Policy for Teaching and Learning

Policy for Teaching and Learning

Policy for Teaching and Learning

Heighington CE Primary School


Teaching and Learning Policy



Our vision for our school is one that consistently provides an education that compares with the very best in the country. Where our children are so happy and secure in the school environment that they are eager and willing to learn. We want them to be prepared to reach out beyond even their own expectations knowing that in this they will have the support and encouragement of all the adults around them.

We will have succeeded if every child leaves our school with an enjoyment and an enthusiasm for learning that is infectious and sustainable throughout their schooling and beyond.

Introduction
This school has never had an explicit policy on teaching and learning. This raises the question ?Why now?? The answer rests in two distinct developments. We are successful because we work very hard at what we do, especially in our curriculum delivery. It is therefore essential that everybody who works with our children understands our methods of working and is able to adapt their style to suit our children. The school and the staff is expanding and is going to continue to expand for another two years, consequently more people are having access to our children. Teaching and learning is not the exclusive role of teachers, there are currently five teaching assistants in the school and when the work force reforms prove successful, this number will increase. The second reason is that there has been a wealth of research into pedagogy especially over the years and much of the research is now transferable to how we teach, and how children learn. For us to be able to reach every child in our expanding school, we have to recognise and respond to this knowledge. Teaching is a both an art and now very clearly, a science.
Rationale
To achieve our vision we must look at the very core of our activities and this means the teaching and the learning. When we look at these activities we must ask ourselves: how do we teach? And how do children learn?

There have been huge strides made in the fields of neuro-psychology that provides us with a greater understanding of how learners learn. This has led to plethora of published material. Gardner (1984) published his text on multiple intelligences arguing that everybody had strengths but learnt differently according to their strengths. Goleman (1996,1998,2001) has written extensively on the theory of emotional intelligence and how it affects everybody?s behaviour. Sharron (1996) has taken Feuerstein?s work on intelligence and applied it to teaching. Then there are the ?circuit? authors whose texts are based much more loosely on research. Alistair Smith has coined the market with his publications on accelerated learning, which are in essence memory techniques; David George has done the same with his publications on gifted and talented pupils. From all of these publications and research, we have to review how we teach but more importantly, understand how children learn and then teach in a style that will appeal to each and every child.

High quality teaching when analysed shows a host of learning strategies seamlessly introduced as the lesson progresses. Teachers with this ability have learnt instinctively how to reach every child. They are usually able to articulate exactly why they presented each part of the lesson in the way they did because they know what works for every child. To be able to teach in this way is not exclusive. It can be learnt.

When a school appoints a member of staff it is making a massive investment. Our school has a very talented teaching staff each and every person has a proven ability to teach to a very high standard and it is because of these talents that we are successful. Our School Brochure (2003) states, ?? we are not complacent but constantly seeking ways to improve? and there are some children who for some reason become disaffected, disenchanted or disengaged. There are pockets of under-performance in every age group, it is not necessarily the least able children that we need to connect with but children who for one reason or another are in need of an alternative methodology . It is our moral duty to attempt to bring those children back into the fold, and then we will truly be able to say we have achieved our vision.

To this end Heighington CE Primary School will implement a teaching and learning policy that encompasses the whole curriculum.
Aims
Six of the school aims apply directly to this policy. They are:
To
* provide opportunities for spiritual, moral social and cultural education, satisfying the needs of and providing equal opportunities for all.
* provide for all staff to develop their personal expertise, professional skills and to achieve job fulfilment
* enable every child to achieve its full potential through a broad, balanced interesting curriculum including the National Curriculum.
* develop a co-operative working relationship between all children, staff, parents and governors.
* direct the resources of the school to agreed priorities.
* encourage and reward pupil achievement and good behaviour.
Implementation
To achieve these aims the teaching will need to address nine specific activities:
· To establish an appropriate learning environment.
· Connect Learning.
· Define learning objectives.
· Present Information.
· Increase knowledge and understanding.
· Demonstrate knowledge and understanding.
· Review for recall and retention.
· To provide feedback.
· To preview.
The Learning Environment
The richness of the learning environment is a fundamental task but it affects learners both psychologically and physically. For children to learn successfully they need to feel safe in their environment. Knowing that what they need is easily available and that they can take a risk in their learning. They must know that the risk could become either a disaster or a runaway success. This could be in a style of writing they adopt, a style of handwriting, or a method of calculation.

