The Learning Journey
The progressive development of pupils’ skills, knowledge and understanding is at the heart of our curriculum, as the children embark upon their learning journey through each of the Key Stages.
A range of strategies are used to stretch and challenge our pupils, and to cater for different abilities, interests and learning styles. Small class sizes mean that every boy is challenged and supported in an environment that nurtures individual potential.
Our modern buildings feature bright, spacious classrooms, ICT suites, libraries, sports halls and creative spaces to facilitate specialist art lessons, speech & drama classes and instrumental tuition.
Add to the mix, our 100-acre outdoor classroom, extensive sports pitches, a swimming pool, athletics track and tennis courts, and you can see why this is such a unique learning environment for boys.
- The Northern Ireland Curriculum
- Learning Support
- Maximising the Potential of Boys
- Specialist Teaching
- Learning Mentors
- Outdoor Learning & Play
- The Forest School Approach
- Educational Visits
- Digital Technology
- Residential Adventures
- Home Learning
All children are unique, and we are committed to ensuring that those entrusted into our care experience a high quality educational experience that caters effectively for their individual abilities, interests and learning styles.
We seek to equip our boys with the skills, knowledge and understanding that will enable them to become successful, lifelong learners. This is delivered through the key ‘Areas of Learning’ within the Northern Ireland Curriculum:
- Language & Literacy
- Mathematics & Numeracy
- The Arts
- The World Around Us
- Personal Development & Mutual Understanding
- Physical Development & Movement (Foundation Stage)
- Physical Education (KS1 & KS2)
- Religious Education
At the heart of the curriculum lies an explicit emphasis on the development of skills and capabilities for lifelong learning and operating effectively in society. Through opportunities to engage in active learning contexts across all areas of the curriculum, pupils will progressively develop:
- Using Mathematics
- Using Information & Communication Technology (ICT)
Thinking Skills & Personal Capabilities
- Thinking, Problem-Solving & Decision Making
- Working with Others
- Managing Information
- Being Creative
We are committed to catering for the individual needs of the children entrusted into our care.
We seek to create an environment of warmth and support, where each child feels valued and has equality of access to the curriculum; where learning targets are achievable and success experienced, thereby enhancing motivation and self-worth.
We recognise that all pupils are unique and they develop at varying rates. The pace of their progress will be dependent upon the stage they have reached, their history of success in learning, the skills, abilities and talents they bring with them to the learning process and the range of barriers and challenges they face.
We see ‘inclusion’ for our SEN pupils as: Recognising every individual’s right to be treated equally, reach their full potential and be given the same opportunities as everyone else, regardless of ability or disability.
We seek to identify any barriers to pupils’ learning at the earliest stage, and our Learning Support Coordinator works closely with class teachers to ensure that accommodations are matched to each child’s individual needs, within the resources available.
We believe that all staff have a collective responsibility for supporting those with additional needs and seek to increase their capacity to do so effectively through high quality professional development.
Junior School implements the Code of Practice for the Identification and Assessment of Special Educational Needs. We aim to identify barriers to learning at the earliest possible stage, and our Learning Support Coordinator ensures that support is matched to the individual needs of each child. This support is provided by class teachers, learning support assistants, the Learning Support Coordinator and specialists from a range of external agencies.
In support of the transition of pupils with additional needs to Key Stage 3, the Learning Support Coordinator from the Senior School facilitates a workshop for Prep 7 parents, featuring ‘top tips’ on how to support their children’s transition.
Our boys are at the heart of our Junior School Family and they are challenged to be the best that they can be. It is wonderful to hear them speak with pride about the personal bests they have achieved, and we are very proud of what they accomplish both in and outside of the classroom.
We believe that assessment is an integral part of the learning and teaching process. Analysis of diagnostic, formative, summative and evaluative assessments is used to identify learning targets, track pupil progress, evaluate the effectiveness of learning and teaching and inform curriculum and professional development.
Assessment for Learning
Assessment for Learning strategies are used to extend pupils’ thinking, deepen their learning and empower them to take greater ownership over the target-setting process.
Clear learning intentions are shared and pupils are encouraged to evaluate their own learning, and the work of others, according to agreed success criteria.
Assessment of Learning
Standardised assessments in English (PTE) and Mathematics (PTM) are administered annually to Prep 3-7 pupils, children in Prep 4 and Prep 6 complete a Cognitive Ability Test (CAT) and PASS Profiles (Pupils’ Attitudes to Self & School) capture the outcomes of a digital survey completed by Prep 4-7 pupils.
The outcomes of PTE and PTM assessments are digitally compared with the children’s CAT profiles to assist with assessing and tracking individual pupil progress. Potential underachievement is identified and targeted through intervention plans.
Whole school analysis of data at the end of each academic year is used to inform curriculum planning and improvement targets within the following year’s School Development Plan.
Our skilled and experienced teachers and learning support staff have developed a high level of expertise in teaching boys, and they use many keys to unlock each child’s individual and unique potential.
Active teaching methodologies are employed to ensure that the children’s boundless energy is channelled into successful learning experiences.
