L anguage Package – ( relevance ) to make complex
world simple and therefore being more competent
and less helpless
• C reative Thinking – ( relevance ) nurturing and
celebrating curiosity which enables habits of mind
( risk taking, inquiring, research )
• Intra/Interpersonal skills – ( relevance ) self
awareness that leads to knowledge of competencies
which makes one less helpless. Inter personal leads
to build relationships, work in teams and identify
leadership potential

12. • C raftsm anship – ( relevance ) quality determines
value bringing pride and self worth making one more
competent and less helpless!
• L ogical Thinking – ( relevance ) provides skills
(sequencing, options, prioritizing ) to reach
destination
• Scientific Thinking ( grad e 2 ) – ( relevance )
attributing natural phenomena to reasoning by using
the skill of observation - and not magic and
therefore, my friends, making one more competent
and less helpless!

13. Beacons for Key Stage 2
j
ourney from dependence to independence
• L anguage Package – ( relevance ) providing
strategies to traversing the journey from appreciation
to enjoyment
• C reative Thinking – ( relevance ) providing strategies
to nurture ‘thinking outside the box’ to address
specific need/audience
• Intra/Interpersonal skills – ( relevance ) providing
strategies that make ‘visible’ the journey of growth,
be it social, physical, emotional or cognitive

14. • C raftsm anship – ( relevance ) providing strategies to
traverse the journey from novice to proficiency
• L ogical/ athem atical Thinking – ( relevance )
M
providing strategies to understand causal relations in
real world scenarios
• Scientific Thinking – ( relevance ) providing
strategies to develop the scientific temperament
( hypothesis to experimentation )

15. • Problem Solving – ( relevance ) providing strategies
to identify the problem as a ‘problem’ and solve the
problem in the best possible manner ( identifying
ones competencies/ weaknesses and when needed,
seeking help )
• C itizenship – ( relevance ) awareness of disparity as
a reality
• Ad aptability – ( relevance ) not being helpless
‘outside comfort zone’

16. Goal for Key Stage 3
j
ourney from independence to interd epend ence
The beacons will ‘ empower’ us to
empower
make the best choices keeping our
‘ competencies’ to solve problems and
competencies
fashion products that are of value in
one or more cultures!