By the end of this unit, you will:

1. Know about the IPC definition of learning
2. Know about various initiatives to change the focus of schools and classrooms from teaching to learning
3. Know two or three ways in which learning-focused schools do this
4. Be able to reflect on your views about your own school’s focus

By the end of this unit, you will:

1. Know about the behaviour of neurons in the brain
2. Know how this leads to the IPC definition of learning and what that definition is
3. Know how this relates to the development of knowledge, skills and understanding
4. Be able to identify, in the IPC, examples of different kinds of learning in practice
5. Know about how knowledge, skills and understanding are taught and assessed
6. Be able to use the IPC Accreditation rubrics to make an initial evaluation of your school’s current status

By the end of this unit, you will:

1. Have consolidated your knowledge of brain behaviour and the different learning- related definitions used by the IPC
2. Know about and be able to discuss the differences between knowledge, skills and understanding
3. Know about how knowledge, skills and understanding are taught and assessed
4. Begin to develop an understanding of some of the key issues surrounding learning
5. Be able to identify the IPC examples of learning in practice
6. Be able to identify and analyse how well you and your colleagues are clear about learning in your school
7. Be able to use the IPC Accreditation rubrics to make an evaluation of your school’s current status