Teaching and Learning Handbook 2014 - 2015
The Priory School
T e a c h i n g a n d L e a r n i n g H a n d b o o k 2 0 1 4
CONTENTS
Introduction………………………………………………………………………………………………….. 3 Expectations for planning lessons……………………………………………………………
4
Whole school improvement points...................................................................
5
Using Bloom’s Taxonomy to create measurable success criteria…………………..
6
A note on ‘challenge’…………………………………………………………………………………….
8
Modifying tasks and resources……………………………………………………………………..
10
Questioning and AfL………………………………………………………………………………………
11
Feedback……………………………………………………………………………………………………….
12
Dedicated Improvement Time……………………………………………………………………….
16
Marking strategies…………………………………………………………………………………………
18
Judging marking…………………………………………………………………………………………….
18
Learning Champions and Lesson Study………………………………………………………….
18
Assessment……………………………………………………………………………………………………
20
Appraisal……………………………………………………………………………………………………….
22
Teacher 360o Review…………………………………………………………………………………….
23
Literacy…………………………………………………………………………………………………………
24
Behaviour for Learning………………………………………………………………………………….
25
Attendance……………………………………………………………………………………………………
29
British values and SMSC………………………………………………………………………………..
30
Stripes rewards……………………………………………………………………………………………..
31
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Teaching and Learning Handbook 2014 Introduction This teaching and learning handbook outlines how we will ensure that teaching in our school typically and consistently enables students to make ‘Good’ progress. There is a responsibility for all teachers to engage with professional development and work to ensure that our teaching is ‘Good’ or better. “I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a toll of torture or an instrument of inspiration. I can humble or humour, hurt or heal. It is my response that decides whether a crisis will be exacerbated or de-escalated – a child humanised or dehumanised”. Ginott-1972
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Teaching and Learning Handbook 2014 Expectations for planning lessons A clear Learning Objective and Success Criteria
1
A challenging activity that engages students to think deeply 2
An indication of how tasks and resources will be modified to support the least able and stretch the higher attainers 3
A strategy for assessing the learning that is taking place in the lesson 4
Led by students’ target grades Incorporate Bloom’s Taxonomy Link with Assessment Grids Link with www/ebi comments in feedback Students can articulate the next steps in their learning
Learning starts straight away Build on prior knowledge Students ‘learning by doing’ Planning opportunities to develop literacy and numeracy Developing independent, resilient learners
Targeted scaffolding and interventions Do not rely on ‘differentiation by outcome’ Consider students’ different starting points Consider achievement gaps (FSM, boys/girls, SEND) Stretch and challenge for all
Skilful questioning that develops and assesses understanding Reshaping tasks and explanations as a result of effective Assessment for Learning strategies Modifications for the later part of the lesson and subsequent lessons Stretch and challenge for all
Literacy and numeracy It is the responsibility of all teachers to model and promote high standards of written and oral literacy as well as develop numeracy where the opportunities arise. This includes the displaying of key technical words, correcting spoken English and modelling/framing written responses.
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Teaching and Learning Handbook 2014 What do Ofsted want to see? Ofsted Myths and Truths 1. Activities that are fast paced (Myth) 2. Checking understanding (Truth) 3. 3 or 4 part lesson (Myth) 4. Peer and self-assessment (Myth) 5. Detailed plan followed (Myth) 6. Challenging activities (Truth) 7. Starter no longer than 10mins (Myth) 8. Quality and consistent feedback (Truth) 9. Frequently reviewing learning (Myth) 10. Outstanding teaching & learning (Myth)
Not at the expense of learning Regular and informative No prescribed lesson structure Important, but not expected every lesson Lesson should respond to class needs Learning by doing Quick start to learning (‘Do now’ activity) Verbal and written, moves learning forward Not at the expense of progress It’s not a myth for us!
Taken from Ofsted Clarification for Schools, October 2014
Whole School Improvement Points 2014/15 These are the whole school priorities for 2014, how are you contributing to these? 1. Embed revised assessment policy so that teachers have an accurate understanding of progress 2. Improve the quality of teaching – making use of assessment, sharing best practice and developing strategies to meet the needs of all students 3. Improve the standard of English – all teachers have a responsibility for raising the standards of written and spoken English. 4. Close Gaps – Take actions to rapidly close the gaps in attainment between girls/boys, Free School Meals and non-Free School Meals, SEN groups and non SEN groups. – Know your students! 5. Raise aspirations – promote behaviours that instil belief in students so that they can achieve. Take steps to ensure they are informed and prepared for employment 6. Consistent application of routines and expectations
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Teaching and Learning Handbook 2014 Using Bloom’s Taxonomy to create measurable Success Criteria Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviours and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity). By creating learning objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning (learning success criteria). • • • •
• •
Knowing: Retrieving, recording, and recalling relevant knowledge from long term memory. Understanding: Constructing meaning from oral, written and graphic messages through interpreting, exemplifying, summarising, inferring and explaining. Applying: Carrying out or using a procedure; using previous knowledge to navigate an unfamiliar situation. Analysing: Breaking material into constituent parts; determining how the parts relate to one another and to an overall structure or purpose through differentiating, organising and attributing. Evaluating: Making judgments based on criteria and standards by measuring, diagnosing and prioritizing. Creating: Putting disparate elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning or producing.
Note: The taxonomy was revised in 2001 by Lorin Anderson, a student of Bloom’s, by reversing the top two tiers and moving from nouns e.g., “knowledge” to verbs e.g., “knowing”. The list above reflects that revision.
