HIGH QUALITY TEACHING, LEARNING & ASSESSMENT POLICY

Transcription

1 HIGH QUALITY TEACHING, LEARNING & ASSESSMENT POLICY Headteacher: Date: July 2016 Chair of Governors: Date: July 2016 Next review date: July 2017 CPA\SLT\CPA\Policies\Quality Teaching, Learning and Assessment Policy/May 2016

2 CONTENT Our Vision Effective Teaching and Learning Teaching and Learning: Gold Standard 2016 Quality Assurance of Quality Teaching and Learning Structure of teaching and learning o Strategic Teaching and Learning Group o RI2EL Research, Innovation to Enhance Learning Team Protocols For Monitoring Teaching and Learning Over Time Calendared overview of quality assurance systems at LJS Lesson Observations Learning Walks Work Scrutiny Department Evaluation Review Student Shadowing Assessment Policy APPENDICES 1. Lesson observation template 2. Learning Walk template 3. Work Scrutiny template 4. LSA Best Practice Protocol 5. Home Learning Policy

3 OUR VISION Driving the development and implementation of this policy is the school s vision of creating An exciting vibrant learning community where we prepare all learners for the challenges of the 21st century and we strive to improve the life chances of all students. We believe At the heart of delivering this vision is our belief in the concept of lifelong learning and that learning should be a rewarding and enjoyable experience for all. Through our teaching we equip students with the skills, knowledge and understanding to prepare them for the challenges and opportunities of life in the 21st century. It is acknowledged while most learning takes place within lessons there are significant opportunities for learning outside of the classroom. All members of staff, teaching and support are learners. All staff have a professional duty to strive to evaluate and improve their own practice. This means understanding both the teaching and learning process and building on students skills, knowledge and understanding. Teachers are leaders of the learning environment facilitating all students to reach their full potential. In order to promote the learning process for teachers a well-developed CPD programme provides opportunities for the development of amongst other things pedagogical skills. Our Aims to provide a safe, stimulating learning environment for all students and teachers; to enable students to achieve their full potential by learning in a variety of ways and through challenging learning experiences; to provide a broad, balanced and relevant curriculum in line with the National Curriculum and exam board specifications that will motivate, engage and challenge students whilst also equipping them with the skills required on leaving school; to set high expectations for all students in order to raise their aspirations; and to raise standards of both teaching and learning. At Laurence Jackson School teaching, learning and assessment is led by the deputy Headteacher who is supported by the strategic teaching and learning team, the RI2EL team and changemakers.

4 Effective Teaching and Learning Effective Teaching Effective teaching is practised by people who can be very different from one another. The ability to establish and maintain good quality relationships is crucial. Knowing what kind of people your learners are, and having some understanding of what they are thinking is essential. Effective teaching involves talking regularly with learners about their learning, and listening to them. Teachers have both the right and the responsibility to develop a climate in the classroom that supports both effective learning and teaching. No single style or approach to classroom organisation is best; however, effective planning and management are essential. Effective teaching relies upon excellent subject knowledge. The learning environment, the resources and the planning influence the success of the learning outcomes. Teachers bring their own personal style, can learn different teaching strategies and reflect on how they teach and the strategies they use most effectively. Effective Preparation Teachers have a responsibility to plan lessons: which allow pupils to progress in their learning where the aims and levelled learning objectives are stated clearly which start on time and avoiding dead minutes at both the start and end which use plenaries to summarise learning, and help pupils to understand how to improve which allow pupils to develop and practice higher order thinking skills such as creativity, analysis, problem solving, decision making and application; which are differentiated for varying needs by task, resources, outcomes and/or method which use stimulating resources including use of e-learning, which are differentiated as appropriate to the students which provide pace and challenge for all students which use effective questioning to direct and challenge students which incorporate the school's Literacy, Numeracy and E Safety Policies which are enjoyable and interesting. Schemes of Work/Learner Progress Plans Departments are expected to have schemes of work in place to plan curriculum delivery and pupil progress. Schemes of work should be there to support teachers deliver the curriculum and provide consistency of experience for students. Schemes of work are not however intended to stifle colleagues individuality and creativity. Contextualised Seating Plans Contextualised seating plans are encouraged as an example of good practice at LJS. The best planned learning activities can fall apart if the dynamics of a class are not conducive to learning. If all teachers explicitly control where students sit this creates a consistency of expectation across the school and enables teachers to plan for effective learning by seating students in ability groups or pairs, or mixed groupings, according to task. In September 2016 LJS is looking to implement classcharts software to support seating plans.

