Habits of Mind
How to think ... not what to think
One of the key components of our educational philosophy is the promotion of 'Habits of Mind.' These are specific behaviours and attitudes that encourage lifelong learning, personal growth, and success in a rapidly changing world.
Habits of Mind are a set of dispositions that empower our pupils to navigate the complexities of life and become confident, resilient, and responsible citizens. These habits are woven throughout our curriculum and daily school activities, helping children develop the skills they need to thrive in a diverse and ever-evolving society.
The core Habits of Mind at Oakfield include:
Resilience: We encourage our pupils to bounce back from challenges, learn from their mistakes, and persist in the face of adversity. By building resilience, children develop a growth mindset and the ability to adapt and grow through life's difficulties.
Creativity: We nurture creativity by encouraging our pupils to think of new ideas, experiment, take risks, and innovate. Through creative problem-solving and making connections, children develop the skills necessary for success in today's dynamic world.
Self-Management: Our pupils learn to plan, prioritise, and organise their tasks and responsibilities. Developing self-management skills helps children become independent learners and responsible individuals, ready to face the challenges of the future.
Collaboration: We promote teamwork, communication, and cooperation among our pupils. By working effectively in diverse groups, children learn to value different perspectives, negotiate, and resolve conflicts, which are crucial skills for success in today's interconnected world.
Empathy: We foster empathy by helping our pupils understand, respect, and appreciate the feelings and experiences of others. Empathetic children are compassionate, supportive, and capable of building strong, positive relationships.
Curiosity: We encourage curiosity by inspiring our pupils to ask questions, explore new ideas, and seek deeper understanding. A curious mind is an engaged mind, and children who are inquisitive learners are better equipped to adapt to new situations and challenges.
Reflection: We support our pupils in developing the habit of reflection, enabling them to think deeply about their learning, set goals, and evaluate their progress. Reflective learners are more self-aware and better able to adapt and improve throughout their lives.
A Year R Child ...
A Year R child would typically be open to trying new activities and games, showing curiosity and eagerness to learn. When faced with setbacks or challenges, they would demonstrate resilience by attempting the task again and learning from their mistakes. They would express their ideas through play and experimentation, whilst also beginning to follow classroom routines and taking responsibility for their belongings. In social situations, they would share and take turns with their peers, showing concern for others' feelings and offering help when needed. They would also start to identify areas for improvement and discuss their likes and dislikes.
A Year 1 Child ...
A Year 1 child would typically show patience when encountering challenges and be open to accepting feedback from teachers and peers. They would build on ideas, incorporating suggestions, and experiment with simple problem-solving techniques. They would begin to prioritise tasks, take more responsibility for their belongings, and work with others during group activities. They would recognise others' feelings and learn to show empathy and support. As they grow more curious, the child would ask in-depth questions and seek new information. They would also reflect on their strengths and weaknesses and set simple learning targets.
A Year 2 Child ...
A Year 2 child would typically recover from challenges, learn from mistakes, and start to apply learned strategies in their work. They would explore new ways to solve problems, take small risks, and innovate in learning activities. They would demonstrate growing responsibility and organisation, planning simple tasks, and collaborating effectively with their peers in small groups. They would show understanding of diverse perspectives and provide emotional support to their classmates. Displaying a strong desire to learn, they would ask thought-provoking questions and set and monitor personal learning goals.
A Year 3 Child ...
A Year 3 child would typically bounce back from setbacks and identify useful strategies for improvement. They would combine and extend ideas, experimenting with different approaches to tasks. They would manage time more effectively and take increased responsibility for their learning and organisation. They would contribute to group discussions, debate, and negotiate with their peers effectively, demonstrating empathy for others and taking action to support classmates in need. They would pursue interests, ask probing questions, and engage with new topics and ideas, whilst reflecting on their learning processes and analysing their strengths and areas for development.
A Year 4 Child ...
