Policies
Teaching and Learning Policy
Introduction
The purpose of this document is to set out a policy to support the implementation of quality teaching and learning at Sunny View School. Teaching and Learning must ensure that all students make the best progress possible and attain high standards through engagement, feedback and challenge.
Aims
All our students should be provided with rich and varied learning experiences which lead to them developing their skills and abilities to their full potential. This policy guides what teachers and support staff do, how time is managed, the organisation of the classroom and what our school does to create an effective learning environment.
Planning the curriculum
Annual curriculum plans and/or schemes of work detail teaching and learning for each year group and/or subject. These plans work alongside the Early Years Foundation Stage framework and the 2014 English National Curriculum. Termly plans and overviews show which topics will be taught, when and how. Short-term plans (monthly or weekly) enable teachers to organise and deliver what is detailed in the termly plan.
Framework for effective teaching and learning
Teaching and learning is our main activity at school. To make this as effective as possible it must be delivered within a framework of what we believe excellent practice to be.
We believe that teaching is most effective when combining the following four elements during a teaching session:
Introduction to the session - set the scene, place learning in a wider context, link to prior learning; review previous lesson; provide the ‘big picture’, share learning intentions and success criteria.
Main teaching session - students receive new information; instruction/exposition; learning is modelled to enable students to feel confident in having a go.
Students making sense of information - processing; understanding; differentiated tasks and activities that require learners to think and develop their understanding either individually or collaboratively.
Reviewing information - students actively involved in reviewing their learning within an effective plenary; students celebrating and sharing achievement and looking forward to the next step.
This structure will vary in different situations. Age, ability, timing of the lesson, subject area and the focus for the lesson all have a significant impact.
Teachers may use each element more than once during a lesson. For example, after a short introduction, students may be engaged in an activity designed to help them make sense of new material. This may be followed by a quick review (mini-plenary) before continuing.
The boundaries between each element will often be blurred, and not always sequential. Review, for example, is not confined to the end of the lessons. Good teaching includes opportunities for review through the entire lesson and understands that success criteria are only successful when repeated and referred to throughout the lesson.
Characteristics of effective teaching and learning
Throughout Preschool, Primary and Secondary, quality teaching and learning can be characterised by the following:
Subject knowledge of the areas being taught is secure.
Clear focus is given through explicit learning intentions and success criteria, so learners understand what to do in order to achieve.
Learning is linked to students’ prior skills, knowledge and understanding.
Opportunities for self-evaluation and reflection are built in throughout the session.
Effective questioning is used to find out what students know, understand and can do, and to identify students' specific misconceptions.
Thinking time is provided to allow students time to think through their answers before replying.
Time is given to articulate and discuss responses with others, where appropriate.
Expectations are challenging yet attainable.
Lessons are well-paced and engaging, and promote creativity, individuality and imaginative thinking.
Activities are differentiated, as necessary, taking into account learners’ specific needs.
Teachers have a clear idea of where they expect students to be at the end of a lesson.
Students are involved in the evaluation stages, evaluating their own and others’ work.
Teaching assistants and resources are used well to support the student’s learning.
Positive behaviour management strategies (in line with the school’s behaviour policy) motivate and encourage students and help create a climate for learning.
Creative ideas are valued and actively encouraged.
Taking risks and making mistakes are viewed as part of the learning process.
Key strategies of formative assessment are embedded in teaching.
We acknowledge that students learn in many different ways and we recognise the need to develop strategies that allow all children to learn in ways that best suit them. These include:
Linking learning to real-life experiences.
Investigation and problem solving.
Research and discovery.
Group work.
Pair work.
Independent work.
Whole-class work.
Use of information technology and digital media.
Outdoor learning, fieldwork and visits to places of educational interest.
Cross-curricular activities.
Debates, role plays and oral presentations.
Designing and making things.
Participation in physical activity.
Assessment, feedback and target setting
Assessment is an integral part of teaching and learning. It ensures more effective teaching by providing the evidence for closer matching of tasks to each student’s needs. It helps students by providing them with an indication of what stage they have reached in the learning process. It helps to identify future planning and teaching strategies. It also helps us to recognise and move on from success.
At Sunny View School we recognise and value formative assessment - assessment which gives practical and explicit advice which will help learners know how to improve. Such assessment is embedded in day-to-day lessons.
Summative assessment may take place at the end of a unit of work, and at regular intervals (weekly, half-termly, termly or yearly) for tracking purposes.
Regular feedback to students is an important part of teaching and learning. It may be written or oral. Students are expected to respond to feedback to demonstrate their understanding. Targets may be given as part of written and oral feedback or in reports. Targets are regularly reviewed by the teacher and student together.
An environment for learning
Our classrooms are designed to be inclusive, positive and well-presented learning environments. In our classrooms we expect to see:
Stimulating, inspiring, organised and motivating spaces which celebrate learning.
Students involved in and taking pride in their learning environment.
An environment which promotes inclusion and equality.
Cooperative and collaborative learning and good working relationships.
Everyone well-prepared for lessons, with materials ready in advance.
Prompt starts to lessons.
Everyone being greeted with a smile and a welcome.
We try to ensure that all tasks and activities that the students perform are safe. When we plan activities off site, we follow strict procedures to ensure the safety of students. We inform parents before any visit takes place.
Spiritual, moral, social and cultural development of students
Spiritual, moral, social and cultural (SMSC) development is an area of the curriculum that focuses on the non-academic development of students, such as understanding and appreciation of different cultures or dealing with moral conundrums. This is taught explicitly as part of the Personal, Social and Emotional Development and Personal Social, Health and Economic Education curricula, and it is also covered in many other subjects where SMSC topics are covered and discussed. As far as possible, the teacher’s role when discussing such topics is to act as a facilitator and to be impartial.
The role of parents
We believe that parents have a fundamental role to play in helping children to learn. We do all we can to inform parents about what and how their children are learning by:
Informing parents about what subjects and topics their children will be studying during the year.
Sending regular reports to parents in which we explain the progress of each child and indicate how the child can improve further.
Explaining to parents how they can support children with their homework, where appropriate.
Informing parents if we have any concerns about matters in school that are affecting their child’s progress.
We believe that parents have a responsibility to support their children and the school in implementing school policies. We would like parents to:
Ensure that their child has the best attendance record possible.
Ensure that their child is equipped for school with the correct uniform and P.E. kit.
Do their best to keep their child healthy and fit to attend school.
Inform school if there are matters outside of school that are likely to affect a child’s performance or behaviour at school.
Promote a positive attitude towards school and learning in general.