5 Teaching Styles Teachers have a responsibility to use strategies which: show enthusiasm for their subject and learning vary teaching styles and allow students to learn in their preferred styles i.e. visual, auditory or kinaesthetic allow students to work independently and collaboratively, in order to contribute to one another s learning use topics which are relevant and within students experiences demonstrate and reinforce consistent classroom procedures with the implementation of the school s Gold Standard, Behaviour for Learning (B4L), and rewards policies encourage students to demonstrate their skills through formal presentations, drama, debate and role play use others to deliver parts of the lesson (e.g. team teaching, lead lessons, other students, outside agencies). Assessment, Recording and Reporting (please also refer to full Assessment Policy in later part of this document) Teachers have a responsibility to: set and mark work, classwork and homework, regularly according to the school s assessment and marking policy by keeping accurate records in mark book and submitting assessment data as required use the analysis of assessment data to inform their teaching and support students progress use student data to ensure students are working to their full potential and set targets to achieve this; and inform parents and appropriate staff within the school of student progress by regularly reviewing student grouping and seating to promote effective learning. The individual needs of Learners Teachers should: be aware of the specific learning needs of their students e.g. gifted and talented, literacy, dyslexia; consult with the SEN Co-ordinator Teaching and Learning or the Gifted and Talented Co-ordinator when appropriate work with Learning Support Assistants and other adults to ensure students are best supported in their learning use IEPs as working documents. Continuous Professional Development Teachers should: continuously update their subject knowledge and teaching practice in line with current developments and initiatives discuss teaching and learning with colleagues at both formal and informally held meetings in order to share good practice and plan their own CPD needs in conjunction with their Reviewer as a result of the Performance Management process be encouraged to access the voluntary Teaching and learning CPD activities when appropriate during the school year.

6 Teaching and Learning: Gold Standard 2016 What needs to happen before my lesson? Curriculum overviews Quality schemes of learning with clear success criteria and identified assessment strategies (coming soon -new scheme of learning and lesson plan templates) Engaging learning activities/ tasks; Q. Do you share teaching and learning ideas as department? Do we share teaching and learning ideas as a school? Personalised approach to lesson planning to cater for all individual students. Q. Do you know the specific needs of all the students in your room? Do you know how to differentiate effectively for those students? Do you have a bank of differentiated strategies to support your planning? Assess Plan Teach; Q. Are your lessons planned based on previous lessons to cater for the current progress of the students? Contextualised seating plan and current evidence of students progress. Ensure teaching assistants are involved in the planning stages of your lesson so they are aware of what is expected of them. What needs to happen during my lesson? Prompt start / SIMs register / planner and equipment on desk. Starter task linked to prior learning or new topic Q. Does your starter stimulate curiosity, interest and challenge in your students? Lesson objectives should be displayed to students at the start of the lesson. Success criteria should be differentiated and must be shared with students and modelled throughout the lesson. Q. Do you know the difference between learning objectives and success criteria? Q. Do you use Blooms Taxonomy to support your writing of learning objectives and success criteria? Lesson learning activities. Q. What are students learning as opposed to doing in your lessons? Q. If you asked students could they talk about what they are learning or could they simply describe what they are doing? Use teaching assistants effectively to impact learning. Q. Do you communicate your lesson planning with TAs? Incorporate student thinking time and encourage independence. Reading, writing and communication and numeracy opportunities where appropriate. Use various assessment strategies throughout the lessons to support learning and progress and inform future planning and teaching Q. Do you know the difference between formative and summative assessment techniques? Q. How many forms of formative assessment strategies do you use? Q. Does your questioning technique make students think hard and allow you to assess learning? Do you incorporate learning checkpoints and mini-plenaries in to your lessons? Praise progress and achievement using the school s reward policy. Plenary review the success criteria of the lesson. Q. Does your final plenary allow students to reflect on their learning in relation to the success criteria? Home learning recorded accurately by students Q. How effective is home learning to support schemes of learning? Does the homework you set support the progress of students? Calm, orderly dismissal. What needs to happen after my lesson? Use any assessment information gained to inform future planning and teaching. Assess Plan Teach. Share success/ideas with colleagues.