A Year 4 child would typically show persistence in the face of challenges and adapt strategies to overcome obstacles. They would engage in creative problem-solving, generating unique ideas and solutions. They would set personal goals, organise materials, and prioritise tasks effectively, collaborating on projects and valuing diverse perspectives and contributions. They would display genuine understanding and empathy for others' experiences whilst exhibiting a strong sense of curiosity and seeking to understand complex topics. They would practice self-assessment and actively seek feedback to improve their learning.
A Year 5 Child ...
A Year 5 child would typically show resilience when faced with failure and apply feedback to enhance their work. They would think critically and creatively, taking calculated risks in learning activities. They would demonstrate self-discipline and take ownership of their learning and behaviour, participating actively in group projects and assuming leadership roles when appropriate. They would cultivate empathy and understanding for others' perspectives and backgrounds whilst demonstrating intellectual curiosity and engaging in deep exploration of topics. They would reflect on their personal growth and develop strategies for continuous improvement.
A Year 6 Child ...
A Year 6 child would typically embrace challenges, learn from setbacks, and consistently refine their work based on feedback. They would demonstrate original thinking and innovative problem-solving whilst embracing experimentation. They would exhibit strong self-management skills, independently planning, and organising tasks. They would work effectively in diverse teams, communicating and negotiating with maturity. Practising empathy and support for all, they would advocate for inclusive environments and display an insatiable curiosity, pursuing knowledge with enthusiasm and vigour.
Resilience, Progression From Year R - Year 6
How do we define resilience?
Resilience refers to the ability to bounce back when faced with challenges and setbacks.
Throughout the primary school years, our curriculum aims to help children develop resilience by encouraging them to learn from their mistakes, adapt to new situations, and persevere in the face of obstacles. As students progress, they will be increasingly exposed to challenging tasks, constructive feedback, and opportunities to apply learned strategies for improvement.
By fostering a growth mindset and supporting each child's individual journey, we equip our students with the emotional strength and determination needed to succeed in school and beyond.
Tries again after making mistakes; copes with minor setbacks.
Demonstrates patience when facing challenges; learns to accept feedback.
Recovers from challenges and learns from mistakes; starts to apply learned strategies.
Bounces back from setbacks; identifies and applies useful strategies for improvement.
Demonstrates persistence in the face of challenges; adapts strategies to overcome obstacles.
Exhibits resilience when faced with failure; applies feedback to enhance work.
Embraces challenges and learns from setbacks; consistently refines work based on feedback.
Creativity, Progression From Year R - Year 6
How do we define creativity?
Creativity is the capacity to think of new ideas and solutions that have value. Our school believes that nurturing creativity is essential for fostering problem-solving skills, innovation, and adaptability.
Throughout their time at our school, children will be encouraged to explore, experiment, and take risks in their learning. As students progress, they will engage in increasingly complex and open-ended tasks that require creative thinking and collaboration.
We provide a supportive environment where each child can develop their unique talents and abilities, preparing them for a future full of possibilities.
Explores different ways to play and express ideas; experiments with materials.
Builds on ideas and incorporates suggestions; experiments with simple problem-solving techniques.
Explores new ways to solve problems; takes small risks and innovates in learning activities.
Combines and extends ideas; experiments with different approaches to tasks.
Engages in creative problem-solving; generates unique ideas and solutions.
Thinks critically and creatively; takes calculated risks in learning activities.
Demonstrates original thinking and innovative problem-solving; embraces experimentation.
Self Management, Progression From Year R - Year 6
How do we define self-management?
Self-management involves the ability to plan, prioritise, and take responsibility for one's actions, behavior, and learning.
Our curriculum is designed to help students develop self-management skills gradually throughout their primary school years. Beginning with simple tasks and responsibilities in the early years, children will progressively learn to set personal goals, organise their work, and manage their time effectively.
By promoting self-discipline and ownership of learning, we empower our students to become responsible and independent learners, ready for the challenges of secondary education and beyond.
Follows classroom routines; begins to take responsibility for belongings.
Begins to prioritise tasks; takes more responsibility for personal belongings.
Plans simple tasks; demonstrates growing responsibility and organisation.
Manages time more effectively; takes increased responsibility for learning and organisation.
Sets personal goals; organises materials and prioritises tasks effectively.
Demonstrates self-discipline; takes ownership of learning and behaviour.
