We want something else and more. We do not just do the same. We want more of what works. The school creates the future and the future creates the school. Smørum School aims to meet and experience the joy of being at school in a professional environment characterized by security, tolerance and dedication. School development is a continuous process.
Mission
Everyone must be as skilled as they can!
District School Smørum creates the framework and prerequisites for each student to fulfill his potential. The school contributes with a safe, exploratory and challenging learning environment, where students are expected to guide and take responsibility for their own and others' learning.
The school collaborates with the parents to support the individual and the community.
Vision
The school is based on a foundation of high professionalism, community & well-being and robustness.
At our school everybody promises to fill their full potential, regardless of their academic and social point of departure. Learning and progression comes from conscious and reflected choices.
The school attracts and maintains the best qualified employees. We strive to be the preferred school choice for district citizens and a preferred partner for the local leisure, cultural and business life.
Learning:
We work acknowledging with the child and based on its strengths and demands the individual. We believe that well-being lives in the tension between tradition and innovation, and that the creative environment is the way to an exciting and collaborative school with high professionalism that makes sense.
The purpose of the teaching is to visualize and qualify the work of the children's learning and describe the frameworks in which learning takes place. The work on the learning base is a dynamic process in which management, employees and school board through dialogue and mutual reflection continuously relate to how the learning base is realized in everyday life .
Diversity in the educational environment, as well as different approaches to the individual, help stimulate the child's curiosity and make it easy to learn, as well as allow for immersion and reflection.
The child is gradually involved in his own learning goals and processes in collaboration with the staff, but it is the staff that sets the framework and is in charge.
We work with clarity in various evaluation tools in the form of, for example, student plans, tests and dialogue methods. We build a common evaluation culture so that the school creates the best learning processes for the benefit of the child. The staff must possess the necessary qualifications and competencies and continuously receive the necessary skills development so that the learning is based on a high level of professionalism.
In our daily work we work with:
Classroom teaching, self-employment, project work, workshop teaching, classroom classes and cross-year courses, shorter courses for one or more, theme days, academic and field trips.
Collaboration: The child learns to engage in committed collaborations and communities through different relationships and learning. Through that, it will come to know itself as an individual and as part of a social context. The staff work legally and systematically in teams to create coherence and added value for the entire children's group on the year-end and for the individual child.
Teaching is organized including as
Pupils, Maternity couples, Great friends, Varied organizing of teaching, Periodic cross-division and division of education, Action learning, Peer education, Campus schools, Tours, and colony, School trips, Exchanges, etc.
The class is the starting point and the point of departure and the safe, clear framework for the child's daily life in teaching and in free time. Each class has its own primary adults and own local.
Based on the class, the child encounters varied learning forms with the opportunity to use different learning environments in the class as well as in the other learning environments of the school and the local area.