7 Quality Assurance of Quality Teaching and Learning A comprehensive review of teaching and learning takes place throughout the year as calendared below. The aim is to: identify and share good practice through discussion and observation evaluate the quality of teaching in line with OFSTED criteria and set targets for improvement track progress on teaching and learning issues identified in the School Improvement Plan identify key aspects of teaching for development by departments and for the whole school identify and support weaker teachers by interventions from the Teaching and Learning Team; and standardise monitoring procedures including lesson observations and work scrutiny, through paired observations. Example Monitoring Calendar:

8 Protocols for Monitoring Teaching and Learning All leaders (SLT, Directors of Learning, Subject and Year Leaders) within the school are accountable for the quality of teaching in their specific area and have a responsibility to ensure that regular monitoring, evaluation and review of teaching takes place. These protocols are provided to ensure that all monitoring of teaching at LJS are conducted in an effective and efficient professional manner. The underlying purpose of monitoring teaching is school improvement; it is about celebrating and informing others about existing strengths and about recognising areas that require development and improvement. Judgements on the quality of teaching at LJS is based on the quality of teaching over time. This document includes a variety of measures to ascertain the quality of teaching and learning; gold standard, quality and impact of feedback, quality of planning, student voice and student outcomes. Staff will no longer receive lesson observation gradings as a stand-alone judgement on their teaching. SLT quality teaching over time grid for staff awards grade 1, grade 2 and grade 3. Methods for monitoring teaching and learning over time include for example: Learning walks Lesson observations Department evaluation reports (twice a year) Pupil outcomes and progress Work scrutiny evidence Student voice Student shadowing Lesson Observation Protocol To ensure that the experience of monitoring teaching is consistent, the following protocols need to be followed when conducting lesson observations as part of monitoring teaching over time. All new staff will be observed within the first two weeks. All staff will be observed at least twice a year during the department evaluation periods (more if necessary depending upon judgments made about the quality of teaching over time). Lesson observations and learning walks may be conducted by a maximum of two staff and where possible a subject specialist will be included. Staff are not required to provide any documentation prior to their observation although a contextualised seating plan provided to an observer is encouraged as good practice. Lesson Plan/ overviews are encouraged also when being observed by external advisors. Lesson observation will be a minimum of 20 minutes. No individual staff judgement criteria will be awarded for a lesson observation. Staff observed in a formal observation will receive feedback on their strengths and areas for development in their observed lesson. Feedback will also relate to the DfE teaching standards. A standard lesson observation template will be completed by an observer and feedback will be provided to staff within three working days of an observation. Staff will have the opportunity to reflect on their own practice and to identify what they need to do to develop their own skills through effective CPD. Lesson Observations and agreed actions should be retained by both parties to inform planning and development and a completed copy to be forwarded to the subject leader and CPA to support performance management and to support the monitoring of the quality of teaching and learning across the school. Please refer to Teacher Capability Procedures in case of any issues raised.

9 Learning Walk Protocol High Quality Teaching, Learning and Assessment Focus on the learning not the teaching Learning walks may take place in order to collect evidence about teaching and learning, evidence of progress and areas for development. They are intended to be developmental and constructive rather than judgemental and are a whole-school improvement activity. Learning walks will take place each half term and will be completed by joint SLT members or by subject leaders. Learning walks will have set proformas to be completed by observers however not all criteria may be applicable or observed during the time period (see appendix 1) 1 formalised learning walk must be completed by an appropriate middle leader for every member of department staff each half term. Joint SLT learning walks will also be conducted randomly to provide further standardisation of teaching and learning across the whole school. Learning walk template should be used however middle leaders are encouraged to address their own department development in their respective learning walks On occasions the learning walks may have a specific focus eg Assessment to Support Learning, progress of students who are underperforming, below target or less than 3 LoP. A learning focus for a learning walk may be decided by the subject leader or SLT link. LAC evidence should be recorded during learning walks Middle leaders should address any areas for development seen during learning walks on individual basis with staff or during departmental CPD time. The observer is to record the observation of the 20 minutes using the Learning Walk proforma and pass a copy to CPA. Work Scrutiny Protocol Work Scrutiny is a very useful and essential strategy for monitoring learning and progress of students within the classroom environment. The purpose of performing a work scrutiny is to ensure we have a consistent approach to marking and accurate assessments and ultimately raise standards (template in appendix 2). Objectives To monitor the quality of marking and assessments within the classroom. To monitor the quality of written/verbal dialogue between the teacher and student. To raise standards of classroom marking and quality feedback. To promote a culture of sharing work scrutiny examples of good and outstanding practices. Work Scrutiny takes place in two different ways: By subject leaders in their own departments By SLT led pastoral work scrutiny on selected students Subject work scrutiny Pastoral work scrutiny at least 1 per half term (could be done in their learning walk slot or at department meetings) 5 per term Disadvantaged focus (cross section of high, middle, low)

