Aylesbury College Teaching, Learning and Assessment Strategy

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1 Aylesbury College Teaching, Learning and Assessment Strategy Responsible Officer: Vice Principal Learning and Quality Date Reviewed: August 2013 Next Review date: August 2014 Procedure available: CLOUD (Learning and Quality Area)

2 Aylesbury College Teaching, Learning and Assessment Strategy Strategic Overview Aylesbury College has a key strategic ambition to be an outstanding College, with a reputation for providing the highest quality student learning experience that supports students to successfully achieve aspirational goals and progress to employment, further and/or higher education and training. Aylesbury College Teaching Learning and Assessment Goals To provide a consistently outstanding learning experience for all students To support students to successfully achieve outcomes that stretch and challenge them and enable them to exceed their goals and ambitions and progress to employment, further and /or higher education and training To provide students with a modern learning environment where they feel safe and respected To provide students with a variety of opportunities to develop a range of skills to prepare them for work and life To continuously develop students English and maths skills Curriculum Planning To achieve the key strategic aims for Teaching, Learning and Assessment Aylesbury College will continuously develop a range of programmes that offer opportunities to every member of the community by: Annually reviewing the content and range of programmes taking account of the needs and demands of students, business and the community, meeting the strategic priorities of the College and responding to local, regional and national priorities Ensuring that the portfolio of programmes offered is a direct result of a robust curriculum and business planning process which considers need, quality and viability Embedding personalised learning in teaching, learning and assessment practices in order to make a significant contribution to the development of students wider employability, life and learning skills, whilst ensuring students are effectively challenged and attain at the highest levels Harnessing technology to provide flexible, appropriate and accessible learning resources that provide choice and encourage opportunities for independent learning Ensuring programmes are planned, delivered and assessed in a manner which supports individual student progress and success 1

3 Teaching, Learning and Assessment In aiming to ensure that we continue to provide teaching, learning and assessment of the highest quality we are committed to the following principles and hallmarks of best practice: Equality, Equity and Entitlement - We will ensure: All students have access to appropriate learning opportunities The promotion of inclusive practice Students diversity is regarded as a resource to be shared and celebrated Professional Standing - We will ensure: Teachers are qualified in their vocational subjects, and have or are working towards qualified teacher status All new academic staff achieve appropriate qualifications within agreed timescales All teachers are committed to continuously improving their performance by undertaking regular professional development to maintain up to date industry expertise, and knowledge of Awarding Body and legislative requirements All teachers adhere to the professional standards of the sector through the DfE Teachers Standards Code of Conduct and College Policies and Procedures All teachers are supported in developing outstanding practice and are fully aware of the college s teaching, learning and assessment standards Differentiated and Personalised Learning We will ensure: Teachers personalise learning to students individual knowledge, skills, understanding, abilities and attitudes Learning is connected to what students already know (including from outside the classroom) to up to date industry standards Teaching motivates students and engages their interest in learning Teaching identifies, explores and corrects misconceptions Lessons are planned to actively stretch and challenge all learners Students are supported and guided in becoming active and curious learners who - create their own hypotheses 2

4 - ask their own questions - coach one another - set goals for themselves - monitor their progress and experiment with ideas for taking risks - know that mistakes and being stuck are part of learning - expect to be stretched and challenged Work is sufficiently varied and challenging to maintain students engagement but not so difficult as to discourage them Assessment is both formative and summative and supports learning Students take an active role in their learning through; planning, learning approaches, monitoring progress and feedback Sufficient time is always given for students reflection, enabling them to review what they have learnt and how they have learnt it Students know their levels of achievement and make progress towards their goals Initial assessment information, together with knowledge of factors that might influence students progress, is used rigorously to shape teaching and assess its impact A relentless focus on students staying on track through regular monitoring of progress and rapid responses at the point at which students begin to fall behind Collaborative peer relationships are built in the classroom / workshop which encourage and enable all students to participate and which develop students skills of working independently and in groups Electronic Individual Learning Plans are integrated into the learning process to enable students to clearly see how they are progressing There is a consistent approach to lessons that includes opportunities for students to set and review individual targets Teachers draw attention to small steps in learning, and provide frequent, task-based feedback There is an explicit focus on higher order thinking skills and learning how to learn There are frequent opportunities for all students to extend the breadth and depth of their learning Assessment we will ensure that: A range of assessment methods are used 3

5 All students receive regular developmental feedback that clearly outlines strengths and areas for development Spelling, punctuation and grammar is corrected to support the development of English skills as required in the workplace Maths skills are developed in line with employer expectations Regular checks are made on the quality of assessment and feedback Assessment reflects current industry practice Monitoring Student Progress - We will ensure: Regular formative and summative checks of learning are made and students are fully aware of their progress The outcomes of progress reviews influence future learning Students are involved and supported in setting personal learning goals and monitoring their own performance Constructive feedback is given to students on their efforts and achievements in every learning event Timely written and verbal feedback is provided to ensure students know what they have done well and what they need to do to improve Detailed and up to date records are kept of student progress including monitoring the impact of Additional Learning Support 100% attendance and punctuality are the goals for all students and performance against these standards is checked, with non-conformance routinely challenged Academic Standards - We will ensure: The requirements of qualifications and awards are interpreted consistently Systems for assessing, standardising, moderating, and internally verifying the quality of students coursework is planned and in place for all courses, consistently applied and shared with students An open and fair assessment policy and appeals system is available to learners Accurate records are maintained of assessment and appeals decisions Reflective Practice - We will ensure: 4