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Teaching and Learning Handbook 2014 Measurable Bloom’s verbs Know
Understand
Apply
Analyse
Evaluate
Create
Define Identify Inventory* List Locate* Name Recall Record Repeat Restate* State Underline
Articulate* Characterise Cite examples Describe Diagram* Discuss Explain Express Interpret Outline* Paraphrase Report Respond Restate* Review Translate
Act Administer Apply Articulate* Choose Compute Control Demonstrate Dramatise Employ Generalise Illustrate Imitate Implement Instruct Interview Operate Perform* Practice Select Simulate Use Utilise
Analyse Arrange* Break down Calculate Categorise Compare Contrast Correlate Debate Deduce Detect Determine Diagnose* Differentiate Distinguish Discriminate Examine Inspect Inventory* Locate* Outline* Question Relate Separate Subdivide
Appraise Argue Assess Choose Compare Conclude Critique Determine Diagnose* Estimate Evaluate Judge Justify Measure Prioritise Rate Revise Score Select Support Validate Value Test
Adapt Anticipate Arrange Assemble Collect Combine Compose Construct Create Design Devise Develop Diagram* Formulate Generate Initiate Integrate Invent Model Modify Negotiate Plan Perform* Predict Prepare Produce Propose Reconstruct Substitute Synthesise
Not measurable?
Appreciate Believe Hear/Listen Realise Recognise Comprehend Know See Memorise Think Experience Perceive Understand Feel
*these verbs can be used in more than one level on the taxonomy depending on context
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Teaching and Learning Handbook 2014 A note on Challenge
from Tom Sherrington @headguruteacher
How do you know that a lesson is a great lesson? Sometimes as you enter a classroom, or even before you open the door, you detect a buzz of activity; the students are busily engaged in discussion or group work trying to solve a problem or work out the grammar rules; they might be excitedly getting stuck into their practical work or setting up the apparatus for their experiments. It might be that a student is standing at the front reading out his poem or his analysis; there might be a pair of students running through their thematic timeline of the play they’ve been reading. There might be a debate raging or expert groups waiting to receive envoys from the others. Lively. Dynamic. Exciting…Buzzing!! But that isn’t it. A bit of buzz is wonderful… but it’s not enough; there is more. In fact, buzz isn’t even necessary. Great lessons can be heads down slog-outs; outs; they can be quietly pensive – like a life drawing class or a session of maths practice or extended writing. Great lessons can be routine, no-nonsense work-outs. The point is that Great Lessons, with or without the buzz factor, has something in common: Challenge. Not just for a few; for everyone.
LOW CHALLENGE
The most common reason for lessons to be substandard is that there isn’t enough challenge: Students are engaged in tasks that are low
level; they may be ‘working’ but they are not thinking. Or the thinking could be meaningless. This could be because of ‘nonsense comprehension’ syndrome: Then there is the illusory fuzz of ‘research and present’. I’ve been in lessons such as this where a student has shown me her impressive diagrams of the electro-magnetic spectrum and her completed Assignment Sheet….but could not tell me a single thing about it; she did not understand any of what she’d copied. It is possible to transfer and rearrange a stack of information from A to B without learning a thing. Failure to establish prior knowledge and understanding is another common cause. Superficially students are busy, but they are just going over old ground... or expectations are simply too low. Students in Y9 making a Valentine’s card on Publisher with clip
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HIGH CHALLENGE
Where teachers have an instinct for challenge, this is the sort of thing you see: Deep End instructions. In setting up a task, there
is a brief overview and then “Off you go…” Students have to engage with the challenge, make decisions, check for understanding and then get started, drawing on the resources at their disposal. Deep End practical work in science is a great example: “We’re exploring circuits; there is the stuff; off you go…..” Think, pair, share. This mode of questioning should be absolutely standard; it is the default mode, with plenty of time for the thinking. Struggle Time. Teachers are often phobic about seeing students struggle – and this transfers to the students. Panic and self-defeatism ensue. It’s a major beef of mine that from a young age, children learn that mistakes are a bad thing... and, therefore, something must be wrong if you don’t get it. Great teachers brave it out….they convey confidence that, with persistence, solutions will come after some thought.
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Teaching and Learning Handbook 2014 LOW CHALLENGE
The most common reason for lessons to be substandard is that there isn’t enough challenge:
art…give me a break! They do that in Y3.
The worst symptom of a ‘low challenge’
disposition is a teacher who gives away the answers too cheaply; no struggle time…almost a fear of the silence that follows a question…and before you know it, they’ve all been put out of their misery. An extension of that is recipe syndrome. “Follow these instructions, exactly, and you can’t go wrong” ….need I say more. A pet hate of mine is being in a lesson where it is clear (to me) that the students are screaming.. JUST LET ME GET ON WITH IT… but the teacher just needs to give out another 10 bits of info, reminders and warnings…..fingers are scraping down the desk. Anxious to get on with the lesson or to get through the material, teachers can by-pass the thinking and learning by denying students the opportunity to process, to struggle, to make choices and to make mistakes. The same happens if teachers are too control-freaky and can’t bear the ‘chaos’ of students getting themselves into groups or thinking for themselves.
