TEACHING AND LEARNING POLICY

Transcription

1 TEACHING AND LEARNING POLICY Date of policy: September 2013 Date for review: September 2014 Page 1 of 15

2 CONTENTS 1. Teaching and learning Aims Responsibilities Learning Outstanding Teaching Each Teacher at The Marches is expected to Each Student at The Marches is expected to have 5 2. General Expectations 5 3. Assessment and Marking 5 4. Lesson Observation The Process of Lesson Observations Contributes to Lesson Observation Criteria These Key Indicators are Lesson Planning Introduction / Starter Activity Learning Objectives Success Criteria Main Activity / Task Activity / Task Set Should The Teacher Should The Students Should The Plenary SEN Students Gifted and Talented: Approaches for All Teachers Gifted and Talented: Generic Pupil Characteristics Lesson Profile Possible Classroom Activities for All Students But Particularly Appropriate For the Gifted and Talented Schemes of Work.. 14 Page 2 of 15

3 1. Teaching and learning at The Marches 1.1 Aims The most important thing The Marches does is teach its students. The quality of teaching and learning is good, often outstanding across the school. All members of staff and departments have the responsibility to continually develop to establish all lessons as good or outstanding consistently. The purpose of this policy is to maintain outstanding levels of achievement by ensuring that effective learning takes place in the classroom. This policy should be read alongside other policies of the school, particularly Performance Management Policy Gifted and Talented Policy Special Educational Needs Policy Assessment Policy Homework Policy 1.2 Responsibilities 1. It is the responsibility of all teachers with QTS to provide the highest quality teaching for our students. 2. It is the responsibility of the subject leader to monitor the quality of the teaching and learning within their department and to offer support if it is needed. 3. The Leadership Group are responsible for monitoring the quality of teaching across the school and to identify where development and support is needed. 4. The Governors have a statutory duty to monitor that the processes are in place and that the school is addressing students needs. 1.3 Learning: Effective Learning takes place when students know: How to make progress What they are achieving (success criteria) How to learn, including reflection and questioning skills and the use of specific methods and/or resources The attitudes needed in the classroom, including respect, interest, responsibility and responding to challenge How to work collaboratively and independently The skills they need to develop including enquiry, research, analysis and reflection. 1.4 Outstanding Teaching Highly effective teaching takes place when teachers: Plan and prepare using detailed SOW which are related to achievement levels and/or GCSE grades Page 3 of 15

4 Practice consistently throughout SOW the five areas of AfL as outlined through the Outstanding Lesson Framework (OLF) planning document Systematically adapt their teaching to learners needs thereby allowing rapid progress Use the OLF to develop good to outstanding teaching expanding upon to create innovative teaching and pedagogy Use different teaching styles as appropriate (VAK) Apply appropriate pace and challenge for all students Monitor frequently and closely pupil progress Maintain effective behaviour management Regularly evaluate and review their own work Direct and work alongside Teaching Assistants Manage their classrooms well, providing a stimulating environment in which students can achieve Teaching and learning styles and strategies The range of Teaching and learning methodology used at The Marches is extensive: Explanation Instruction Questioning Observation Modelling Reporting back Investigation Using ICT Consolidation Practice Problem solving Individual work Paired Work Discussion Demonstration Collaboration Extended Writing Puzzles Peer Assessment Song/rhyme Directing Narrative Oral Feedback Role Play Research Brainstorming Sharing Simulations Self-Assessment Empathy Feedback through marking Games Music Workshopping Voting pads Experimentation Feedback through speaking/listening 1.5 Each Teacher at The Marches School is expected to: Keep a lesson-by-lesson record of what has been taught and some indications of what will be taught up to two days ahead Have a lesson plan / structure prepared which follows the subject scheme of work and key elements of the OLF. The key elements should take into account questioning, pace, progression, differentiation, whole class assessment opportunities (Hinge point questions), equal opportunities, students who are gifted and/or talented and SEN provision. Have clear MLO s set and displayed/communicated for each lesson Have an awareness of the ability spectrum of the students to include those with SEN as well as the Gifted and Talented. Use a variety of balanced teaching/learning methods which suit the learning objectives and a variety of stimulating teaching resources to aid differentiation. Use rewards and sanction procedures to ensure good discipline. Monitor the performance of all students. Work should be marked at least once every six lessons and returned with constructive diagnostic comments. Assessment will follow subject and whole school policy. Check the standard of homework, ensuring that meaningful homework is set in accordance with the homework timetable. Ensure that there is a productive and pleasant working atmosphere. Have an awareness of the interest levels of the students and ensure that there is a positive working relationship with students. Be aware of equal opportunities issues in the classroom. Have a tidy desk and classroom and ensure that there is stimulating and Fresh work displayed in the classroom and surrounding corridor. Page 4 of 15

