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Gracemount High School Curriculum

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Gracemount High School Curriculum for Excellence

Introduction

The purpose of the school curriculum is to support opportunities for learners to be successful and to prepare them for positive post school destinations. Planned on this basis, the curricular structure should ensure that learners have the opportunity to acquire the four capacities of Curriculum for Excellence:

• Successful learners • Confident individuals • Effective contributors • Responsible citizens

S1-‐3 Curriculum

The S1-‐3 curriculum comprises the ethos and wider life of the school, curricular areas and subjects, interdisciplinary learning and planned opportunities for personal achievement. Pupils should have the opportunity to enhance their skills and abilities to ensure a strong basis for later learning and also a successful transition towards qualifications in the senior phase. The 7 principles of curriculum design, as outlined in Building the Curriculum 3, are integral in planning curricular experiences:

• Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance

The S1-‐S3 curriculum structure should provide clarity as to how the Level 3 Experiences and Outcomes will be delivered in all curricular areas through discrete subject teaching and inter-‐disciplinary learning. It should also provide coherence for the learner. As young people continue to develop the four capacities, the curriculum should enable each of them to:

• experience learning across a broad curriculum • achieve improving levels of literacy and numeracy • develop skills for learning and skills for life and for work • develop knowledge and understanding of society, Scottish contexts, history and

culture and Scotland’s place in the world • experience challenge and success

“adapted from Building the Curriculum 3”

Senior Phase Curriculum (S4-‐6)

The purpose of the senior phase curriculum is to provide all learners, whatever their individual needs, with:

• an experience which builds on their learning in S1 to S3 with scope to develop their individual potential


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• a broad preparation for adult life, whether their own next stage is further/higher education, employment or volunteering, and for participation in wider society

• opportunities to extend their own abilities and interests • opportunities to study at as advanced levels as possible, to a high degree of rigour • opportunities for a range of personal achievements, in or out of school • recognition of achievement, both attainment of qualifications and wider achievements • continued emphasis on literacy, numeracy, health and wellbeing and the development

of a wide range of skills for life and skills for work

Pupils will be given the opportunity for personalisation and choice through their curricular options. These should enable pupils to build on prior learning and to gain a series of qualifications and wider achievement opportunities which prepare them for positive post school destinations. The options available should continue to provide a broad curriculum for all pupils.


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The S1-‐2 Curriculum

Pupils will follow a common course during S1/2 comprising 8 curriculum areas. The allocation of time to these areas is shown below:

S1 Literacy

Numeracy Modern Languages

Social Subjects Health & Wellbeing

Science

Technology Expressive/ Performing Arts

7ppw across Technology & (4ppw) (4ppw) (3ppw) (3ppw) (4ppw) (3ppw) Expressive arts

English

Maths

French

Integrated course comprising: -‐ Geography -‐ History -‐ Modern Studies

PSE PE RME HE (also Tech)

Integrated course comprising: -‐ Biology -‐ Chemistry -‐ Physics

CDT ICT HE (also HWB)

Art Music Drama

* ppw = periods per week (60 mins approx. each)

To enable personalisation & choice, pupils will make a subject choice at the end of S1 to enable them to begin to personalise their curriculum. This choice will be within the Wider Achievement choice column.

S2 Literacy

Numeracy Modern Languages

Social Subjects Health & Wellbeing

Science

Technology Expressive/ Performing Arts

Choice Column

5ppw across Technology & (4ppw) (4ppw) (3ppw) (3ppw) (4ppw) (3ppw) Expressive arts

(2ppw)

English

Maths

French

Integrated course comprising: -‐ Geography -‐ History -‐ Modern Studies

PSE PE RME HE (also Tech)

Integrated course comprising: -‐ Biology -‐ Chemistry -‐ Physics

CDT ICT HE (also HWB)

Art Music Drama

Opportunity for pupils to choose options e.g. -‐ Committee -‐ Group -‐ Academy -‐ Interest Subject

* ppw = periods per week (60 mins approx. each)

S3 Curriculum (28 period week)

To enable personalisation & choice, pupils will make a subject choice at the end of S2 to enable them to begin to specialise in S3. This choice will be within the 7 curricular areas.