The learning environment must connect with them. Primary colours are known to stimulate children and these colours attract the eyes. Displays contribute to both conscious and sub-conscious learning and must be a feature of every teacher?s practice. This is a key element of Alistair smith?s work.
Connect Learning
New learning needs to start with previous knowledge. This necessitates teachers knowing exactly what every child knows. To achieve this assessment has to feature throughout each learning session. Assessment can be in one of many forms, marking, questioning, discussion and demonstration, are all valid forms. Not all assessment must be recorded, but it must be recognised and used as an integral part of the teaching.

Define Learning Objectives
1999 saw the introduction of the Literacy strategy and the trialling of this project found that children responded better to the lesson if they knew what they were going to learn. The notion of sharing and displaying lesson objectives developed from there. This is a feature of successful classes; it also demonstrates that the teacher has a clear direction for the lesson with a statement to assess progress against. Lesson objectives must be shared with children and older children need to be able to refer to them during the lesson.
Present Knowledge and Increase Knowledge and Information
In almost every lesson knowledge will be presented and known knowledge will be increased. Successful lessons achieve this through thoughtful and reflective planning. The presentation of the knowledge should seek to include the three principle learning styles VISUAL, AUDITORY AND KINAESTHETIC. Every child will learn through one or more of these styles. Reliance on one dominant style may alienate some pupils leading to possible conflict situations. The question that we must ask:

?Should the child tune into the teacher or the teacher tune into the child??
Review for Recall and Feedback
The usefulness of the plenary session of any lesson has been called into question but if children are given opportunities to articulate their learning they are again using one of the more effective learning styles. Feedback of learning, verbal, oral or visual is essential for progress to occur.
Preview
To preview work children can draft a piece of writing and share it with another child or an adult in order to help them refine their learning. Preview enables children to learn from mistakes, to enhance through selecting a particular part of the work to identify and ask if they have achieved what they set out to do (self evaluation). Previewing involves taking that first step towards achieving the highest possible standard because the first attempt is rarely the best. It also involves a risk because some work will not have achieved what was asked and the child?s self esteem has to be able to recognise failure isn?t a disaster but a learning point.
Differentiation
Teachers will differentiate the curriculum by:
· Task
· Outcome
· Teacher / adult support
Differentiated tasks will be detailed in weekly planning. Learning objectives will be specified for all differentiated teaching. Detailed reference will be made in weekly plans to Individual Education Plans, and to support for children with English as an additional language or other target groups.
Record keeping and assessment:
Regular assessments are made of pupils? work in order to establish the level of attainment, and to inform future planning. Record-keeping and assessment procedures are defined in the Assessment, Recording and Reporting Policy and the Marking Policy.
Organisation of Children
How children are organised within the class is a professional decision. A host of options is available to teachers which include:
· Ability groups
· Mixed ability groups
· Gender groups
· Age groups
· House groups
· Friendship groups
· Random groups
· Collaborative groups

In reality the way a teacher groups children is almost immaterial because it will not affect the way children are taught just whom they are working with. The teaching if not a whole class activity will be a group activity and groups will be pulled together to work with the teacher whether they sit together or not.

Teachers will be familiar with the argument for both ability and mixed ability groups. Whichever grouping or seating arrangement is selected the child must finish the lesson with a feeling of accomplishment and success.
Teaching Strategies
In order to ensure equality of access, and effective matching of tasks to needs, teachers will employ a variety of strategies:
· The development of close links between school and parents.
· The involvement of subject co-ordinators in the development of individual curriculum areas, in order to ensure continuity and progression between all key stages.
· Discussion and questioning (open and closed as appropriate)
· Previewing and reviewing work
· Didactic teaching
· Interactive teaching
· Conferencing
· Listening
· Brainstorming
· Providing opportunities for reflection by pupils
· Demonstrating high expectations
· Providing opportunities for repetition / reinforcement
· Providing encouragement, positive reinforcement and praise
· Making judgements and responding to individual need
· Intervening, as appropriate, in the learning process in order to encourage development
· Provide all children with opportunities for success and celebrate that success.
· Use a range of communication strategies ~ verbal and non-verbal