HIGH CHALLENGE
Where teachers have an instinct for challenge, this is the sort of thing you see: Probing Questions, – an obvious one? Plus the
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habits of reversing the process whereby students devise questions. Synoptic Tasks: Too much subject content is compartmentalised but high challenge lessons are about making connections. Problem solving. In a lot of subjects, too much emphasis is placed on straight content – including my ultimate pet hate of giving extended notes. In great lessons, the challenge comes to the fore through applying knowledge to problems. Collaborative group work – When students in groups are set a clear goal, and roles are defined within groups to avoid passenger-syndrome, the level of challenge can be massive. Group work should not require massive planning; the elements of effective, challenging group work should be routine, something a great teacher could spontaneously introduce in any lesson. Pace. Learning takes the time it takes. However, sometimes, a faster pace is needed and challenge emerges from creating a sense of urgency. For example in Technology and Art – or in extended book work – students can drift; they can dabble, dawdle and get lulled into a passive mode. Great teachers use time indicators, setting time-goals for tasks that inject an appropriate level of urgency. Reciprocal teaching.. A superb, routine way to ensure challenge is to ask students to explain concepts back to you , to each other or to another audience through some form of publication or piece of writing. This is a high effect-size mode of learning in Hattie’s work. Routine use of ‘explain that back to me’ or ‘explain it to each other and report what the other person said’ in classroom exchanges, is highly effective.
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Teaching and Learning Handbook 2014 Modifying tasks and resources So how do you differentiate?
In practice, there are a number of modes of differentiation that teachers typically deploy through the resources used: Extension Material: very typically, the ‘extra work’ students can do if they’ve finished the standard work. Support Material: extra layers of scaffolding and simplification to help students keep up. ‘Differentiation by Outcome': often mis-understood and misused but actually a crucial form of differentiation where the same stimulus leads to open-ended responses Completely different tasks: sometimes necessary but complicated.
Make sure you ‘know’ the students This is the bedrock. When we meet a new class, they may look different but as learners, they are faceless… we need to get to know what their learning looks like. The more students you have and the less often you teach the class in a week, the harder this is and you need to work harder at it. Knowing their names is a start.. but knowing them as learners is crucial. This is where baseline data is very powerful…BUT, the data is irrelevant if it doesn’t change teacher-student interactions. The key is to study the data, to look for issues and to assimilate it into knowledge; ie the stuff you carry around in your head. It has to come off the page.
Make differentiation explicit Learning objectives and success criteria are inherently differentiated. In great lessons, the teacher cuts to the chase, anticipating that certain students will need to push forward or need support, right from the start. What do you do if you don’t know what to do? ‘Three Bs before me: brain, book, buddy’. Teaching self-help learning strategies is a vital tool teacher’s toolkit. What do you do if you’ve finished? Ideally, any activity should be set up in advance so that there is no such thing as ‘finished’. In great lessons, you never see students waiting, hands up or killing time, with nothing to do. More subtly, the classroom culture should encourage pushing on to the next level.
Make differentiation a habit In OUR lessons, there are some excellent approaches: Self-levelling resources: students able to tackle Pythagoras questions of increasing difficulty, self-checking answers and moving through at different rates. Bronze, Silver and Gold questions: questions on cards, at different levels with students able to self-select according to confidence and success, with teacher prompting some to move on or consolidate. Scaffolding frameworks at different levels: essay writing guidance with varying levels of structure. In this example three levels: one with no support; one with paragraph outlines and another with sentence-level starters. Homework choices Leadership grouping: more able students given leadership responsibility in mixed ability groups with a ‘group goal’ that requires any group member to report back. Inclusive Questioning. This is the teacher’s great skill: to bring all students in a class into a question and answer exchange… adjusting the level of questioning to the student in a subtle way. Mini-whiteboards are brilliant for this.... so you can feed off the answers. Think-Pair-Share is another superb method.
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Teaching and Learning Handbook 2014 Questioning and AfL “If you haven’t adapted your teaching by the time they have left the room, you’re playing catch up”. Dylan William 2010
Assessment for learning is all about eliciting evidence of achievement; through tasks, through questioning or through direct observation of students and their work.
Question Planning Grid Question Grid
Is? Present
Did? Past
Can? Possibility
Would/could? Will? Probability Prediction
Might? Imagination
What? Event Where? Place Who? Person
Predictive Factual
When? Time How? Meaning Which? Choice
Analytical
Why? Reason
Application/Synthesis Knowledge
Understanding
Application
Question Focus – define, describe, analogise, explain, comment, classify, compare and/or contrast, cause, effect, sequence, create, analyse, evaluate, generalise, summarise, predict. There are two main reasons to ask a question; 1. To cause students to think – developing understanding or consolidating 2. To elicit evidence of learning – that impacts on the course of the lesson Do your questions do this?
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Teaching and Learning Handbook 2014
Marking = Planning
Feedback
Teachers’ time is precious. If you're going to commit time to marking a set of books you want that to be time you don’t have to spend planning lesson activities. Now, the outcome from marking, DIT is the activity. For years 7/8, 10-15 minutes of a lesson might be usefully spent providing opportunities for students to act on feedback, but for older children, you may get more lessons out of your marking. Professor Dylan Wiliam says that feedback should be more work for the recipient than the donor and he’s right. If it takes a minute to mark a piece of work, that should result in 10 minutes worth of improvement. Teachers have a responsibility to: ‘Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback’ (Teachers’ Standards) • When it comes to giving feedback, reasons should always be given for the comment. ‘Nice work’ isn’t good enough. • Save your ink. ‘A high quality piece of work because…’ is much more productive. • To support learning, EBIs are much more effective if they are expressed as questions: ‘Could you give an example?’ ‘What else does this make you think of?’ ‘How does this compare with..?’ You should not be providing the child with the answer, but expecting them to think and to refine their work as a result.
