Amarin Hans

Workshop Overview

1. The purpose and intention of End of Unit reflections- Why they were introduced and how this relates to the Ofsted framework. I will be discussing the school's aim to develop independent metacognitive learners who are given time to reflect, consolidate and embed learning. As a Thinking School, we wanted to introduce an initiative that further developed the children's metacognitive skills.

2. The implementation process- I will discuss how these reflections were initially trialled within my school and how I was able to get SLT on board. I will also talk about the challenges we faced as a school (such as time constraints) and how these were overcome.

3. The next steps-  What we want to implement moving forward. More focus on the reflective lens and how to encourage children to think at a deeper level. How I will implement this moving forward.

Biography

Amarin Hans is a seasoned educator with a wealth of experience for both Key Stage 1 (KS1) and Key Stage 2 (KS2), spanning seven years in primary education.

In addition to her role as a primary school teacher, Amarin has taken on leadership responsibilities as the driving force behind the Thinking Skills Drive team at her school. Under her guidance, the team's innovative initiatives contributed to the school's attainment of Thinking School status from Exeter University in July. Amarin's visionary leadership underscores her commitment to instilling critical thinking skills and intellectual curiosity in students.

Amarin holds a degree in Psychology from Brunel University, a foundation that enriches her approach to education. Her unique blend of pedagogical expertise and psychological insight enhances her ability to connect with students on a deeper level, fostering a supportive and conducive learning environment.

Amarin's impact is further evident in the successful implementation of End of Unit Metacognitive Reflections across all foundation subjects. This strategic approach empowers students to not only absorb information but also to embed, consolidate, and reflect on their learning experiences. Through her commitment to metacognitive practices, Amarin nurtures a holistic educational journey, equipping students with the tools to become critical thinkers and lifelong learners.