Storage.googleapis.com



Policy and Procedure onTeaching and LearningPolicy Author / ReviewerChris WrightApproval DateAugust 2018Next Review DateAugust 2019Version No2Approved By C WrightStaff Groups AffectedAll StaffTEACHING & LEARNING POLICYProject One will deliver outstanding teaching and learning experiences to all learners. This enables students to make progress and attain accreditation that prepares them for their future lives and learning pathways. Outstanding teaching and learning translates into exceptional progress when the following features are evident: ?Lead classroom practitioners meet the standards expected for the relevant stage of their teaching career. ?High expectations are established for all students in relation to progress in lessons and over time, lesson content and behaviour for learning. ?Students are actively engaged in their learning, using feedback from previous learning to make progress and improvements. ?Classroom staff have a comprehensive understanding of students’ needs and meet them through differentiation, appropriate challenge and support. Monitoring and Evaluation We have an accurate knowledge of the quality of teaching and learning across the centre. We achieve this by involving all leaders across the centre in regular lesson drop ins and ‘walk-throughs’. This is further triangulated by work sampling and detailed analysis of progress data – covering all areas of a students’ development. We highly value the input of all staff in assessing student progress and are embedding progress strategies across all teams that enable efficient and regular capturing of progress. Continuing Professional Development To ensure that Teaching and Learning is outstanding, we prioritise the professional development of classroom practitioners in all subject areas. We facilitate in-house sharing of best practice and training in addition to external input from relevant professionals alongside visits to other settings. Learner Views We recognise the importance of seeking and acting upon student views in developing Teaching and Learning practice. This is an area of continuing development and is linked to embedded student engagement with feedback from classroom staff. Central to our Annual Review process is garnering student views that are then shared amongst staff to ensure that student views are known and acted upon to improve their learning experience. Attainment & Accreditation All staff at Project One are committed to providing useful accreditation that will enable students to leave equipped with the life and academic skills they will require as valuable members of the workforce. To this end, all subjects delivered are linked to accreditation that provides students with outcomes that are recognised within the Qualification and Curriculum Framework. Personalising Learning Quality First Teaching Checklist Central to our Personalised Learning approach is the tailored and individualised approach all class teachers take to ensure every student can make progress which is at least good. Providing all students – but particularly those with additional learning needs - with personalised, tailored and appropriate resources and learning experiences will enable them to fulfil their potential and be the best progress possible in your classroom. It is expected that every member of staff will embed these expectations into every lesson to enable students to ‘be the best learners they can be’ and to deliver the best teaching and learning for each individual student. All students – irrelevant of needs or level – can make stage appropriate progress in your subject in an academic year. Be clear about your role as the class teacher: “adapt teaching to respond to the strengths and needs of all pupils”. Know your students – what are their needs, which strategies will best stretch, challenge and support students in each class? Consider what tools and resources you need to give students to understand key words, concepts or apply the most appropriate learning skills during the lesson. Plan and discuss with your TA colleagues – what do they need to know to best support students they are working with? Establish a routine for transitions between learning (e.g.: 1, 2, 3 everyone listening; hand up etc?), make sure they best suit the class you are using them with. Plan – Do – Review: Use this framework to reinforce key points for students – consider the use of Consider format – do you need to use a text book? Images, video, music, sound effects can all be used to effectively secure student understanding. Readability – match the text with the student needs: use a readability calculator to assess the density of written text.Scaffold, support and model: show students what ‘good’ progress looks like so they know what to aim for rather than having to imagine it based upon verbal description alone.Differentiate, differentiate, differentiate...“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Albert Einstein Teaching & Learning Strategy Teaching & Learning Capture evidence every lesson. Feedback regularly and check it’s acted upon. Make connections between current learning and targets. Encourage, enjoy and celebrate independence in learning, thinking and making connections. Ensure students do more than you. 6 Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas,Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.Lesson Observation Lesson Observations will take place at least once each term however the teacher observed will not be graded. Feedback will given both verbally and in writing and records will be kept. Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download