5 Sum up the learning objectives at the end of the lesson and evaluate the effectiveness of planning and teaching methods. Have an awareness of the school s mission statement, its aims and objectives. Build the focus areas of the school into their own professional development. 1.6 Each Pupil at The Marches School is expected to have: A thoughtful, sensible approach to work - the best that can be achieved Acceptable behaviour amongst each other and in groups Respect for all staff at all times - polite responses; - acceptance of discipline and compliance with all teacher requests Behaviour consistent with the school codes of conduct and dress 2. General expectations: It greatly aids both colleagues and general discipline around the school when staff work together in setting a consistent standard of expectation and behaviour in class. Standards are high at The Marches School and it is expected that subject staff will follow these guidelines with all classes across the school. 1. Insist on a punctual start to each lesson with students entering quietly. Follow closely the school policy for attendance, punctuality and behaviour. 2. Insist that the standard of Uniform is high use the SMART cards as required 3. Ensure that coats are removed; bags kept out of the way and only necessary equipment is out on the table. 4. Expect students to bring basic equipment such as pencils, pens, rulers, rubbers plus any other specialist equipment needed for your subject. Where students do not do so teachers should follow the school behaviour policy 5. Ensure that there is an orderly start to each lesson and that MLO s/success criteria are shared. 6. Register every group each lesson electronically 7. Use the reward system in each lesson 8. Ensure an orderly end to the lesson and an organised dismissal of the group. 3. Assessment and Marking Assessing students work is one of the most important tasks a teacher undertakes. Its main aim is to contribute to the process of teaching and learning, which helps all students become more effective learners and achieve their full potential. Assessment should be simple, effective, manageable, understandable by students, parents and staff and a useful tool to raise standards for all. Assessment is the responsibility of the class teacher. Ensuring effective assessment is completed and recorded in accordance with subject and school policy is the role of the subject leader and leadership group. Every teacher must Assess for learning in their lessons which should incorporate aspects of the following areas: Clarifying, understanding, and sharing learning objectives Engineering effective classroom discussions, tasks and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as learning resources for one another Activating students as owners of their own learning In terms of marking, feedback should move learners forward by: Page 5 of 15

6 Being criteria based Including detailed diagnostic comments Challenging all students to achieve beyond FFT predictions/ks3 Levels/GCSE grades In addition every member of staff must keep marking up to date. This means every student can expect their books marked in detail at least once every sixth lesson. Where staff teach students only once per week; detailed feedback will be given once per calendar month. It is the expectation that students will respond to the feedback and improve their work consistently to maintain outstanding achievement at the Marches. 4. Lesson Observation, subject monitoring, pupil interviews, subject and school evaluation. Lesson observation and subject monitoring are used to monitor and evaluate the effectiveness and quality of teaching and learning at The Marches. They also form an important part of the process of reviewing the performance of the school through whole school self-evaluation. At The Marches, all lesson observations are carried out in a supportive fashion and only by those with QTS to support continued professional development, departmental review and the performance management system. The observations may be done by the Head teacher or any other leaders with responsibility for teaching standards. 4.1 The process of lesson observations contributes to: The continued outstanding success of the school Raising achievement and school improvement Improved classroom teaching Curriculum development Teachers determining their own development needs Identifying the future development needs of the school Classroom observation is accepted good practice as per the Teachers standards. Custom and practise in this school is that there will be a minimum of 1 hour per year and a maximum of 3 hours per year unless observations are judged as Notice to Improve or Inadequate. During the half term when a department is reviewed, observations may follow the Ofsted model of 20 minute drop ins and may involve paired observation. In addition to formal observation, head teachers or other leaders with responsibility for teaching may drop in in order to evaluate the standards of teaching and to check that high professional standards of professional performance are established and maintained. The length and frequency of drop in observations will vary depending on specific circumstances. Cause for Concern When a teacher fails to meet the Teachers standards this will then prompt further observation and support. This applies to both Subject Review observation and that undertaken during the annual Performance Management cycle. Support will be take place according to the Notice to Improve Support framework or the Inadequate Support framework. The frameworks are shown below for Page 6 of 15