Literacy Numeracy

Health &

Wellbeing Modern Languages Science Social Subjects Technology

Expressive &

Performing Arts

3ppw 3ppw 4ppw 3ppw 3ppw 3ppw 3ppw 3ppw Additional Choice

English Maths PE French Animal Physiology Bus in Practice

Business in Practice Art Art

RME Spanish Biology Geography Computing Drama Biology

PSE Chemistry History Design & Make (CDT) Food Preparation Chemistry

Physics Modern Studies

Food Preparation Graphic Comm Computing

Graphic Comm Music Dance

Music Technology PE Performance Skills Football Ac

Physics Product Design (CDT) Geography

Compulsory

Compulsory

Compulsory

History


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Senior Phase Curriculum (28 period week) The draft S4-‐6 curriculum below is currently being developed with staff, pupils and parents. Designed to give progression & potential for ability sets in the majority of columns (by colours). Vocational opportunities such as JET, Forest Schools, and college as well as Football and Dance Academy would be timetabled within the options

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

S4 -‐ 6 Choices Choice 1 Choice 2 Choice 3 Choice 4 Choice 5 Choice 6

4ppw 4ppw 4ppw 4ppw 4ppw 4ppw

A3/NQ4/NQ5

Cake Dec English Biology Admin Art Bus Man

Maths Media Studies Chemistry Biology Bus Man CDT

Pract Maths Cake Dec Computing Computing Drama Computing

RMPS Maths Graph Com Dance Geography Hospitality

English Pract Maths History French PE Modern Studs

Media Studies RMPS Music Hospitality Physics College

Philosophy Spanish PE Units JET Beauty

French Chemistry Forest Schools

Choose one from each column

History

S4 PSE/RME/PE or S5/5 achievem

ent Opt


ent Opt


ent Opt

S4 PSE/RM

E/PE or S5/5 achievement O

pt

4ppw Wider Ach for S5/6

non Highers

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

S5 -‐ 6 Choices Choice 1 Choice 2 Choice 3 Choice 4 Choice 5

AH/Higher 5ppw 5ppw 5ppw 5ppw 5ppw

Maths English Biology Admin Art

RMPS Media Studies Chemistry Biology Bus Man

Philosophy

Computing Computing Drama

Graph Com Dance Geography

History French PE

Music PE Units Physics

Choose one from each column

S5/6 PSE/RME/PE

S5/6 PSE/RME/PE

S5/6 PSE/RME/PE


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Gracemount High School S4-6 Course Choice Sheet – Session 2013/14

Name: Class:

Choose one option from each column S4 Must choose English & Maths

Choice 1 Choice 2 Choice 3 Choice 4 Choice 5 S4-‐6 Pupils 4ppw 4ppw 4ppw 4ppw 4ppw

Choice 6 4ppw

Maths Maths Administration Business Manag Art English English Chemistry CDT CDT Cake Dec Biology French Computing Chemistry Graph Comm Business Manag Geography Geography Computing Media Studies Computing History Graphic Comm Drama RMPS History Hospitality Hospitality Hospitality Modern Studies Physics Music

Music Spanish PE Performance Skills

Retail Academy Sports Leaders Hair & Beauty

NQ 3, NQ4 & NQ5 Options Available for S4-‐6 pupils

Skills Force

See below for Option 6

Choice 1 Choice 2 Choice 3 Choice 4 Choice 5 S5&6 Pupil Only 5ppw 5ppw 5ppw 5ppw 5ppw Choice 6

Maths Maths Administration Business Manag Art English English Chemistry CDT CDT Graph Comm Biology French Computing Chemistry Media Studies Business Manag Geography Geography Computing RMPS Computing History Graphic Comm Drama Philosophy History Hospitality Hospitality Hospitality Modern Studies Physics Music

Higher Options

Available for S5 & S6

pupils Only

Music Spanish PE Performance Skills

Pupils selecting 5 Highers Should not select a 6th Option


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Retail Academy Sports Leaders Skills Force

S4 Pupils Only Choice 6

Biology 2 x double period CDT 2 x double period Dance 2 x double period Duke of Edin full day Friday Forest Schools 3/4 Friday Italian 2 x double period JET full day Friday

Option 6 S4 Pupils Only

Music 2 x double period

S5/6 Pupils Only Choice 6

JET full day Friday College full day Friday Duke Edin or XL full day Friday Pottery double period Skills Force full day Friday Sports Leaders double period Survival Cookery double period

Option 6 S5/6 Pupils

Only Pupils

selecting 5 Higher

should NOT choose a

sixth option Enterprise double period


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Sample Timetable Structure

A sample senior phase timetable structure is provided below to demonstrate the relationship between the choice columns.

Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4

S5/6 Col C AH/H

S5/6 Col D H/AH

S5/6 PE/PSE

S5/6 Col B H/AH

S5/6 Col E H/AH

S5 PE

S5/6 Col A H/AH

S4 PE/PSE/RME

S4 PE/PSE/RME

Col D

Col C

Col B

Col A

Col B

Col A

Col D

Col D

Col E

Col E

Col C

Col C

Col B

Col B

S4 6th option

S4 6th option

Col C

Col D

Col A

Col A

Col E

Col E

S4 PE/PSE/RME

S4 PE/PSE/RME

S4 6th option

S4 6th option

College

S5/6 (non Higher) Wider Achievement Option

Work Experience

JET Work Experience Placement

Forest Schools

Sports Leaders

College Placement


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Literacy, Numeracy & Health & Wellbeing

The three cross curricular themes of Literacy, Numeracy and Health & Well Being are the responsibly of all subject areas. While it is anticipated many of these will be delivered by key subjects, all departments should plan meaningful opportunities to deliver and assess relevant outcomes and experiences within their courses. Information on how these outcomes are being delivered and assessed across departments will be collated centrally to ensure a whole school collegiate approach. See Appendix One. Inter-‐disciplinary Learning

All subjects should work collaboratively using inter-‐disciplinary learning to ensure pupils have a cohesive and meaningful learning experience. Interdisciplinary learning allows pupils to see, make and understand links between discrete subject areas or disciplines. Effective interdisciplinary learning is a collaborative piece of work, project or course which is planned and coordinated between disciplines and which delivers one cohesive piece of learning or area of study. Effective interdisciplinary learning:

• can take the form of individual one-‐off projects or longer courses of study • is planned around clear purposes • is based upon experiences and outcomes drawn from different curriculum areas or

subjects within them • ensures progression in skills and in knowledge and understanding • can provide opportunities for mixed-‐stage learning which is interest based

Opportunities for collaborative working will be planned within the school calendar and will include the following thematic weeks:

• Respect & Anti-‐Bullying • Global Citizenship • Healthy Schools • Eco Schools • Rapid Response (S1 disaster management project)

Departments should ensure inter-‐disciplinary gives the pupils the opportunity to work towards specific outcomes and experiences and should build assessment in to their planning. Wider Achievement

All pupils will be given opportunities for wider achievement during their time in Gracemount High School. Opportunities will include:

• Committees e.g. Eco Team, Ogwini Team, Charities committee • Pupil Council • Sports Leadership • Dance Academy • Football Academy • Forest Schools • John Muir Award

Personal Learning Planning

Pupils will be able to plan their own learning using Personal Learning Planning. This will incorporate a Tracking & Mentoring scheme which will enable pupils to discuss their progress with their teachers and agree strategies to maximise their learning. See Appendix 2


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for sample diary page. A learning profile will be developed for use in the school which will facilitate Personal Learning Planning and celebrating achievement and attainment.

GLOW

Pupils will all be given access to the national ICT GLOW site. This will enable pupils to access ICT learning resources anywhere, anytime. Pupils will also be able to build up a digital portfolio of evidence for the cross curricular themes. Personalisation & Choice

As pupils progress through S1-‐6 the opportunity for personalisation and choice should be provided. Allowing pupils to make informed choices about their learning should encourage and motivate pupils to become successful learners. Personalisation and choice can take many forms and is not just about making subject choices. Opportunities for personalising the learning experience will be built in to all courses including

1. Choice in what pupils will learn

• Subject Choice • Choices within subjects • Choice within lessons

2. Choice of how pupils will learn

• Active learning • Different activities offered within lessons • Challenge based -‐ different product or outcome

3. Choice in how pupils will demonstrate learning

Pupils follow a broad general education during S1-‐3 however to facilitate increasing personalisation within S1-‐6, pupils will be offered subject choices at the following points:

• S2 Wider Achievement column • S3 Subject choice within the 7 subject areas • S4-‐6 Senior Course Choice for National qualifications and wider achievement

opportunities

DO?

