Neston High School
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Neston High School Learning & Teaching Policy - 2 - Contents Page Neston High School – Learning & Teaching Policy.................................... - 4 - Supplementary Documentation.................................................................. - 7 - Section 1- Prompts for Teachers/Inspectors .............................................. - 8 - Section 2 - Teacher Behaviours - Exemplars............................................. - 9 - Section 3 - Assessment for Learning for the Classroom Teacher ........... - 14 - Section 4 - Behaviour for Learning for the Classroom Teacher................ - 29 - Section 5 - Data for the Classroom Teacher ........................................... - 34 - Section 6 - Getting the Most Out of More Able Students.......................... - 41 - Section 7 - Literacy across the Curriculum .............................................. - 53 - Section 8 - The Classroom Teacher’s Guide to Numeracy .......................... 67 Section 9 - What Every Classroom Teacher Should Know About SEN ....... 90 Section 10 – Dyslexia Friendly Approaches................................................. 99 Section 11 - Engagement Profile, Briefing Sheets & Inquiry Framework for Complex Needs ..........................................................................................105 Section 12 - Managing Marking and Feedback.......................................... 121 Section 13 - Teaching Vulnerable Students ............................................... 129 Section 14 - Creative Teaching Strategies................................................. 132 Section 15 – Planning for Outstanding ...................................................... 140 Section 16 – SMSC for Classroom Teachers ............................................ 147 - 3 - Neston High School – Learning & Teaching Policy 1. Introduction 1.1 This policy represents the position of learning and teaching as the “core business” of what we do at Neston High School. It represents the relentless nature of our attitude to continually improving our practice through careful and considered reflection and strategic professional development. It acknowledges our philosophy that students at Neston High School have unlimited potential for learning. 1.2 Pride and Courage : this policy also represents a commitment to our values in building effective learners both in and out of the classroom. Both students and staff will learn in partnership , with respect for each other and their environment. Respect in these relationships is paramount. Teachers will inspire through providing high quality learning experiences but also through providing role models of effective learning. Learners will show determination , not allowing setbacks to deter them from achieving excellence . Central to the comprehensive nature of the school is the principle of equality and the notion that everyone can achieve to their highest potential. Teachers and students must also have the courage to step beyond their comfort zones and believe that they can achieve to the highest standards. 2. Our Aim 2.1 Our aim is to provide an environment where successful learners are developed through the highest possible quality of learning and teaching experiences in a range of contexts. 2.2 We aim to establish high expectations and collaborative structures that result in motivation, self esteem and good relationships. The creation of a positive climate and ethos will promote the positive behaviour essential for effective learning to take place in an active and participatory nature. We believe that effective and appropriate learning experiences help children to lead happy and rewarding lives. 2.3 This policy constitutes a move towards a working document that will support teachers in the provision of high quality, outstanding learning experiences. 3. Climate & Contexts for Learning 3.1 Learners benefit from a wide range of contexts and environments for learning: the home where learning may take place independently or with parents or carers; all aspects of school including lessons, routines and events; educational visits; work placements and the wider community both in and out of school. 3.2 Climate, ethos and relationships which encourage active learning where learners are motivated, involved and engaged should be evident in all learning environments and contexts. 4. Successful Learning & Teaching 4.1 Successful learning is achieved through high quality teaching and positive interactions between and among staff, parents, carers and learners. Good practice for classroom teachers is outlined in the supporting documentation. (Sections 1 - 16) 4.2 The teacher plays a pivotal role in achieving successful learning. It is our view that effective teachers show flexibility, are inspirational, cooperative and respectful. Good teachers are able to self-evaluate and are reflective of their practice. They are good communicators, risk takers and have a sense of humour. 4.3 Formative assessment is an integral part of successful learning and teaching: learners understand learning intentions, success criteria and are given feedback that develops their - 4 - learning through structured opportunities to reflect on personal learning experiences and take action on advice. Learners are encouraged to take an active part in, and responsibility for, their own learning and progress and given structured opportunities to reflect on these experiences, encouraging independence and resilience. 4.4 The needs of individual learners are met through a variety of teaching approaches and resources including the full and effective use of collaborative contexts and ICT where appropriate. 4.5 The needs of all learners are catered for through a combination of high expectations, keen use of data and differentiation in order to promote the progress of all student groups irrespective of gender or ability, removing barriers to learning where they exist. Gifted and Talented students, students with special educational needs, vulnerable students, students of all economic backgrounds such as those entitled to free school meals, students with specific literacy, numeracy and behavioural needs, students who are experiencing English as a second language are taught well and make good progress. 4.6 Other adults, such as learning support assistants, are deployed effectively within the school and within the classroom to benefit the learning of students within their specific care and also the general student population. Where possible, teachers will plan collaboratively with LSAs and plan for their deployment in any learning experience. Teachers are responsible for the effective deployment of LSAs to ensure progress and achievement for students. 4.7 Displays are used to contribute to a stimulating and supportive environment for learning. 5. Assessment 5.1 Assessment to support learning is an integral aspect of successful learning and teaching. Skilful assessment is used continually by teachers to establish where students are in their learning and how they can reach the standards they are aiming for. Assessment can be at the level of day to day, periodic or transitional and should support students formatively in their progress at all times rather than providing stand alone levels or grades that provide no support for students to move forward in their learning. 5.2 Intelligent use of the rich data teachers are provided with allows them to base lessons and schemes of work on clear knowledge of students’ prior attainment and predictions for future achievement. 6. Homework 6.1 Homework should be set in accordance with the Homework policy, enabling students to plan their time effectively. 6.2 Homework is planned by teachers as an essential part of any learning experience that will encourage independence in learners and extend their skills or knowledge of whatever area they are studying through research, interpretation and communication. 7. Learning & Teaching and Academic Review 7.1 Key Questions: teachers should constantly reflect on the effectiveness of their craft. Attached are some prompts that teachers can use, perhaps in conjunction with colleagues to gauge the effectiveness of lessons and to continue to improve: (See Section 1) 7.2 Teachers will consider the evidence with which to reflect on their lessons and also the evidence from which their lessons and teaching will be judged. The key factor in judging teaching and the use of assessment is their impact on pupils’ learning. A range of evidence is available to judge this impact. Teachers should review the impact of teaching and use of assessment for different individuals/groups within the class. In lessons, teachers should note the impact that teaching and the use of assessment have on learners’ behaviour, progress, and the quality of learning, considering the different groups of learners for which - 5 - they are catering, particularly the learning and progress of pupils with special educational needs and/or disabilities. Teachers’ reflections and judgements on the quality of teaching must take account of evidence of pupils’ progress and be based predominantly on the direct observation of teaching and learning and discussion of what is observed with colleagues and pupils. This first hand observation should be supplemented by: • observing some lessons jointly before discussing them also with teacher who had been observed • discussing with pupils their work and their experience of teaching and learning over longer periods • discussing teaching and learning with groups of staff, within and across departments