Feedback should: -
Help our students to learn and make progress by providing clear next steps Improve SPaG Acknowledge, give recognition and demonstrate respect for the work produced Inform the teacher’s planning Engage students in the assessment of their own understanding Allow leadership to judge the effectiveness of teaching
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Teaching and Learning Handbook 2014 METAL– Monitoring and Evaluating Teaching and Learning
Students’ books will be available for parents/carers to view at ARD The Policy Application Manager will monitor the quality of work and marking. Typicality will be judged, recorded and will feed into the appraisal of teachers Heads of Department are expected to complete learning walks Quality of work and marking will inform lesson judgements Teachers should expect work and marking to be scrutinised by senior and middle leaders Marking contributes to the 360o teacher review (see appraisal policy and guidance).
When marking, consider; What we say
What the student hears
WWW
WWW
EBI
www
www
EBI
Showing Progress in Student books How can I show that students are making progress? Using correct and complex subject specific vocabulary
Evidence of application of skills, facts or knowledge
A consistent and solid response to teachers’ feedback through DIT
A reduction in mistakes
Limited repetition and increased challenge evident in task set
Evidence of early thought processes that lead to better understanding
Examples of how feedback is consistently applied in all learning
Writing more detailed responses compared to previous work
Evidence of understanding misconceptions and next steps in INT comments
Assessment grades are consistent and at/above target
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The content changes and is increasingly challenging Clear opportunities to respond to and extend comments/answers
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Ability to answer exam questions with increasing confidence and accuracy Improved SPaG and presentation An understanding of exam command words, that is evident in responses Peer marking is accurate and informative, showing understanding against success criteria
Teaching and Learning Handbook 2014
Also remember, the marking paradox; •
•
The students who need the most help and the most feedback, are those who are least able to engage with written comments to secure improvement. The students who need the least help are those best able to engage with written comments.
Types of Feedback Feedback Type Identification SPaGknowledgement Literacy Codes (see table) Ticks
Presentation
Quality first teacher feedback
Verbal feedback
Brief comment
WWW (what went well) EBI (even better if) Literacy Codes (see table)
INT I need to…
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Detail
Marking for Spelling, Punctuation and Grammar (SPaG) Checking work for accuracy and completion Brief comment Marking for presentation In green pen Identification as classwork or homework (underlined) Title and date (underlined) Work written in black or blue ink Books and folders show effort and pride in work No graffiti Books and folders are organised and show a record of students’ progress Poorly presented work is repeated Students are expected to present their best work at all times, regardless of ability. Work to be crossed out neatly (example) Diagrams, charts, graphs & tables drawn neatly, labelled and pen/pencil used appropriately and draw accurately and neatly Detailed feedback relating to success criteria (SC) a comment that evaluates work against SC (www) Provides next steps for improving work and moves learning on (ebi) Typically used on completion of an independent task (class or home work) and checks understanding. Comments should be questions not statements. Takes place every 2 weeks (best practice) and no more than 3 weeks Informs lesson planning INT time ‘I need to…’ Students write a response to teacher comments, demonstrating they understand what they need to do and not repeating EBI. DIT – dedicated improvement time Students are given time to read and act on comments for example, redrafting, completing, amending… At least once piece of work per feedback cycle must be set to allow students to show understanding, extend their knowledge, develop thinking and support literacy through extended writing In green pen Grades/levels/marks given Working the room – the teacher circulates giving feedback to move student learning forward
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Teaching and Learning Handbook 2014 Verbal feedback stamp given INT time ‘I need to…’ Students write a response to teacher comments, demonstrating they understand what they need to do DIT – Dedicated Improvement Time Students are given time to read and act on comments for example, redrafting, completing, amending… Success criteria (SC) must be provided SC in ‘pupil speak’ Feedback as www and ebi Annotated exemplar work so that students can see what a graded/levelled piece of work ‘looks like’ Sufficient time to complete the task Develop skills that enable students to self and peer assess In red pen Raw mark and percentage provided Level/grade provided Quality first teacher feedback Green pen All teachers are expected to keep a mark book (electronic or hard copy) Available on request and for all lesson observations Contain all homework, classwork and assessment marks/grades/level Provides evidence to inform accurate assessment data
Quality student feedback (self/peer)
Marking assessments (Health Checks) Mark books
The following literacy codes are used when marking all work. Students must stick the literacy codes at the front of every exercise book and folder. Mark (in margin)
Means…
Sp and underline
Incorrect spelling
P and underline
Punctuation error
G and underline
Grammatical error
C and underlined
Missing or misplaced capital letter
//
New paragraph required. Mark in where the paragraph/s should be
√√
Exceptional point/use of language and language for the subject
?
Not clear. Rewrite this sentence/section
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Teaching and Learning Handbook 2014 Directed Improvement Time Feedback Flowchart
If the learning has not moved forward set further tasks or ask further questions
When students complete a piece of work, ensure that they proof read it for accuracy; they could even highlight the areas where they are less confident in the success criteria. Students should use the boxes in the exercise books appropriately.
Your marking should relate to the success criteria. It should provoke thinking and be less work for you than the student. Focus on areas of concern highlighted by the student Instead of making comments ask questions and suggest tasks to improve the work.
Make sure pupils use your success criteria when peer assessing work. Feedback should be: Kind (but honest) Helpful (…so that…) Specific (be precise)
When work is returned, plan for DIT – pupils must spend time reading feedback, answering questions and completing set tasks.