Teachers will use a range of strategies in any one session. The one strategy that hasn?t been included in this list is the use of ICT as a teaching aid and a learning tool.
ICT
This school has invested heavily in ICT, hardware, software and training of staff because of the potential it has for both teachers and learners. Every class has at least two computers, the teacher has a laptop and there are increasing numbers of digital projectors and interactive whiteboards. Every class can have access to an additional 10 laptops throughout the morning and on numerous occasions during the afternoon. The potential to impact upon learning is unlimited. Children have an affinity with ICT as a teaching tool and relate to the interactivity. The opportunity to use ICT as a learning tool is seen as a treat, which they relish. The quality of software available is such that the multimedia impact attracts children because it appeals to all three learning styles. It takes away the dullness of tedious exercise books and flat textbooks ?it brings teaching and learning alive.

The use of ICT as teaching tool is reasonably embedded in most classes.
Screening
· All Reception pupils will be screened using an agreed Baseline Assessment Format within six weeks of starting school.
· Year Two pupils will be screened for Mathematics and English using the Key Stage 1 Statutory Assessment Tests.
· Year Three, Four and Five children will be screened for Mathematics and English using the Optional S.A.T.?s.
· Year Six children will be screened for Mathematics, English and Science using the Key Stage 2 Statutory Assessment Tests.
· All children in Y2-6 will complete a standardised reading test every autumn.
All results from these assessments will be analysed and used to inform future planning, monitor progress and set targets.

If any child is seen to be causing concern additional advice will be sought.

Screening will also identify children who are more able and gifted. Please refer to the More Able Policy.
Roles and Responsibilities
Governor?s role
· To receive reports from the Headteacher.
· To promote and monitor the school policies for Inclusion and Equal Opportunities in relation to race, gender, class and belief.
· To promote and ensure at all times the practice of giving value and respect for all cultures and faiths.
· To ensure the curriculum presented fulfils each child?s entitlement.
· To monitor the quality of education.

Parents? Role:
Parents are encouraged to support their children?s learning by:
· Ensuring that their child comes to school feeling confident and positive.
· Ensuring that their child arrives at school punctually and regularly.
· Ensuring that all contact addresses and telephone numbers are up to date and correct.
· Ensuring that their child arrives at school wearing the correct uniform and bringing the correct P.E. kit ?this is par the mental preparation for learning.
· Supporting their child by attending Open Evenings and other meetings.
· Supporting their child and the teacher by becoming actively involved in the operation of the Individual Education Plan, and any Special Educational Needs processes if required.
· Supporting the Home School Agreement
· Agreeing to, and supporting, the School?s Homework Policy.
· Informing the school of any significant matters at home, which may affect their child?s progress, happiness or behaviour.
· Sharing with the teacher any problems in school that their child is experiencing.
· Engaging their child in conversation about school activities.
· Supporting extra-curricular activities, such as visitors to school, concerts, visits and fairs.
· Celebrating success.

The School?s Role:
In relation to each of the above areas the school will reciprocate by:
· Responding to all offers of support as far as it is able.
· Respecting all information given in confidence.
· Giving clear information on the aims and objectives of the curriculum and school procedures.
· Setting up curriculum meetings.
· Displaying the Long Term Whole School Curriculum Plan, Schemes of Work and Medium Term Plans.
· Giving reasonable access to teaching staff.
· Working in partnership with parents and guardians to ensure the success of their child, and encouraging parental involvement in working out the way forward for their child?s educational future.
· Offer the highest standard of teaching and learning that we can possibly attain.
· Share information on progress.
Professional Development
We are constantly seeking to meet the highest standards in our teaching and the learning offered to pupils. All staff who have contact with children are provided with access to training, in one form or another. Staff are positively encouraged to extend their personal knowledge through accredited courses.
Health and Safety
At no time will any member of staff or child ever be asked or knowingly be permitted to compromise their health or safety.
Inclusion and Special Educational Needs
There are a minority of pupils who have an Individual Education Plan. Recognition of the targets will be made in all planning. (See also Policy for SEN and Policy for Inclusion)
Conclusion
In conclusion this policy will influence every document relating to the taught curriculum. We will succeed if the children have a high percentage of attendance and punctuality, the teachers are prepared to take some risks with the material presented and we embrace all new technologies and knowledge relating to the both the art and the science of teaching and learning. This policy then is not only a statement of intent, it is policy for change and also a policy for all persons who work with our children.

Staff: May 2004
Govs May 2004
Review May 2007 Back to top