7 both scheduled and unscheduled lesson observations such as Walking for Purpose (WFP) or subject reviews. Page 7 of 15

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9 4.2 Lesson Observation criteria These are reviewed annually at the Subject Leader Conference in the summer term. The key indicators for outstanding teaching serve as a checklist of excellence for classroom teachers. The current model is adapted from the Thornley document and is used for every observation. 4.3 These key indicators are: Students progression is rapid and sustained Students are engrossed in parts of the lesson Pupil enthusiasm is evident Teachers refer to criteria which is obviously embedded practice All books/folders have been marked in line with the school policy Teachers feedback has been acted upon More able students can articulate current targets and suggest several ways forward Less able students can identify current targets and suggest ways they would improve further Planners show Homework is set regularly and of a challenging nature There is clear evidence of adaptive teaching (AfL) within the lesson Staff planning is thorough and current (Staff planners) Curriculum targets are evident in pupil books Page 9 of 15

10 Where appropriate the lesson gives the opportunity for students to learn through reading, writing, communication (speaking & listening) and mathematics (RWCM) Where appropriate, reporting back activities are organised to maximise participation whilst avoiding repetition (Literacy) 5. Lesson Planning All lessons are expected to include: Introduction/ starter activity Learning objectives Success Criteria Main Activity/Task Teacher assessment e.g. questioning, hinge point questions Students own reflection A Plenary This is laid out in the OLF planning document which is distributed in the Teachers Toolkit to all staff. 5.1 Introduction/ starter activity The lesson should be introduced clearly. It is usually appropriate at this point to share the intended learning objectives and success criteria with students. In most subjects a starter activity will take place in the first 5-10 minutes of the lesson The starter should relate to at least one of the success criteria. 5.2 Learning Objectives should be specifically outline the learning and skills that are expected within the lesson. All objectives should take into account Blooms Taxonomy hierarchy of verbs and elements of Personal, Learning & Thinking Skills (PLTS) with clear differentiation. Examples of Blooms, Learning activities and PLTS Wheel The Wheel provides further examples of the Blooms Taxonomy hierarchy of verbs (two inner circles) progressing in challenge from light gray to dark gray to aid differentiation of the learning. The surrounding circle includes applicable tasks associated with each type of verb (third circle). Lastly, PLTS processes and skills are highlighted in various colours around the outside. All of these skills are practised at The Marches using the relevant verbs as differentiated learning objectives to outline the learning and challenge to all students. Page 10 of 15

11 5.3 Success Criteria This describes to students what the teacher is looking for and how they will know they are successful in their learning. Success criteria needs to be specific and should relate to the learning objectives and the task/s set by the teacher. Where possible it should always relate to levels or grades. E.g. To achieve a Level 5 you must 5.4 Main Activity/Task This should be clearly explained and the resources identified. Tasks should be well structured, relevant and differentiated. Planned use of support should be made in partnership with teaching assistants. 5.5 Activity/Task set should: Be matched to pupil needs and abilities Page 11 of 15

12 Build on knowledge and skills acquired previously Relate to key questions, enquiry, investigation and problem solving Develop a range of skills Use different teaching strategies Enable students to evaluate their work Encourage students to apply what they have learned in a variety of situations Relate to one or more of the success criteria and bring rewards/ praise on completion 5.6 The Teacher should: Give clear instructions Link work clearly to learning objectives and success criteria Have high expectations an ethos of achievement Demand high quality in terms of work Teachers should avoid giving instruction or opinion for longer than 5-10 minutes at any one time during the lesson Use subject specific vocabulary Display and use key words Maintain an engaged presence in the classroom Enable hinge point questions/mini-plenaries to take place, where appropriate, so that students remain focused and both teacher and students can evaluate their progress during the course of the lesson 5.7 The students should: Listen and respond positively to the teacher and each other Stay on task Feel stretched and challenged Be motivated - Want to achieve well, meeting the success criteria. 5.8 The Plenary The teacher should return to the learning objectives/success criteria and encourage all students to evaluate the progress they have made during the lesson. The strategy of question and answer, peer or self-assessment may be appropriate, or a related extension task could be used. Pupil s achievement of success criteria should inform planning for the next lesson. Related homework should be set at an appropriate point during the lesson. 6. SEN Students The school has an SEN register which indicates students who are placed at School Action, School Action plus and who have Statements. Teachers MUST be aware of any SEN students in their teaching groups. It is the teacher s responsibility to: Read the IEP for each SEN pupil Differentiate work to enable all students to access the curriculum Direct any in class support effectively Act upon advice and/or any updated information for SEN students provided in the weekly bulletin Celebrate what SEN students have to offer Page 12 of 15