WRITE?

MAKE?


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Learning & Teaching Methodologies

Quality Learning & Teaching is fundamental for pupils to be successful. As part of the implementation of Curriculum for Excellence all staff have evaluated their Learning & Teaching practice and ensured they are using the most effective methodologies for the pupils to learn effectively. This has included the continued development of Active Learning and AIFL strategies. This is supported through an in-‐house CPD program and the Gracemount Learning Communities. More information on Learning & teaching can be found in the Gracemount L&T Policy.

Skills Development

The development of skills is essential to learning and education to help young people to become successful learners, confident individuals, responsible citizens and effective contributors. The skills and attributes which children and young people develop should provide them with a sound basis for their development as lifelong learners in their adult, social and working lives, enabling them to reach their full potential.

Building the Curriculum 4 Skills will be developed across all years through the Outcomes and Experiences. Opportunities will be provided in the curriculum as part of departmental planning. This will be focussed on the skills identified in the Skills for Learning, Life and Work Grid in Appendix 3. Progress Tracking

Pupil progress will be tracked from S1-‐6 through the use of:

• SEEMIS Tracking • MidYIS testing in S1 & S2 • Pupil Personal Profile

The Pupil Personal Profile will enable pupils to develop a profile of achievement and attainment throughout their time in Gracemount. This will also include their own evaluation of strengths and weaknesses leading to Personal Learning Planning for improvement. This will work in conjunction with the pupil Tracking & Mentoring scheme. A certificate of achievement will be awarded to all pupils each session to celebrate success and evidence progress. See Appendix 4 for outline of possible contents in pupil profile. This will be developed in conjunction with the new SEEMIS Tracking & Monitoring module.


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Appendix 1: Exemplar Health & Wellbeing Outcome Map

Outcome statement Art CDT Drama English HE ICT Maths Mod Lan

Music PE PSE RME Science Soc Sub

X Curr

I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 3-01a

Self Expressive

Portrait

Expressive Drama Piece

Personal Profile Review

Me Topic discussion

I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 3-02a


Puberty – what the

child discusses

I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances. HWB 3-03a

Anti Bullying National Focus Week Activities

S1 PSE Induction

Discussion & Quiz

Anti Bullying National Focus Week

Activities

I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 3-04a


Puberty – what the

child discusses

I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available. HWB 3-06a

Anti Bullying Drama

Mental Issues Text

Creative Writing

Childline Unit

Posters

Puberty & Substance misuse – quiz and

discussion

I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 3-07a

Relationships Group

discussion

Bereavement topic - essay

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 3-08a

Relationships Group

discussion

As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 3-09a

Anti Bullying & Disability

Awareness – Discussion,

posters

Rights Unit - poster

Anti Bullying Week

various projects

I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. HWB 3-11a

Personal Learning Planning & Target Setting Process

Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 3-12a

Curricular Leadership Opportunities and events e.g. Pupil Council, Waste Awareness, Global Citizenship Conference


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Appendix 2: Sample Diary Pages for Personal Learning Planning/Target Setting Personal Learning Planning Your Personal Learning Planner is to help you:

• Analyse your progress in all subjects • Identify subject specific strengths & weaknesses • Identify straggles you can use to improve • Set targets you need to aim for

My Target Grades Your Targets Grades will be agreed during a discussion with each of your subject teachers. Your Target Grade should be ambitious but realistic. Current Grade Your Current Grades will be set by your teacher and will reflect how you are doing at the point you have your Target Meeting with your teachers. Subject Strategies to Help Me Meet My Targets These are strategies which can help you meet your Target Grades. These should be agreed during your meeting with your teachers. For example:

• I must improve my accuracy in drawing (Graphic Communication) • I need to learn my vocabulary (French) • I need to read books to improve my language skills (English)

General Strategies to Help Me Meet My Targets These are General Strategies which can help your targets in all your subjects. These will be agreed during your mentoring meeting with your Guidance Teacher or Depute Headteacher. For example:

• I will complete all homework to a high standard • I will organise a revision plan

Target Setting Dates Year Date

S1 26th November ??

