This document outlines Tim Stable's philosophy of maximizing student potential through relevance, relationships, and rigor. It advocates making these three principles visible in lesson planning and the foundation for all activities. Relevance connects lessons to students' lives, relationships reduce dependency and build independence, and rigor is shown not as a chore but as a craft to build self-esteem. The goals are to help students progress from awareness to enabling their own learning and empowering others, traversing different levels of independence and competency.

1. The
philosophy
of
Tim etabling

2. V St t
ision aementforR er
iv side
“The
‘ Common Practices’
at Riverside become
‘ Common Sense’
in E ducation”

3. Per lV St t
sona ision aementforaPr ct ioner
a it
Maximizing our potential
to maximize their
potential

4. Ahaa moments
• M aking ‘ relevance’ – ‘ relationships’ and
relevance relationships
‘ rigor’ VISIBL E in the tim etable
rigor
• M aking them the found ation for all your
planning
• M aking them the non-negotiables

5. Relevance
• Relevance is the ‘ WH Y’ of what you d o
Y
• Relevance is the connections – the big id ea
• Relevance is the visibility of your practice to all
stakehold ers
• Relevance is the ‘ value’ you put to the ‘ choices’
value choices
you m ake

6. • C onstant search to ensure that the inform ation that I
encounter has m eaning – that m eans anything that I seek
to spend tim e with, ad d s to m e as a hum an being and
therefore is worth sharing
• It starts with the journey of being aware, then enables
(apply and use), and finally em powers (innovate – beyond
d epend ency- toward s ind epend ence)
• M ore conversation less instruction
• K nowing the relevance of our learning enables us to be
m ore com petent and less helpless

7. Relationships
• We have relationships with people and not titles
• Relationships is the ‘ value’ you put to the
value
‘ choices’ you m ake
choices
• Purpose of relationships is to red uce
dependency and increase independence.
independence
Therefore m aking us m ore com petent and less
helpless

8. Rigor
• Relevance enables rigor
• Relationships ensure rigor (you want to d o m ore)
• Showing the relevance of rigor as a craft and not a
chore and therefore again enables rigor
• Build s positive self esteem , self worth and awareness
of com petencies / potential
• Therefore this self awareness of com petencies and
potential m akes us more competent and less helpless

9. • Relevance / relationships and rigor help us to
traverse the ‘potential’ continuum by going
from
• Awareness, then
• E nabling and finally
• E mpowering

10. Beacons
• Are guid ing principles to ensure that the 3R’s use the relevant
vehicles to reach the beacons
• L anguage Package
• C reative Thinking
• L ogical/ athem atical Thinking
M
• Scientific Thinking
• Problem Solving
• C raftsm anship
• Inter/ Intrapersonal Skills
• C itizenship
• Ad aptability
• ( ICT is inclusive – transbeacon)

11. Beacons for Key Stage 1
j
ourney towards sel awareness
f
• L anguage Package – ( relevance ) to make complex
world simple and therefore being more competent
and less helpless
• C reative Thinking – ( relevance ) nurturing and
celebrating curiosity which enables habits of mind
( risk taking, inquiring, research )
• Intra/Interpersonal skills – ( relevance ) self
awareness that leads to knowledge of competencies
which makes one less helpless. Inter personal leads
to build relationships, work in teams and identify
leadership potential

12. • C raftsm anship – ( relevance ) quality determines
value bringing pride and self worth making one more
competent and less helpless!
• L ogical Thinking – ( relevance ) provides skills
(sequencing, options, prioritizing ) to reach
destination
• Scientific Thinking ( grad e 2 ) – ( relevance )
attributing natural phenomena to reasoning by using
the skill of observation - and not magic and
therefore, my friends, making one more competent
and less helpless!

13. Beacons for Key Stage 2
j
ourney from dependence to independence
• L anguage Package – ( relevance ) providing
strategies to traversing the journey from appreciation
to enjoyment
• C reative Thinking – ( relevance ) providing strategies
to nurture ‘thinking outside the box’ to address
specific need/audience
• Intra/Interpersonal skills – ( relevance ) providing
strategies that make ‘visible’ the journey of growth,
be it social, physical, emotional or cognitive

14. • C raftsm anship – ( relevance ) providing strategies to
traverse the journey from novice to proficiency
• L ogical/ athem atical Thinking – ( relevance )
M
providing strategies to understand causal relations in
real world scenarios
• Scientific Thinking – ( relevance ) providing
strategies to develop the scientific temperament
( hypothesis to experimentation )

15. • Problem Solving – ( relevance ) providing strategies
to identify the problem as a ‘problem’ and solve the
problem in the best possible manner ( identifying
ones competencies/ weaknesses and when needed,
seeking help )
• C itizenship – ( relevance ) awareness of disparity as
a reality
• Ad aptability – ( relevance ) not being helpless
‘outside comfort zone’

16. Goal for Key Stage 3
j
ourney from independence to interd epend ence
The beacons will ‘ empower’ us to
empower
make the best choices keeping our
‘ competencies’ to solve problems and
competencies
fashion products that are of value in
one or more cultures!