When books are next taken in for marking, acknowledge pupils’ response to feedback and check that the learning has moved forward
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Teaching and Learning Handbook 2014
Struggling for marking time? Try some of these effective marking strategies.
Instead of…
The teacher…
The student…
Marking every question in detail
The teacher marks only the highlighted questions in detail.
Writing the same explanation on every piece of work in the class
Goes over the question in class (evidenced in planning)
Annotates areas of work where the areas of strength are apparent and where improvements need to be made Works on the identified issue in a redraft. Adds the reason for the double ticks Marks or peer marks the work before it is submitted, highlighting the two or three areas where they would most like help Writes their own corrected version
Writing out a full solution when a student gets a question wrong
Writes a hint or the next step
Completes the correction
Writing annotations in the body of a piece of work and giving an overall comment Writing extensive comments Writing ‘well done you have….’ next to good aspects of work
Correcting work when a student makes a little mistake Marking only extended pieces of work Giving back work and moving straight on…
Writing a mark for every question
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Only writes an overall comment Gives only one strength and one possible improvement; ebi/www Puts a double tick next to the best parts of the work
Writes WWWT (Whats wrong with this?) or RTQ (Read the question!) Reviews students initial plans in class prior to completion Get students to put a tick next to my comments if you understand how to improve or a ‘?’ if you don’t Pairs/groups to resolve some of the ‘?’ Gives the grade ‘6/10’ or states you have two questions wrong
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Makes the correction Doesn’t hand in rubbish!
Students read and engage with the marking before moving on Student has to identify the incorrect answers and correct them
Teaching and Learning Handbook 2014 How will the work in your books be marked? Staff MUST achieve ‘Good+’ for marking, to achieve a ‘Good+’ for teaching Good or better (good+) Presentation Typically shows title, date, class/homework & underlined
SPaG
Teacher’s marking
Progress
Student’s marking
Work is written in blue/black ink Diagrams/charts/graphs/tables typically drawn accurately/labelled/neat; pen/pencil used appropriately Books/folders are typically organised and demonstrate progress Completely graffiti free Books/folders show effort and pride in work Marking for literacy is clearly evident Policy on SPaGknowledgement marking is fully implemented All work is accurately recorded and completed Evidence of SPaG improving Clear success criteria Work is typically marked every 2 weeks and at least every 3 weeks Evaluation of marked work clearly informs lesson planning Students typically respond to teacher comments Teacher typically plans for DIT Students act on comments In green pen Grades/ marks given www and ebi facilitate student progress Marking dialogue demonstrates understanding Ability to answer questions confidently & accurately Content increasingly challenging Accurate use of complex subject specific vocabulary Opportunity for extended writing Well-developed literacy Success criteria provided Success criteria clearly understood by students Students provide quality feedback (www and ebi) Exemplar work is available Skills for effective self and peer assessment are developed and clearly embedded Red pen used
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Requires Improvement
Inadequate
Presentation is not judged good+
Presentation of work is poor
SPaG feedback is not judged good +
Limited corrections for SPaG
Teacher marking and feedback are not judged good+
Teacher marking has limited impact on progress
Work does not demonstrate sufficient progress and is not yet good+
Work does not demonstrate progress
Student marking and feedback have not been developed to a good+ standard
No evidence of the development of student marking
Teaching and Learning Handbook 2014 L e a r n i n g
C h a m p i o n s
A team of practitioners dedicated to developing teaching and learning across the school. Every department is represented.
L e s s o n
S t u d y
As part of our CPD programme, teaching staff will work in Learning 3s to jointly plan, teach and analyse lessons. Learning 3s are led by Learning Champions and comprise staff from different departments and varying areas of expertise. When planning lessons, three ‘case pupils’ are selected. Focusing on the learning needs and behaviours of individual case pupils makes teachers more aware of the individuality of all their pupils. So instead of teaching to a middle band with groups of higher and lower achieving pupils on either side, Lesson Study helps teachers to be more aware of the needs of individuals in their subsequent teaching.
Lesson Study works because it helps teachers to: See pupil learning occurring in much sharper detail than is usually possible See the gaps between what they had assumed was happening when pupils learned and what is actually happening Find out how to plan learning which is better matched to the pupils’ needs as a result Do all this in the context of a supportive teaching and learning community which is strongly committed to helping pupils to learn and to the professional learning of the members of the group Change their teaching to better support learning as a result. Dudley, P - 2011 “Taking part in collaborative enquiries into improving teaching and learning is the single most impactful action a school leader can take to improve educational outcomes for pupils.” Robinson et al - 2009
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Teaching and Learning Handbook 2014 Assessment As teachers we should aim for 100% (and no less than 80%) of the students in our teaching groups to make at least expected progress from their KS2 grades (see table below).
G
F
E
D
C
B
A
A*
L1
Not Expected
Expected progress
Good Progress
Good Progress
Good Progress
Good Progress
Good Progress
Good Progress
L2
Not Expected
Not Expected
Expected progress
Good Progress
Good Progress
Good Progress
Good Progress
Good Progress
L3
Not Expected
Not Expected
Not Expected
Expected progress
Good Progress
Good Progress
Good Progress
Good Progress
L4
Not Expected
Not Expected
Not Expected
Not Expected
Expected progress
Good Progress
Good Progress
Good Progress
L5
Not Expected
Not Expected
Not Expected
Not Expected
Not Expected
Expected progress
Good Progress
Good Progress
You will enter grades six times a year for each year group. Teachers arrive at an ‘Assessment Point’ Grade based on existing assessment data (both formative and summative) such as Health Checks, classwork and termly assessments, whilst weighted for any Controlled Assessment as appropriate. Grade boundaries are agreed at the start of the academic year with the Head of Subject.