13 7. Gifted and Talented Approaches for all Teachers The school has a Gifted and Talented (G&T) policy available to all. Teachers need to be aware of the generic G&T register and the subject G&T register. 7.1 Gifted and Talented: Generic Pupil Characteristics Think quickly and accurately Work systematically Generate creative working solutions Work flexibly, processing unfamiliar information and applying knowledge, experience and insight to unfamiliar situations Communicate their thoughts and ideas well Be determined, diligent and interested in uncovering patterns Achieve or show potential, in a wide range of contexts Be particularly creative Show great sensitivity or empathy Demonstrate particular physical dexterity or skill Make sound judgments Be outstanding leaders or team members Be fascinated by, or passionate about, a particular subject or aspect of the curriculum Demonstrate high levels of attainment across a range of subjects within a particular subject, or aspects of work 7.2 Lesson Profile Every lesson must provide the opportunity for G&T students to progress beyond the average for the group this means that every teacher of G&T students must differentiate using the above characteristics as guidance. 7.3 Possible Classroom activities for all students but particularly appropriate for the Gifted and Talented Writing in a different genre Comparison of different texts Considering the language and structure of a text Considering the context of a text Reviewing and analysing own writing Criteria reviewing writing of others Analysis of oratory/speeches/talks etc. Following chains of thought Using mathematical symbols in thought processes Exploring mathematical concepts and connections Justification of approaches Self-evaluation using criteria based assessment Prediction in Science Causal reasoning: X happened because Y Application of ideas to differing circumstances ICT tasks that are both open-fronted and open-ended to stretch and demonstrate capability ICT- objectives based on concepts rather than skills Students working as active partners in their learning Opportunities to reflect on progress Considering events from a range of perspectives Page 13 of 15

14 Use of exploratory questioning Use of sophisticated subject vocabulary Exposure to factual analytical writing Identifying patterns across contexts and situations Synthesis- hypothesizing or generating ideas and looking for alternatives Students creating specific criteria for evaluating success Providing opportunities for collaborative work MFL- development of the ability to extrapolate general rules from samples MFL- ensuring that students have access to key grammatical structures and to language that as transferability value and makes a difference to meaning Opportunities for extracurricular learning and experience Fostering awareness of a wide range of career opportunities in subject areas 8. Schemes of Work Please note that EVERY scheme of work (sometimes referred to as programmes of study) must contain the minimum contents in the following key stages: KS3 and KS4 A programme of Study or Overview which is to include: Long term objectives Weekly overview Skills and knowledge map Assessment map SMSC map PLTS map RWCM map Homework map The content must also include: Lesson by lesson overview Resources for each lesson Differentiation opportunities AfL opportunities KS5 It is expected that all departments will have the following as a minimum requirement in their SOW for September at least a half term in advance of teaching. Items in red may be updated as the course develops in the first year. This must include a Programme of Study or Overview with the following: Long term objectives Weekly overview Skills and knowledge map Assessment map Homework map SMSC map PLTS map Page 14 of 15

15 RWCM map The content must also include: Lesson by lesson overview Resources for each lesson Differentiation opportunities AfL opportunities Each lesson must be individually identified with: The context of SOW being clear Marches Learning Objectives (MLO s) being explicit for each lesson Long term outcomes clear for each lesson Starters and Plenaries indicated (although content may be up to each teacher) Clear differentiation Resources clearly identified Assessment opportunities e.g. Hinge point questions, questioning, plenaries Homework opportunities Teaching & Learning activities identified (with suggested timings where possible) Health and safety considerations highlighted where applicable Keywords indicated Personal, Learning and Thinking Skills Elements of Spiritual, Moral, Social and Cultural Aspects of learning across all of the curriculum. Page 15 of 15