6 All staff recognise the importance of critically reflecting upon their own professional practice and that of others Staff evaluate their own and others performance and identify opportunities for their personal and professional development through Performance Reviews, Course Reviews, Self-Assessment and Lesson Observations. Teachers analyse and discuss their own practice and plan action to improve their teaching thereby raising the achievements of their students. Staff are up-to-date on current research and practice in education and learning Staff are up-to-date on relevant industry standards and practice Management of Learning - We will ensure: Managers and teachers clearly manage the learning of each and every student Students are prepared for the world of work through effective planning of opportunities for commercial and real work learning activities Challenging targets are set and monitored that ensure the success of individual students Management information is used effectively to the benefit of students with a focus on attendance, retention, progress, achievement and success Priorities are supported through responsible financial and resource management Continuous Quality Improvement - We will ensure: Learning provision is continually evaluated Teachers understand and adhere to College standards for planning, delivering and evaluating learning Assessment is planned to meet Awarding Body requirements, enable students to plan their workload and to work towards achieving the highest grades A range of learning techniques and approaches, to include ILT, is employed to assure and improve the quality of teaching, learning and assessment 5

7 All teaching staff are provided with feedback and supported to continuously improve their teaching, learning and assessment performance in line with the College Internal Observation Scheme Surveys of students views of their experiences are conducted at regular intervals, systematically evaluated and improvements actioned as a result Employers views of provision are used to inform, evaluate and improve curriculum provision Compliments, concerns and complaints about provision are systematically sought, investigated, recorded, evaluated and action taken External reviews of learning provision are effectively acted upon in a timely manner Self-assessment and annual development planning is undertaken for all learning programmes The portfolio of curriculum provision will be reviewed on an annual basis Supporting activities for the sharing of best practice in teaching and learning take place throughout the College Learning Technology We will ensure: All students are provided with access to learning technology All students are provided with access to information, resources and materials through CLOUD All full time students have an e-ilp with regular target setting and review All students have the opportunity to work flexibly and independently Good quality IT training and support for all staff We continue to develop a range of flexible e-learning packages to provide choice and opportunities for a greater number of students All students and staff are encouraged to continuously develop their skills in IT Students are confident users of IT related to the world of work and relevant vocational sectors 6

8 Responsibilities As a framework for ensuring that all our students experience the very best learning experience, there is a need for every member of staff to be clear about their role in furthering the objectives of this policy. The Governing Body is responsible for: Promoting a culture of continuous improvement in the student experience and success across the College. Working collectively to critically self-assess governance and plan and monitor actions for quality improvements leading to the provision of outstanding teaching, learning and assessment. Identifying and planning for training and development to support quality improvements. Approving the College Self-Assessment Report and monitoring the extent to which planned actions are leading to quality improvements. Supporting the allocation of resources to secure quality improvements The Directorate is responsible for: Ensuring that the student and their learning is at the heart of all that we do Providing strategic leadership for Quality Assurance and Improvements and setting strategic aims, objectives, and policy. Promoting and communicating a culture of continuous improvement in the student experience and success across the College. Creating and promoting a culture of innovation and creativity and the seeking and sharing of best practice. Enabling collaboration with employers to ensure our students are fully prepared for the sector they seek to enter. Working collectively to develop and produce the annual College Self- Assessment Report, based on valid and reliable data. Systematically monitoring the extent to which planned actions are leading to quality improvements. Ensuring all staff understand their responsibilities with regard to continuous quality improvement. Reviewing and allocating resources to support and secure quality improvement 7

9 Setting and monitoring challenging targets to enable the success of all students. Identifying and planning for training and development to secure quality improvement and up to date industry expertise Actively seeking and responding to the learner voice Reporting to the Governing Body The Vice Principal Learning and Quality is responsible for: Working with governors and senior management to set a clear strategic direction for learning and quality Providing strategic leadership and management of the College Quality Improvement and Assurance Strategy, including co-ordination of the College Self-Assessment Report Promoting a whole-college approach to the pursuit of excellence in teaching and learning Ensuring students are learning skills relevant to the sector they are specialising in Engendering a College-wide commitment to inclusive practice Providing effective leadership and management of the curriculum portfolio and the delivery of learning to meet the needs of all students Developing strategies with staff that are innovative and creative in order to improve the learning experience of all students Ensuring staff are aware of their responsibilities in relation to this policy Supporting activities for the sharing and celebration of best practice in learning and teaching throughout the College Deputy Director of Quality is responsible for: Providing leadership and management of the College Quality Improvement and Assurance Strategy, including co-ordination of the Curriculum and Business Support Self-Assessment Reports Designing, implementing and monitoring the College Quality Improvement Strategy and cycles Leading, developing and implementing standards for both direct learning and support staff in College Providing leadership to the Teacher Education and Professional Development Leader and Advanced Practitioners in raising standards of 8