Years 7 – 8 are reported in line with Years 9, 10 and 11, in fine GCSE grades (C1,C2,C3, etc.) . Student progress will be tracked through ‘Health Checks’ and cumulative content end of term testing.
Health Checks – short assessment activities that relate directly to the topic being covered and assess how well a student has developed knowledge, skill or conceptual understanding and its application in order to intervene as gaps and misconceptions arise. Health check frequency is agreed by the faculty and depends on a number of factors such as topic complexity or the number of intended learning objectives.
As a method of formative assessment, there is an expectation that results of the ‘Health Checks’ will be recorded in the teacher planner, will be available for Staff, Subject and Academic Reviews, and used to address gaps or misconceptions as they arise. Where students have shown that they require support, evidence of support will also be available whether in class or otherwise. There are three ‘End of term assessments’; December, April and July. Please see whole school calendar for dates. For Year 11 there will be two mock examination periods (please see whole school calendar) and tests at the end of each half term. End of term assessments are cumulative in content, un-tiered (with the exception of mathematics and science, replicating the national picture) and are unseen by the subject teacher. Designed and set by the subject lead they have an accompanying mark scheme to ensure consistency and reduce unconscious bias. Health checks relate directly to the topic being covered and are not cumulative. Mock examinations are also set by the head of subject using accredited examination question papers and mark schemes.
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Teaching and Learning Handbook 2014 For further information on how to arrive at an Assessment Point Grade please see ‘Assessment Guidance 2014-15’. Intervention When students begin to ‘fall behind’ the teacher must take action: o o o
Identify why – DIAGNOSIS – what is it, what can’t the student do that is causing them to fall behind? Take action – THERAPY – what can I put in place, what do I need to do so that the student gets back on track? Check progress – TESTING – what do I need to do now to check progress has been made?
Personalised Learning Checklist (PLC) subject diagnostic tool that identifies what it is the student can and cannot do and informs ‘Therapy’ and planning Question Level Analysis – Record of scores in End of Term tests at question level designed to highlight common areas of weakness.
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Teaching and Learning Handbook 2014 A p p r a i s a l
The appraisal process is designed to support teachers to carry out their role effectively. It will help to ensure that teachers are able to continue to improve their professional practice. The appraisal period will run for twelve months.
For further information on the standards for pay progression through appraisal, please see ‘Careers Stage Expectations’ and ‘Appraisal Policy’.
Appraisal is a supportive process which will be used to inform the continuing professional development of teachers. The school will encourage a culture in which all teachers take responsibility for improving their teaching through appropriate professional development. Professional development will be linked to school improvement priorities and to needs and priorities of individual teachers. Teachers are required to identify areas for development and areas of best practice. Teachers will receive constructive feedback on their performance throughout the year as part of the line management and 360° Teacher Review.
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Teaching and Learning Handbook 2014 360° Teacher Review The 3600 Teacher Review supports both the Appraisal process and professional development. Our intent is for all teachers to be ‘Highly Effective Practitioners’ defined by the Teachers’ Standards and detailed for each pay scale in the Career Stage Expectations.
An overall effectiveness judgement will be reached based on; Performance outcomes Formal Observations Lesson Drop ins Work Scrutiny Student Interviews Head of Subject interviews These will take place throughout the year. The 360°Teacher Review is not an event, the process is developmental and continues throughout the year. The Reviewer and Head of Department has responsibility for monitoring and supporting the teacher to develop their teaching so that they are judged ‘Highly Effective Practitioners’; the teacher has a responsibility to engage with training and support so that they consistently deliver good or better lessons and outcomes. The review:
will judge a teacher as highly effective, effective or not yet highly effective will determine areas of strength and areas for development will plan actions to improve teaching
For further information please see ‘SE and METAL including 360o’ guidance.
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Teaching and Learning Handbook 2014 Looking for opportunities to promote literacy in the classroom. It is the responsibility of all class teachers to model and promote high standards of literacy. Planning tasks that provide the opportunities to develop speaking and listening, reading and writing skills underpins highly effective teaching. S p e a k i n g 1. 2. 3. 4. 5. 6. 7.
a n d
L i s t e n i n g
To be able to speak confidently when in front of a group To be able to speak in turn during discussions To be able to initiate group discussions To be able to speak with a wide range of vocabulary To be able to demonstrate empathy and understanding To be able to reflect and feed back to others in a group To be able to use standard English confidently and consistently when speaking
W r i t i n g 1. To be able to write neatly and legibly with handwriting generally joined, consistent in size and spacing 2. To be able to use punctuation and paragraphs correctly 3. To be able to spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words 4. To understand how to write for the purpose or for the correct audience 5. To know and understand how to structure ideas and information effectively 6. To be able to use standard English confidently and consistently in formal writing R e a d i n g 1. 2. 3. 4. 5.
To identify the most relevant points and reference where necessary To be able to draw conclusions from the text To comment on how a text is organised and ordered To understand the type of language being used, eg. instructional To be able to skim and scan for key words and or points 6. To be able to summarise texts and to identify similarities or differences between texts.
