IVE

‘The ‘I’ stands for intellectual which means involving people’s abilities to think and to understand ideas and information.  Vision represents the ‘V’ in IVE.  This means you see something in your mind happening or coming to life and seeing your vision becoming a reality.  The final letter ‘E’ stands for endeavour.  Endeavour is when you do something with real effort and determination: you try hard to achieve’.  

Year 7 IVE Student

What is IVE?

IVE aims to develop three key skills in our students: curiosity, confidence and capability. 

  • Curiosity: This drives our intellectual spirit and enables our pupils to ask questions which explores the essence of our humanity, our planet, and our universe.  This empowers them to craft their own learning path which they can tailor to their own interests, whether these be scientific, artistic, linguistic or based in the Humanities.
  • Confidence: Our students will be the leaders of tomorrow and need to be prepared to succeed in a world that we cannot predict.  IVE aims to give students the confidence in their ability to adapt to and overcome challenges in a positive and constructive manner.
  • Capability: This places the emphasis on the individual to try to find the answers to their questions by engaging in academic research and investigation from Year 7 to 13.  Students can explore and present a variety of projects which often receive feedback from staff, academics and industry experts who specialise in the students chosen area. 

These skills are cited in Forbes Magazine as the most desirable skills that the leaders of tomorrow will need to drive the course of future. 

https://www.forbes.com/sites/meghancasserly/2012/10/04/top-five-personality-traits-employers-hire-most/

Key Stage Three

The Key Stage Three Programme combines our ethos of curiosity, confidence and capability through the study of a variety of taught, student-led and off-site projects which set a high standard of intellectual rigour and facilitate academic resilience.  The IVE programme takes students beyond the formal curriculum, allowing them the time and space to develop, adapt and challenge their thinking.  Lessons are delivered as a partnership between students and teachers, who together discuss and debate a range of topics which provide learners with the cultural literacy skills which both universities and employers value greatly.  This approach also creates a forum where every student opinion is valued, and where they will grow the confidence to present their arguments with conviction.

Year 7:

  • What does it mean to be human?
  • Is exploration the result of human curiosity?
  • Words, words, words: How and why did humans develop verbal communication?

Year 8: (From September 2019)

  • To Rule or Be Ruled: How has the relationship between the state and the people developed?

Year 9:

  • Visual Literacy and Culture
  • IVP (Independent Vision Project)
  • ActIVE Venture: English Heritage Research Project

Methods of Assessment:

ive 1

 Topics that Year 7 and Year 9 IVE students have chosen to explore in their Vivas:

  • Is it our self-awareness that makes us human?
  • Have humans become the dominant species due to our opposable thumbs?
  • How does tone affect the meaning of the words spoken?
  • To what extent do we judge people on appearance alone?
  • Are humans’ positive impacts on the world only an antidote to negative ones?

ActIVE Venture Project:

To develop the transferrable skills that set students apart in an increasingly competitive employment sector, we have developed an innovative and valuable opportunity for students to work ‘in the field’ with experts and academics from English Heritage. 

ive 2

In Term 6 of Year 9 students will research, plan and design an exhibition for St Augustine’s Abbey which explores one of the following intrigues:

  • Who was the skeleton in the cloister?
  • Why is Bertha not remembered as the Queen Bee?

The project was trialled in the summer of 2018 with great success and was a testament to the curiosity, capability, and above all confidence of our students. 

‘Working on this project with [SLGGS] has had an incredibly positive impact for education at English Heritage, as it has led to working with different internal departments to assist with the students’ learning.  Curators, historians and site management have all fed back how they have thoroughly enjoyed their input into the project and how they could see clear constructive outcomes from the work being done for St. Augustine’s Abbey, as well as the students taking part.

The project is now being used as a case study amongst the English Heritage education team, to showcase a successful way to engage students with their local heritage site’.

English Heritage Education

What the students say:

‘One thing that I learned that particularly interested me was about other people’s view about “What is art?”. Before I had thought that there was a specific category or criteria that something had to fit in to even be considered art (specifically being aesthetically pleasing) , however, now I have realised that view is actually completely subjective and, basically, anything could be considered art. One person said that they believed that anything is art and the only thing that is not is “nothing” which is outside the boundaries of the mind so, in short, anything that you can imagine could be art to someone. I feel like doing this topic has definitely opened my mind to the many possibilities/subjective ideas about what art is,

When we researched the cave paintings in Altamira, I found It interesting because, until recently many people believed that humans were the only species to have a “creative intelligence” which could be questioned by these paintings as it shows that humans were, not only, not the only creatures to have this ability to create art, but that we were also not the first to have an understanding of art/ creativity. When we think about the question “why are humans special?” usually the thought that we have an emotional and creative intelligence and an understanding of art comes up, however if this feature is not unique of us, are we even special at all (compared to any other animal?)’.

‘Endeavour means ‘to try hard to do or achieve something’ or ‘an attempt to achieve a goal’.  I think if you have endeavour you can achieve almost anything you put your mind to if you try hard.  Hard work is very important, and I think asking questions and learning is also such an important part on your way to achieving things.  I heave learnt to do more of this in IVE and from our learning of vision and endeavour I have been able to achieve the things I put my mind to’.