THE NEVILLE LOVETT COMMUNITY SCHOOL TEACHING AND LEARNING POLICY SEPTEMBER 2010
The purpose of this policy •
To ensure that students reach their full potential as learners through challenging learning experiences
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To clearly state the expectations of the school with regard to teaching and learning
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To raise the standards of both teaching and learning
Effective teaching In order to provide consistently outstanding learning experiences in the classroom teachers will plan lessons that: • allow students to progress in their learning • are informed by data • engage the learners • have clear and challenging lesson objectives • use a clear structure including starter and plenary that provides pace • allow students to develop and practice higher order thinking skills such as creativity, analysis, problem solving, decision making, communication, • leadership and group working • promote positive attitudes to learning by developing independent learning and study skills • are differentiated for varying needs by task, resources and outcomes • use stimulating resources including use of new technologies, which are differentiated as appropriate to the students • use a range of questioning strategies and other techniques that take into consideration the range of learning styles and cater for a range of abilities • involve regular assessment, feedback to students and target setting • include the planning, setting and marking of appropriate homework
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Effective teachers Effective teachers: • set high expectations • are outstanding at planning and set clear objectives for each lesson • employ a variety of methods and strategies throughout the lesson • share learning objectives with students • shares success criteria with students in easy to understand language • plan lessons that are clearly structured with use of a plenary to reinforce the learning objectives • relate activities to levels/grades • use ICT to maximise student learning • use questioning (with in-built thinking time) to develop understanding • build differentiation into all aspects of every lesson (e.g. use of questioning, resources, tasks, homework and formative assessment) • have clear strategies for behaviour management • employ a wide range of assessment techniques • give meaningful oral and written feedback (linked back to the learning objectives), enabling students to know their strengths and what they need to do to improve • manage time and resources wisely • set individual targets with students and work with them to improve • employ a wide range of assessment techniques • link home learning to work done in the lesson, set it and provide feedback • effectively plan the use of learning support assistants in the lesson Effective Learning Learning is effective when it: • occurs in an orderly, stimulating, engaging, attractive, safe and supportive environment • allows them to see the purpose of what is to be learned • deepens their knowledge and develops new cognitive skills • makes clear connections with other subject areas and other learning activities • encourages listening to the ideas and views of others • provides opportunities to apply any new knowledge and skills • stimulates the application of initiative and imagination through solving real life problems • sets time aside for reflection and the establishment of further lines of enquiry • develops confidence, independence, resilience and responsibility
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Effective learners Effective learning takes place when: • students are challenged and extended • students are on task • students are motivated and engaged in learning • students are using resources appropriately • students demonstrate the ability and willingness to work collaboratively and co-operatively • students are reflecting on and evaluating their work • students demonstrate a clear understanding of what is expected of them and the objectives of the lesson • students behaviour and attitudes are conducive to a positive learning environment • students have the confidence to share their knowledge and understanding • students enjoy what they are doing High Expectations High expectations are demonstrated when: • teachers begin from a stance that students ‘can do’ rather than the opposite • attention is given to establishing a school culture which 'demands', for example, a determination to secure and sustain orderly and constructive behaviour • teachers know students’ best standards and look for them • every effort is made to reflect high standards in the learning environment and in the use of learning resources • tasks are set at a variety of levels. The promotion of students’ confidence is seen to be as important as their academic attainment • the development of thinking skills is evident in the classroom; • time is set aside in lessons to allow students to think through issues and prepare responses; • teachers balance praise with constructive feedback and teachers use effective questioning techniques The monitoring of teaching and learning All members of staff have a responsibility to ensure that learning experiences in the classroom are consistently outstanding. Monitoring is conducted on a formal and informal basis by Heads of Department, the Senior Leadership Team and where appropriate forms the focus of external inspection/advisory visits throughout the school year.
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Monitoring systems in place • Learning walks take place on a weekly basis by SLT, HOD and HOH • Lesson plan scrutiny by SLT with feedback and targeted support - weekly • Lesson observations - As part of the performance management cycle teachers will be formally observed twice during the year. This is in addition to any other observations deemed necessary by the HOD/SLT. New members of staff will be formally observed during the first 4 weeks of term. • Departmental reviews conducted by our SIP with a team of experts. • Work sampling – departmental meeting, SLT/HOD • Questionnaires and discussion with staff and students
Support and development To develop a learning culture in all areas the school will provide: •
teaching and Learning group
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INSET days
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teaching and learning tip of the week to promote a dialogue about teaching and learning
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coaching programme for all staff – teaching and non teaching
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department meetings include sharing effective practice
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standing agenda for HOD line management meeting includes teaching and learning
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classroom observation used to inform CPD needs
Professional standards The standards clarify the professional characteristics that a teacher should be expected to maintain and to build on at their current career stage. After the induction year, therefore, teachers would be expected to continue to meet the core standards and to broaden and deepen their professional attributes, knowledge, understanding and skills within that context. This principle applies at all subsequent career stages. So, for example, teachers who have gone through the threshold would be expected to meet the core and post-threshold standards and to broaden and deepen their professional attributes, knowledge, understanding and skills in that context. The full teachers professional standards document can be found at www.tda.gov.uk/teachers/professionalstandards/standards.
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The framework of standards is progressive, reflecting the progression expected of teachers as their professional attributes, knowledge and understanding and skills develop and they demonstrate increasing effectiveness in their roles. Post-threshold teachers are able to act as role models for teaching and learning, make a distinctive contribution to raising standards across the school, continue to develop their expertise post-threshold and provide regular coaching and mentoring to less experienced teachers. Teachers who do not uphold the professional standards on a daily basis will be subject to competency proceedings. Relationship to other policies This policy should be read in conjunction with Assessment and Reporting policy.
Signed
…………………………………………… Chair of Governors
Date: …………………………….
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