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Teaching and Learning Handbook 2014 Behaviour for Learning
Had one of those lessons? Look at the class layout
Don’t take it personally
All teachers must have a seating plan. Did you? Time to rearrange it? Rearrange table shape – groups/rows? Move a few pupils around/whole group?
What did your body language say?
It does not make you a bad teacher!
What was the start of the lesson like?
Keep being consistent. Follow up the behaviour
The long term picture – always remember: you will succeed!
Plan how you deal with poor behaviour
Restorative meetings are essential after sanctions. It’s dealt with now; the next lesson is a new start.
Did you meet and greet? Did you have everything ready and set up? Was there something for them to do straight away so that you could deal with pens/lates/missing books etc? Focussed, calm, productive start – set the tone and keep it. Chat starts? Straight away: ”Remember I did say silence to get your best ideas…thank you”.
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Praise the pupils meeting expectations. Focus on the good things going on as well. Tactical ignore and chase up later? In lesson/at end/when? Warn, stand next to, teacher glare, name on board, and sanction… follow policy. Tell pupils what they should be doing– “X, you should be working silently”, “X, you should be doing question 2.” Use the W1, W2 warning systems in line with policy
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Where did you stand, why? Where did you look? Did you make eye contact? Where did you put your hands, did you pace or stay in one place? Did you look stressed? Did you stand or sit down? – Patrol the room? Effective teacher look?
What was your voice saying?
Begging them to behave? Please? Be assertive and confident. Rushing instructions? Shouting? Controlled or out of control? Clear, confident, steady voice? Could pupils hear you? “Name. Pause. Correct.” Did you have lots of erms and umm etc?
Was there a specific reason?
Just one pupil? Ask advice from other staff that teach them: The form tutor? Home reasons? Was it related to a situation in another lesson/break/outside of school – get support. Was the challenge at the right level? Why are they trying to avoid work? Fear of failure?
Teaching and Learning Handbook 2014 Student Behaviour for Learning Provisions (Isolation, Reachout & Respite) Isolation (Lesson Support) This provision is used on a lesson by lesson basis and enables teachers to place students in a supervised room where they continue their class work independently. This provision is used when students receive a Warning 2 (W2) for their behaviour in a specific lesson The room is manned by a College Support Manager (CSM) every period of the day Students will be seated in individual stations to aid focus and concentration and are expected to work in silence On entry to Isolation the Parent or Carer of this student will be contacted to ensure they are aware this action has been taken by a member of staff. Students who receive a W2 will receive a same day detention Students who fail to attend this detention will be placed into college detention During the same day detention, it is expected that a restorative meeting takes place between the student and teacher who removed them Reachout Provision (Internal Exclusion) Reachout provision is for students who have committed an offence which is deemed to be worthy of an internal exclusion. The table below shows the tariff system employed by SLT & CLT members when deciding on an appropriate sanction for these types of behaviour The provision runs daily from 1pm to 5pm and is manned by Heads of College and College Support Managers Students will complete work set by teachers on the days they are missing from their lessons Parents will receive a letter outlining the offence and the number of days allocated in Reachout Flexible Sanction List for Referrals 1st Offence
Offence
2nd Offence
3rd Offence
3 x W2s in one week Abuse to Staff, rudeness, swearing, defiance
3 5
5 8
10 10
Serious verbal or physical abuse to another student (including Happy Slapping) and threatening behaviour Assault/Verbal abuse to members of the community Involvement in setting off fire alarms Racism or homophobic behaviour Bullying Truancy Theft Graffiti Fighting Poor behaviour in exams Vandalism Blatant disregard of school rules (eg. Uniform) Failure to attend school detention
5
8
10
5 10 5 5 No. of days 5 3 3 3 3 3 3
8 10 8 10 5 8 5 5 5 5 5 5
10 10 10 PE 10 10 10 10 10 10 10 10
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Teaching and Learning Handbook 2014 Listed are the main offences that have been committed to date. If any other behaviour is demonstrated that SLT/CSM feel warrant a referral, then guidelines above are used to judge appropriate time. Respite (Student Support) Respite facility offers students in Years 7, 8 and 9 a support provision which allows them time to review their barriers to learning and to enhance their ability to succeed The Respite provision is for students in the following categories: - Students who are persistently challenging in a particular lesson - Students who are finding it difficult to cope in mainstream education A clear process allows for the successful management of the Respite provision which clearly links in with the Behaviour for Learning Ladder and which is overseen by the AHT for Inclusion and the Respite Manager. The referral process is set out below: 1. Referrer completes Respite Referral booklet (Global/Respite/Referral Booklet) and sends to Respite Manager 2. Panel Meetings are held every Wednesday directly after school to decide on referrals for the following week 3. Panel consists of Respite Manager, AHT Inclusion, Referrer 4. Panel meetings are focused on reviewing requirements for students 5. Respite Manager to arrange meeting with parents to discuss the issues relating to the Respite referral.
All students will have a Restorative Justice meeting with their Referrer and Respite Manager to review progress made while in the facility and appropriate targets will be set.
