(A) To strive for understanding through mutual respect both on a personal and institutional level. To provide each pupil with the opportunity to develop attitudes and abilities which will improve the individual’s quality of life, both now and in the changing future.
(B) To educate together in a Christian environment, the children of Catholics and Protestants and those of other or no religious beliefs on a basis of equality in an integrated College.
Brownlow Integrated College is open to pupils of all abilities regardless of race, class or creed. We seek to bring together our diverse communities in an atmosphere of respect and trust. The College strives to be a centre of academic excellence, whilst providing opportunities for personal, social, moral and spiritual development in preparation for a meaningful adult and working life. Our motto is:
“A Belief in Creative Diverse Education”
Summary of Strategies: Learning, Teaching and Assessment
Fundamental to the plan is the notion that pupils will be better motivated by success than by failure. Teaching therefore ensures that each pupil, irrespective of his/her abilities, experiences the pleasure of intrinsic satisfaction that comes with completing a task or reaching a realistic yet challenging goal.
The aim of The Revised Curriculum is to empower young people to develop their potential and to make informed and responsible decisions throughout their lives. By promoting methodologies that encourage young people to develop the skills to acquire and manage information to solve problems and make decisions, the intention of the Northern Ireland Curriculum is to help young people make use of the knowledge and the associated skills, values and attitudes developed during the process of learning to inform their lives.
Brownlow Integrated College recognises that there is no single correct way to teach, just as there is no single way learning takes place. The diversity of the forms of knowledge explicit in the Areas of Learning indicates how varied the curriculam is. Each Area of Learning has its own peculiar demands to make on the professionalism of the teacher. Each Department in its Policy statement and schemes of work addresses the problem of teaching and learning strategies as they apply to their particular subject. A variety of teaching methods are used while recognising the security that comes with tried and trusted routines. Variety is not used for its own sake; rather the teacher carefully considers what methodology would best enable the pupil to learn in relation to each lesson.
A Teaching and Learning Policy has been prepared arising out of our experience of the School Support Programme. This provides the basis for the continued evaluation and improvement of teaching and learning in the school.
As an integrated school we are conscious that both the overt and hidden curriculam contribute to our aim of encouraging pupils from different backgrounds, religions and cultures to live together in harmony. The teaching strategies we use in the classroom make a contribution here as well. Broadly speaking, teaching strategies fall into three main categories, whole class, group and individual teaching. Each of these can contribute to the aims stated above.