Exhibits strong self-management skills; independently plans and organises tasks.
Collaboration, Progression From Year R - Year 6
How do we define collaboration?
Collaboration is the ability to work effectively in a team, sharing ideas, listening, contributing, and supporting each other.
At our school, we emphasise the importance of collaboration by providing students with ample opportunities to engage in group work, projects, and discussions. As children progress through the primary years, they will learn to respect diverse opinions, communicate effectively, and take on leadership roles when appropriate.
By nurturing collaborative skills, we prepare our students to thrive in an increasingly interconnected world where teamwork is essential for success.
Shares and takes turns with peers; engages in cooperative play.
Listens and contributes in group activities; works with others to complete tasks.
Collaborates effectively in small groups; respects others' opinions and ideas.
Contributes to group discussions; debates and negotiates with peers effectively.
Collaborates on projects; values diverse perspectives and contributions.
Participates actively in group projects; assumes leadership roles when appropriate.
Works effectively in diverse teams; communicates and negotiates with maturity.
Empathy, Progression From Year R - Year 6
How do we define empathy?
Empathy is the ability to understand and share the feelings of others, offering compassion, support, and understanding.
Our school is committed to fostering empathy in our students by promoting a culture of kindness, respect, and inclusiveness. Through classroom activities, discussions, and social-emotional learning, children will develop their capacity to empathise with others and respond to their needs.
As students progress, they will learn to appreciate different perspectives, backgrounds, and experiences, ultimately becoming compassionate and supportive members of the community.
Shows concern for others' feelings; offers help and support.
Recognises others' feelings; learns to show empathy and support.
Shows understanding of diverse perspectives; provides emotional support to peers.
Demonstrates empathy for others; takes action to support classmates in need.
Displays genuine understanding and empathy for others' experiences.
Cultivates empathy and understanding for others' perspectives and backgrounds.
Practices empathy and support for all; advocates for inclusive environments.
Curiosity, Progression From Year R - Year 6
How do we define curiosity?
Curiosity is the innate desire to learn, ask questions, and explore new ideas. At our school, we believe that fostering curiosity is key to promoting a lifelong love of learning.
Throughout their primary school years, students will be encouraged to ask questions, pursue interests, and engage in deep exploration of topics. As children progress, they will be exposed to increasingly complex subjects and ideas, sparking their desire to understand and investigate.
By nurturing intellectual curiosity, we empower our students to become active and engaged learners, ready to embrace the world of knowledge.
Asks simple questions; shows interest in learning new things.
Asks more in-depth questions; seeks to learn new information.
Displays a strong desire to learn; asks thought-provoking questions.
Pursues interests and asks probing questions; engages with new topics and ideas.
Exhibits a strong sense of curiosity; seeks to understand complex topics.
Demonstrates intellectual curiosity; engages in deep exploration of topics.
Displays an insatiable curiosity; pursues knowledge with enthusiasm and vigor.
Reflection, Progression From Year R - Year 6
How do we define reflection?
Reflection is the process of thinking deeply about one's learning experiences, evaluating personal strengths and weaknesses, and setting goals for improvement.
Our school emphasiSes the importance of reflection by providing students with opportunities to engage in self-assessment, set personal targets, and seek feedback from teachers and peers.
As children progress through the primary years, they will develop the skills to analyze their learning processes, identify areas for growth, and create strategies for continuous improvement.
By cultivating reflective learners, we prepare our students for a future of ongoing self-improvement and lifelong learning.
Talks about likes and dislikes; starts to identify areas for improvement
Reflects on personal strengths and weaknesses; sets simple learning targets.
Evaluates learning experiences; sets and monitors personal learning goals.
Reflects on learning processes; analyzes strengths and areas for development.
Practices self-assessment; actively seeks feedback to improve learning.
Reflects on personal growth; develops strategies for continuous improvement.
Engages in regular self-assessment and identifies personal strengths and weaknesses; actively seeks feedback from teachers, peers, and self to make informed decisions about their learning; setting and monitoring SMART goals for personal and academic growth, adjusting strategies as needed for continuous improvement.