Behaviour for Learning Ladder Level 1 – Subject Teacher and Faculty Monitoring (10 lessons maximum) Level 2 – Whole School Monitoring by College Support Manager/ Deputy Head of College (4 weeks) Level 3 – Whole School Monitoring by Head of College (8 weeks) Failure of Level 3 - Rochester College (Year 10 /11) or Respite (Years 7, 8 and 9) Level 1 Subject monitoring with class teacher. This level will last 10 lessons maximum followed by a formal review carried out by class teacher. Level 1 is activated by class teacher for 1 x W2 or continual low level disruption, non-compliance of homework rule or simply not working to expected standard in class. Lesson by lesson monitoring for each student showing targets and pass/ fail
If the level is passed then the student is removed and signed off by class teacher and Head of Subject. If the level is failed then the student should be removed into another class for two weeks. The Head of Subject meets with the student and class teacher to provide restorative support; the student is then monitored for a further 10 lessons. If the student fails after this time period then they will be removed from the class and placed in Respite for the remainder of the half term
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Teaching and Learning Handbook 2014
If the student is seen to be disruptive in more than one subject, they are immediately placed onto Level 2 (whole school monitoring). Level 1’s still continuing and the class teacher/ Head of Subject continue to monitor accordingly
Communication with parent/carer is expected by the class teacher, targets set and expectations made clear
When a student is placed on 3 L1s then they are placed onto L2. Inconsistent behaviour across a range of subjects warrants Level 2 monitoring
Grading and Targets Grading system for Level 1 is either Pass or Fail for a maximum of one or two specific and achievable targets. Students must pass 80% or more of level to pass Level 2 Whole School monitoring activated by College Leadership Team with College Support Manager monitoring if there is multi agency involvement Level 2 is a 4 week process where CSM/ DHoC meet with student on daily basis, to discuss targets and outcomes. Parental involvement throughout the process A pre- Core Assessment Framework (CSM to deliver) should be activated at this stage during the meeting with parent/carer Students can be fast tracked onto this level if issues are occurring whole school. If in Year 7, 8 or 9 and student fails Level 2 they will be placed into Respite for two weeks and then placed onto Level 3. If in Years 10 or 11 they will be placed onto Level 3 immediately
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Teaching and Learning Handbook 2014 Attendance The Priory School is committed to providing a policy which encourages students to attend school daily. The school works in collaboration with parents/carers and our Education Welfare officer to ensure student attendance is monitored and appropriate action taken. Procedures Personal Tutors are responsible for taking the register twice a day during scheduled roll call. Students who are attending trips and visits will be pre coded by the attendance officer. Lateness: - Students who arrive after 8.30am sign in at reception and are coded L - Students who arrive outside of roll call sign in at reception and are coded U - Students who are late will be given a 10 minute detention on the same day, carried out by the tutor/ College Support Manager. Students who miss this detention will be given a college detention - When lateness is for a scheduled appointment the parent/carer must provide a note - If a student is late 3 or more times in one week, they will be given a college detention for 1 hour the following week - Colleges operate a late desk as deemed appropriate by the CLT Absence Should Personal Tutors or Class Teachers notice patterns of absence which are not explained, steps will be taken to bring about improvement: - Meetings with student - Meeting with parent/carer - Home visit by EWO - Official warning letter of possible court action from EWO - Application for the issue of a fixed penalty notice - Fast track prosecution Positive Rewards Each term students with 100% attendance are awarded with a Certificate of Commendation. Students are also placed into a draw to receive a prize using the college rewards system. Roles & Responsibilities Class teachers: 1. Take a register every lesson 2. Take appropriate action to deal with poor attendance including: - Report any concerns regarding attendance to the relevant DHoC/CSM - Report prolonged absence to Head of Subject - Ensure the student completes work missed Personal Tutors: 1. Monitor student attendance together with DHoC/CSM 2. Ensure that all students recognise the importance of good attendance and make them aware of the schools’ expectations regarding attendance and punctuality 3. Keep the DHoC/CSM informed of any attendance concerns 4. Carry out daily procedures efficiently
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Teaching and Learning Handbook 2014 SMSC The spiritual, moral, social and cultural development of our students is inherent in our curriculum, our behaviours and the culture of the school. We aim to develop young people who have good character, who respect themselves, others and the environment, who contribute positively to the community, who have purpose and who strive to be the best that they can be. We are all responsible for developing respectful behaviours and good character, whereby students: -
Reflect on their behaviour and experiences Develop their imagination and a curiosity for learning Understand and apply what is right and wrong Take part in a range of activities and develop social skills Are well informed of their options and choices at each stage of their education and are able to make decisions Tackle challenges and overcome barriers Respond positively to cultural, artistic and sporting opportunities Believe that they can achieve and be successful
Teachers should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs . Students who understand fundamental British values show; • • • • • •
an understanding of how citizens can influence decision-making through the democratic process; an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety; an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence; an understanding that the freedom to choose and hold other faiths and beliefs is protected in law; an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and an understanding of the importance of identifying and combatting discrimination.
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Teaching and Learning Handbook 2014
Developing skills and rewarding students. Students must be provide with opportunities to develop skills both within and beyond the classroom.
S T R I
P E
SelfManagement
Organised Manages time Responds positively Manages emotions Seeks out challenges
Thinking Creatively
Imagines Invents Explores Adapts Perseveres
Reflective Learner
Sets goals Self-assesses Reviews and improves Invites feedback Solves problems
Independent Enquiry
Questions Researches Selects Analyses Evaluates
Participator
Discusses Proposes Influences Presents Communicates and shares
Effective Team Member
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Negotiates Reaches Agreements Supports Others Learns from others Takes on roles and responsibilities
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Students will compete against other colleges to collect merits, which are rewarded for showing skills related to the STRIPE categories. Every 10 merits, students will receive a Bronze certificate and commendation letter. Every 20 merits students will receive a Silver certificate and commendation letter. Every 50 merits students will receive a Gold certificate and commendation letter.
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