TMS School Enrichment Policy

Introduction


This policy caters for all TMS students, but adds value to the curriculum for gifted and talented students by providing enrichment and challenge activities which will broaden students’ perspectives on learning.
Therefore, the focus of this policy is on inclusions and practices that support students to use higher order thinking skills and problem-solving based learning. Such activities should complement the TMS curriculum with the aim of deepening students’ knowledge and understanding.
The educational experience of students consists of both the formal curriculum and opportunities provided through extra-curricular and co-curricular activities. The enrichment activities provided by our schools should foster and support students’ personal, social, cultural, moral and spiritual development.

Aims of this Policy


This policy defines:

  • Extra-curricular and enrichment activities which play an essential part in enhancing the educational experience of all our students as well as supporting the development of non-cognitive skills and health and well-being
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  • How we integrate enrichment activities into our schools to reflect the value we place, not just on academic achievement, but student involvement, enthusiasm and personal development
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  • Our intention to provide and expand the provision of:
    • Cultural enrichment e.g. music, drama, art
    • Physical enrichment e.g. sports
    • Intellectual enrichment through various other activities, such as learning an additional language and science activities
    • Community Enrichment e.g. work experience, young enterprise
  • This over-riding aims are:
    • To develop student character and qualities in line with the TMS Learner Attributes Profile (See TMS Learner Attributes Policy)
    • To provide teachers and students with a clear understanding of the role of enrichment within the TMS curriculum and how it can be used to provide opportunities to develop TMS Learner Attributes
    • To broaden the educational experience of all TMS students
    • To provide opportunities to raise student self-esteem
    • To encourage a positive perception by students of school life
    • To raise aspirations and motivation of students
  • This over-riding aims are:
    • To develop learner character and qualities in line with the TME Learner Attributes Profile (See TME Learner Attributes Policy)
    • To provide teachers and learners with a clear understanding of the role of enrichment within the TME curriculum and how it can be used to provide opportunities to develop TME Learner Attributes
    • To broaden the educational experience of all TME learners
    • To provide opportunities to raise learner self-esteem
    • To encourage a positive perception by learners of school life
    • To raise aspirations and motivation of learners

Enrichment Activity Guidelines


  • General Guidelines
    • Enrichment activities should provide support to the formal curriculum
    • As wide a range of enrichment activities should be provided during the lunchtimes, during school (where these do not detract from implementation of the curriculum), after school and during school holidays
    • Enrichment activities should provide opportunities which support students’ achievement at each grade level
    • The range of activities on offer should provide opportunities for students of all ages, abilities and genders
    • School enrichment activities should be made known to students through notices and publications
    • All students should be encouraged to participate in enrichment activities
    • No student should be prevented from taking part in an enrichment activity
  • Teachers and Enrichment Activities
    t TMS enrichment activities are dynamic. Therefore, there should always be opportunities for all teachers to contribute ideas for new sessions in every school.
    Each half term, all teachers should be asked by the school Head what they would like to run or participate in, during the following half term.
    Activities should be offered to specific grade levels or student groups across the whole age range within a school.
    Teachers leading activities must provide the following information regarding their enrichment activities:

    • Overall aims and objectives of the activity
    • A week by week description of what students will do
    • Any costs involved and whether there will be a student contribution
    • Staffing and rooms or other areas in the school required

    All students should be encouraged to be involved in the wide range of activities that can be made available.

  • Curriculum Enrichment
    Curriculum enrichment at TMS is focused on raising achievement by enabling students to:

    • Build on work done in class and give a real purpose for follow up work within the classroom
    • Work, learn and develop individually
    • Develop good study strategies
    • Support and work cooperatively with others
    • Take part in activities unavailable during the normal school day
    • Develop self-esteem
    • Enjoy a broader range of direct experiences of activities, people and places
    • Develop communication skills in English

      Curriculum enrichment at TMS is focused on raising achievement by enabling students to:

      • Build on work done in class and give a real purpose for follow up work within the classroom
      • Work, learn and develop individually
      • Develop good study strategies
      • Support and work cooperatively with others
      • Take part in activities unavailable during the normal school day
      • Develop self-esteem
      • Enjoy a broader range of direct experiences of activities, people and places
      • Develop communication skills in English

      Curriculum Enrichment activities at TMS should offer students:

      • Access to the most up to date equipment
      • Teachers to guide, help and support
      • Opportunities to learn new skills through the frequent and progressive use of facilities out of the classroom
      • A range of activities that broaden and strengthen our curriculum
      • Experiential learning through visits and visitors and use of outside spaces in a variety of settings and community spaces
      • Learning for and with creativity
      • Study skills development, especially thinking skills, research skills and problem-solving skills
      • An opportunity to develop and celebrate new skills
  • In-class Enrichment
    There are four main supporting components to the maintenance and development of in-class enrichment at TMS

    1. Developing habits of mind.
      The aim of every lesson should be to provide a rich experience for the students so that they develop a ‘habit for learning’. To enrich lessons, teachers should embed creativity in lessons, create environments for stimulating questioning and discussion from students, strengthening resilience and persistence with learning, promoting reflection and developing skills for collaboration. This can be achieved in a variety of ways by teachers, from the use of innovative resources, providing exciting challenges and using a variety of teaching styles.
    2. Specialist teachers and facilities
      TMS students have opportunities to learn from specialist teachers, including Robotics, STEM classes, sports and foreign languages) throughout the whole school year. For these enrichment activities, TMS has dedicated classrooms and facilities.
    3. Activities
      Every day in school there should be a wide range of activities available for students to participate during and after school. The number of activities is continually being added to.
    4. Broadening the Curriculum
      Each student should have opportunity available in school to extend their learning into areas beyond the curriculum in ways which develop Learner Attributes.
  • Students may be catered for within the school by:
    • Ability groupings within classes
    • Providing students with opportunities to participate in enrichment activities within curricular and extra-curricular activities
    • Teacher involvement in the development of enrichment activities to extend learning from the classroom and setting high expectations for achievement

Student Behaviour Expectations


  • All students must be held to the same school behaviour standards that apply during every school day
  • Any behaviour issues should be resolved by working in cooperation with parents

Parental Consent and Communication


  1. Information to students and parents about the enrichment activity should be published in the form of a leaflet or booklet

  2. Parent will be expected to complete any necessary paperwork involved for any activity that involves students going on an off-site visit.

Health and Safety


  • The well-being of our learners is our top priority. Teachers are expected to complete an assessment of safety in the following cases:
    • Any type of sporting activity
    • Any off-campus activity
    • Activities that involve specialist rooms, e.g. STEM classes/ Robotics classes
    • Any activity that involves the use of specialist equipment

Enrichment Activities (within curriculum and extra-curriculum)


Enrichment activities increase students’ enjoyment of school life and create an inclusive, community spirit within schools. At TMS we include, but do not limit enrichment to:

  1. Robotics
    Robotics is an ever-evolving field with applications in many facets of our lives. It is important for all members of society to have an understanding of the technology that surrounds us. However, robotics provides students with a unique combination of the pillars of STEM: science, technology, engineering and maths. We include robotics classes because it allows students to experience true interdisciplinary learning while studying a cutting edge and exciting topic. Also, the aesthetics which go into the design and creation of robots allow students to experiment with an artistic side, while working through technical principals.

  2. Science, Technology, Engineering, Mathametics (STEM)
    All schools should provide structured, enquiry-based and real world problem-based learning which connects all four of the STEM subjects. Our goal for STEM enrichment is to create and sustain students’ interest so that they may, in future, be interested to pursue courses at higher learning, not because they have to, but because they want to. At TMS an emphasis is placed on bridging in-school and out-of-school STEM learning opportunities to realise our ambition of STEM-literate students.
  3. Sports
    We should give our students every opportunity to develop their skills and become confident and proficient sportsmen and sports women. The importance of working as part of a team is at the heart of what we set out to achieve with sports enrichment activities. Principles such as good sportsmanship, fair play and competitive spirit run through all sports activities in such activities. We seek to engender an enjoyment of sports and the habit of exercise and healthy living from the earliest of ages.                   
  4. Creativity and Culture
    Whether through visual or performing arts, enrichment activities which are focused on creativity and enhancing understanding of culture engage students in thinking creatively and expressing their identities and thoughts aesthetically. Students can learn to work together and infuse their school life with values and lessons from other parts of their schooling. Individual and collaborative creative work can emphasise growth and development through personal challenge for the students.
  5. Languages and Service
    At TMS we encourage knowledge and understanding of humanity and civil society through students’ involvement in citizenship activities. Students can develop an appreciation for human rights and human dignity, and of how their actions impact on the world around them. We offer, for example, enrichment regarding Model United Nations, literacy club and foreign languages.

Conclusion


There are many enrichment activities that schools should consider, based on personal interests of teachers and of students, for any activity or programme should not be limited to those cited above. Schools are encouraged to add to these based on local contexts, opportunities and interests.