S2 4th December ??

S3 6 November 2009 14 May 2010

S4 25 September 2009 12 February 2010

S5/6 9 October 2009 8 January 2010


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General Strategies to Help Me Meet My Targets During your mentoring meeting you should agree three general strategies which you will use to help you reach your targets in all your subjects. For example:

• I will complete all homework to a high standard • I will organise a revision plan • I must improve my attendance

These will be reviewed at your mentoring meetings twice time a session.

General Strategies √ On Target

8 F Q 1.

8 F Q 2.

8 F Q 3.


8 F Q 1.

8 F Q 2.

8 F Q 3.


8 F Q 1.

8 F Q 2.

8 F Q 3.


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Subject Strategies to Help Me Meet My Targets Subject Level Target Grade Current Grade

Subject Strategies √ On Target

8 F Q 1.

8 F Q

2.

Subject Level Target Grade Current Grade


8 F Q 1.

8 F Q

2.



8 F Q 1.

8 F Q

2.



8 F Q 1.

8 F Q

2.


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Appendix 3: Skills for Learning, Life and Work Grid Personal and Learning Skills -‐ characteristics

Goal Setting PL1

Can assess own needs Can set obtainable and challenging goals

Can take the initiative Can evaluate and clarify targets Can regularly set SMART targets

Self/Peer Assessment PL2

Can judge outcomes against success criteria

Can identify next steps Can use graded criteria to assess a level

Can give constructive feedback Can give and accept constructive criticism

Reflection PL3

Can recount and recollect on an event

Can speculate on different options Can question current progress Can challenge theoretical learning by the relevance of experience

Can construct new & deeper understanding & articulate knowledge in a more meaningful way

Listening PL4

Can respond appropriately Can listen respectfully Can extract key points Can identify personal actions Can remain focused

Co-‐operation PL5

Can collaborate on a common task

Can recognise strengths of others views

Can contribute to and invest in a group vision

Can relinquish personal agendas

Time Management PL6

Can complete tasks to deadline Can prioritize tasks Can delegate effectively Can plan and allocate time to achieve the outcome

Core Skills – characteristics

Communication -‐written CS1

Can use a range of strategies to ensure meaning is clear and spelling is accurate

Can choose a suitable style appropriate to purpose/audience

Can use suitable vocabulary and tone to communicate effectively to the audience

Can combine lettering, graphics and other features to engage the audience

Communication -‐oral CS2

Can use pace, gesture, expression and choice of vocabulary to engage the audience

Can exchange information and explanations in conversations and discussions

Can use logical progression to communicate effectively to the audience

Can sum up ideas, issues, findings or conclusions appropriate to the purpose/audience

Problem Solving CS3

Can identify questions that will solve the problem

Can value and amass a spectrum of potential solutions

Can evaluate and test validity of potential solutions

Can make appropriate decision and plan the best option.

Information Technology CS4

Can confidently use specialist equipment & appropriate software

Can choose suitable application/s appropriate to purpose/audience

Can make effective use of ICT to communicate and collaborate

Can use ICT skills in new and different situations.

Working with Others CS5

Can share ideas and listen to other views

Can identify individual strengths and allocate responsibilities to achieve an outcome

Can manage, guide or facilitate a group to achieve an outcome

Can negotiate assertively and come to a mutually agreed outcome

Can coach, mentor and give feedback to others

Employability Skills – characteristics

Planning and organisation ES1

Can manage time and priorities Can establish clear project goals Can allocate people and other resources to tasks

Can evaluate alternatives and apply evaluation criteria

Initiative ES2

Can take the lead in a task/activity Can see the potential in a situation Can follow through an idea with a plan to achieve an outcome

Can act before being prompted by others and take a fresh approach

Negotiation ES3

Can explain the benefits that a point of view/course of action will bring

Can compromise by accepting another persons decision/answer

Can mediate, giving reasons for a point of view/course of action

Can give and receive differing points of view and come to an agreement

Decision Making ES4

Can identify options and make clear judgements

Can discuss strengths and weaknesses to reach a conclusion

Can make a decision on the basis of what is best instead of following some single doctrine style.