10 Teaching, Learning and Assessment in the College Supporting the implementation of the College Teaching Learning and Assessment Strategy Promoting and developing the use of ILT and e-learning strategies in partnership with the Technologies manager Monitoring and reviewing Internal and External Verification reports and External National Sampling to ensure compliance with Awarding Body and Higher Education requirements Leading the team responsible for the delivery of the Internal Observation Scheme to provide an assessment of activity linked to enhancing performance Heads of Curriculum and Teaching Teams are responsible for: Ensuring that no student is excluded from suitable learning programmes and activities Fostering an ethos of respect for the social, cultural and economic background of individual students Ensuring induction of students to their learning programmes and the College Using the outcomes of initial assessment, prior achievement and previous learning to determine an appropriate programme of study for all students Developing a repertoire of teaching, learning and assessment strategies in response to individual students needs, experience, talents, and learning styles Deliver teaching, learning and assessment that actively takes account of the needs and abilities of students at all levels and engages and challenges higher ability and gifted / talented students Developing high quality, vocationally relevant learning materials which embed e-learning and skills for life needs Setting a learning climate that stretches students whilst providing support and encouragement to each student to be fully engaged and achieve their individual potential Making regular checks of learning and providing constructive, timely feedback to students and parents, employer or managing agent as appropriate to inform them of their progress and prompt further improvements 9

11 Involving students in monitoring their own performance, reviewing their achievements and setting personally challenging learning goals Keeping detailed and accurate records of student progress Maintaining the safety and security of student portfolios Adhering to and complying with the College attendance and punctuality policy preparing students for the world of work Meeting regularly to ensure a consistent interpretation of the requirements of awards and qualifications Standardising assessment, moderating and internally verifying, the quality of students work ensuring that only work of the required standard is approved Ensuring external verification is planned and prepared for, and the resulting findings and recommendations are made in a timely manner Monitoring recruitment, attendance, retention, achievement and progression for learning programmes at regular intervals, using management information to set realistic and challenging targets for improved student success Analysing and evaluating the outcomes of surveys conducted of students, employers and managing agents views of learning provision and adapting individual learning and learning programmes and activities as required Evaluating their individual performance and identifying opportunities for their personal and professional development Participating in regular observations of their teaching and formulating action plans to improve learning provision Collaborating with advanced practitioners and teaching teams across the College to share best practice and discuss innovative approaches to teaching and learning Cooperating effectively with external agents during external reviews of learning provision Supporting each other when carrying out self-assessment of learning programmes and producing annual development plans for their provision Informing students of their responsibilities regarding appropriate conduct as defined in the learning agreement and to promote the College core values and beliefs 10

12 Teacher Education and Professional Development Leader is responsible for: Providing operational leadership for the development and sharing of teaching, learning and assessment good practice across the College Managing the work of the Advanced Practitioners in raising the standards of teaching, learning and assessment across the College Developing and coordinating the peer observation scheme in all curriculum areas Leading and driving the development of teacher training and professional development programmes, and coordinating the implementation of changes and improvements Promoting and developing the use of ILT and e-learning as an effective teaching, learning and assessment tool Assisting teaching staff to identify their individual training needs and supporting personal and professional development Promoting reflective practice for all academic staff Monitoring the performance of learning programmes and supporting staff in making improvements to learning provision Advanced Practitioners are responsible for: Promoting and supporting the continuous improvement of high quality teaching, learning and assessment across the Curriculum and College Acting as mentor and coach to teaching staff across the curriculum, including new staff and teachers undertaking teaching qualifications Encouraging and promoting a culture of continuous improvement and development through regular evaluation and review across the curriculum and College Working with others to identify staff development needs and developing systematic approaches to addressing needs and improving quality Leading the work of the teams in developing and producing quality reviews, and working with all staff to develop and implement strategies to address weaknesses through the quality improvement plan to ensure that key performance indicators are met Monitoring quality improvement plans monthly and reviewing the extent to which planned actions are leading to improvement and meeting key performance indicators 11

13 Working with staff in developing and producing effective and inclusive curriculum plans across all programmes Undertaking developmental learning observations and providing feedback, recommendations and coaching to support improvements in teaching and learning Researching, developing, implementing and evaluating innovative approaches to teaching and learning and resources, including ILT Celebrating, sharing and developing best practice Business Support Teams are responsible for: Reflecting on their daily actions to ensure that they are facilitating and encouraging access to appropriate learning opportunities for our learners Supporting teaching teams in their pursuit of excellent teaching and learning and teaching Responding sensitively to the needs of learners so as to encourage and support their academic progress Providing relevant and timely support to curriculum teams to enable effective delivery of the teaching and learning strategy 12

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