- a varied timetable, including specialist subject teaching, to keep pupils enthused and focused throughout the day;
- boy-friendly curriculum topics;
- meaningful learning experiences and real audiences for pupils’ work;
- interactive, practical and enjoyable learning experiences;
- competitive learning opportunities within cooperative frameworks;
- spatial-visual representations to support Literacy development;
- the use of digital technology;
- male role models and vertical mentoring systems;
- extra-curricular activities and residential experiences which appeal to their adventurous nature.
‘The World Around Us’ topics are used to connect learning across the curriculum, ensuring a wide range of learning experiences and promoting the development of pupils’ Thinking Skills & Personal Capabilities.
A range of strategies are used to stretch and challenge our pupils, and to cater for different abilities, interests and learning styles.
Small class sizes mean that every boy is challenged and supported in an environment that nurtures individual potential.
The provision of specialist teaching in Art, Music, Modern Foreign Languages, PE, Games and Swimming greatly extends and enhances our pupils’ learning.
We also benefit from being able to access Senior School resources, including the Science laboratories, Art classrooms, Home Economics kitchen, Drama Theatre and Central Hall. Classes in the College’s pool are used to facilitate the development of the children’s swimming skills and water confidence, starting in Prep 1.
Our ‘Buddy System’ connects pupils in Prep 1 with pupils in Prep 7, helping them to feel valued and teaching them important social skills and values. They enjoy engaging in fun learning experiences and projects throughout the year, culminating in an annual visit to Belfast Zoo.
Senior School pupils also serve as wonderful role models for our Junior School boys. They inspire them to try their best in their studies and in their extra-curricular pursuits. The Senior Prefects of the College act as mentors to our House Captains, and Learning Mentors from the Senior School provide wonderful support for our Junior School boys with Literacy, Numeracy and STEAM projects.
Children learn best when they are engaged in active learning, and we are keen to maximise the learning potential of our rich, varied and ever-changing outdoor classroom.
Our outdoor learning resources are continuously being developed, to extend teaching and learning across the curriculum and to enhance our ‘teaching for character’ programme.
Exploring ‘The World Around Us’ in a stunning, 100-acre campus clearly appeals to our active learners. Building dens in the woods, pond-dipping at Netherleigh Lake and mini-beast hunting are firm favourites with our intrepid explorers, and our Eco Committee enjoys coordinating a range of exciting environmental projects.
The children’s play experiences are also enriched, through the provision of natural play environments featuring loose parts. These promote the children’s creativity, exploration, imagination and learning.
Since celebrating our accreditation from the NI Forest School Association (NIFSA) in 2019, Forest School has introduced a whole new dimension to outdoor learning at Campbell.
The children enjoy opportunities for exploration and discovery, which ignite their imagination and promote their emotional well-being. A wide range of skills and personal capabilities are developed, which transfer to the classroom and can be applied to everyday life.
In addition to promoting children’s holistic development and building their confidence, resilience and independence, Forest School fosters a sense of community and teamwork, whilst allowing the children to take supported risks which are appropriate to the environment and to themselves.
ICT plays a significant role in supporting and enhancing pupils’ learning, and we seek to empower and enable our boys to become dynamic and effective digital citizens through their creative use of the latest technology.
Prep 4-7 Digital Leaders assist with promoting awareness of online safety across our whole school community.
Engaging our boys in learning through adventure is at the heart of the residential experiences on offer in Key Stage 2. The challenges and opportunities they face through going away from home and participating in a wide range of exciting outdoor activities helps to develop independence and build confidence.
Prep 6 Residential at the Share Centre
Our Prep 6 pupils greatly look forward to their three-day residential visit to the Share Centre in Enniskillen, where they enjoy a range of creative activities, outdoor pursuits and water sports.
Highlights include: circus skills, balloon modelling, archery, orienteering, mountain biking, bushcraft, combat corps, fussball, banana boating and kayaking.
Prep 7 Residential at Boreatton Park (Shropshire)
Located in the heart of the Shropshire countryside, the impressive 250-acre PGL Activity Centre in Boreatton Park make it a popular choice with our adventurous Prep 7 boys.
Highlights include: kayaking, raft-building, giant swing, abseiling, rifle-shooting, aeroball, puzzle park, high ropes and zip wire
We believe that a well-managed Home Learning programme plays a positive role in raising a child’s attainment, helping them to develop the study skills and attitudes they will need for successful lifelong learning.
In the Early Years, its key purpose is to develop a partnership with parents and to involve them actively in their children’s learning. As they progress through school, it provides an opportunity for children to develop the skills of independent learning.
At Junior School, we acknowledge the essential role of play and free time in a child’s growth and development. Regular physical activity is also vitally important in relation to their physical health and emotional well-being.
While home learning is important, it should not prevent children from developing their skills, interests and talents in extra-curricular experiences that are available outside of school.
The value in Home Learning is not dependent upon the length of time taken, but rather on the quality of tasks set. If a pupil spends significantly more or less than the recommended times for each Year Group, parents should not hesitate to contact their child’s teacher.