Can effectively implement the decision

Creativity ES5

Can expand existing ideas into new solutions

Can combine seemingly unrelated ideas in unique ways

Can use creative thoughts to solve problems

Can think critically and take calculated risks

Think Critically ES6

Can explain personal thoughts about a situation/decision

Can draw conclusions from a situation/decision

Can consider & reflect on reasons & influences behind a decision

Can compare and contrast ideals with actual practice

Can make plausible inferences, predictions, or interpretations


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Appendix 4: Pupil Profile Pupil Profile

• Unique SEEMIS ID (key field) • Year Group • Tutor Group • Surname • Forename

Historical Data • Primary Levels

o Literacy o Numeracy o Health & Wellbeing

• MidYIS • NFER Testing

o English o Maths

• SQA Results

Learning Style • Learning Style (from questionnaire see

Appendix 5)) • How I like to learn checklist

Strengths

• Checklist based on skills table (I can..) • Text box for pupil comment

Next Steps

• List of areas to work on (checklist & text box)

Target Setting Strategies (two sets per session) • Table of Targets/Current Grade (S4-‐6) • Checklist of most common possible strategies • Extra text boxes to add others

Wider Achievement • Checklist of most common possible

achievements • Extra text boxes to add others

Report Formats • A4 Pupil Profile • Personal Learning Plan • Class/Year Group Information • End of Session Certificate of Achievement


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Appendix 5: Examples of Learning Styles Visual Learner Characteristics Visual learners are those who learn through seeing things. Look over the characteristics below to see if they sound familiar. A visual learner:

• Is good at spelling but forgets names. • Needs quiet study time. • Has to think awhile before understanding lecture. • Is good at spelling. • Likes colors & fashion. • Dreams in colour. • Understands/likes charts. • Is good with sign language. . Learning Suggestions for Visual Learners

• Draw a map of events in history or draw scientific process. • Make outlines of everything! • Copy what's on the board. • Ask the teacher to diagram. • Diagram sentences! • Take notes, make lists. • Watch videos. • Colour code words, research notes. • Outline reading. • Use flashcards. • Use highlighters, circle words, underline. Best Test Type for Visual Learners: Diagramming, reading maps, essays (if you've studied using an outline), showing a process Worst test type: Listen and respond tests Auditory Learner Characteristics Auditory learners are those who learn best through hearing things. Look over these traits to see if they sound familiar to you. You may be an auditory learner if you are someone who:

• Likes to read to self out loud. • Is not afraid to speak in class. • Likes oral reports. • Is good at explaining. • Remembers names. • Notices sound effects in movies. • Enjoys music. • Is good at grammar and foreign language. • Reads slowly. • Follows spoken directions well. • Can't keep quiet for long periods. • Enjoys acting, being on stage. • Is good in study groups.

Auditory Learners Can Benefit from:

• Using word association to remember facts and lines. • Recording lectures.


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• Watching videos. • Repeating facts with eyes closed. • Participating in group discussions. • Using audiotapes for language practice. • Taping notes after writing them. Worst test type:

Reading passages and writing answers about them in a timed test.

Best test type:

Auditory Learners are good at writing responses to lectures they've heard. They're also good at oral exams.

Kinaesthetic Learner Characteristics Kinaesthetic learners are those who learn through experiencing/doing things. Look over these traits to see if they sound familiar to you. You may be a kinaesthetic learner if you are someone who:

• Is good at sports. • Can't sit still for long. • Is not great at spelling. • Does not have great handwriting. • Likes science lab. • Studies with loud music on. • Likes adventure books, movies. • Likes role playing. • Takes breaks when studying. • Builds models. • Is involved in martial arts, dance. • Is fidgety during lectures. • Kinaesthetic Learners Can Benefit from: • Studying in short blocks. • Taking lab classes. • Role playing. • Taking field trips, visiting museums. • Studying with others. • Using memory games. • Using flash cards to memorize.

Worst Test Type: Long tests, essays.

Best Test Type: Short definitions, fill-‐ins, multiple choices.

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