10 Books could be asked for beforehand or collected during a learning walk Led and done by an appropriate middle leader in the department Middle leaders are encouraged to invite their SLT link person to these work scrutiny sessions Any books involved in a work scrutiny should have an appropriate sticker to evidence. Ideal for governor involvement as will be pre calendared slots Done by SLT and pastoral linked staff Led by CPA Any books involved in a work scrutiny should have an appropriate sticker to evidence. Department Evaluation Protocol Reviews of departments take place twice annually led by middle leaders and SLT, and where appropriate external specialist support. These evaluations occur in November and June each academic year and middle leaders are required to produce a self-evaluation document based around the key Ofsted indicators. This report requires middle leaders to reflect on the following: Department exam results and current progress of each year group Quality of teaching over time Learning walk evidence Work scrutiny evidence Lesson observations Consultations with other department leaders and SLT. A copy this report is presented to CPA and SLT department link person.

11 LAURENCE JACKSON SCHOOL ASSESSMENT POLICY DOCUMENT 2015/16 LJS strives for excellent teaching and learning, supported by effective assessment processes to improve the life chances of all students. Quality assessment systems promote effective learning and positively impact teaching. POLICY AIMS The Assessment Policy at Laurence Jackson School should: Provide clear guidelines on the schools approach to assessment Involve the learners, so that students are aware of the criteria by which they are assessed and that they are provided with feedback so that they can learn more effectively; Inform teachers forward planning and personalises students future learning Be integrated into schemes of learning. Provide meaningful information for parents; Be manageable within existing resources and time; Use a wide variety of assessment techniques; Be reviewed and monitored on a regular basis Good assessment at Laurence Jackson School: Ensures assessments are strategically planned and are defined to students by shared and challenging success criteria. This success criteria leads to the formation of clear learning outcomes within schemes of learning. Ensures that teachers should plan for formative and summative assessment opportunities, summative assessment should align where possible with the schools progress check calendar. Ensures Teachers actively respond to students dynamic progress in learning through the assessment of prior learning, ongoing learning and end of topic learning Ensures Assessment methods should be personalised and adapted for all students Must be meaningful and manageable Must raise aspirations and encourage students to work hard Must encourage students to think hard about their learning and respond with perseverance to feedback Must encourage students to take responsibility for becoming increasingly independent and interdependent Target Setting as part of effective Assessment: Schemes of learning and clear subject success criteria alongside formative and summative assessment techniques informs the planning of teaching and learning. Target setting compliments this process so that students and staff are clear of expected overall outcomes. Our target setting system is used to raise standards of achievement and rates of progress at LJS. The targets show what we expect all our students should attain. We use prior attainment and assessment to inform our target setting and continuous monitoring of progress. Comparing current attainment against

12 targets allows the LJS to intervene where necessary and measure the impact of the teaching and learning, curriculum and tutoring. Targets are: In the first instance, set in line with National expectations of expected and better than expected progress; Assessments are moderated prior to each PC; Targets are adjusted upwards when a learner is exceeding their initial target LJS expects every learner to progress from their starting point at the beginning of Year 7 and make at least expected progress with a significant proportion making better than expected progress by the time they finish Year 11.From summer 2016, a pupil s KS2 results will have been assessed against the new national curriculum and will be reflected to LJS as a scaled score. Each child s individual scaled score will not be available until after the tests have been taken and a national standard is defined. In light of this, LJS will review their target setting process based on government guidance to be released early in From September 2016 KS3 targets for EBacc subjects (except MFL) will be based on an average of English and Maths. English targets will be based on KS2 English Reading or equivalent and Maths based on KS2 Maths. Departments have created a model that works backwards from KS4 to Year 7 which will fit in with the new numerical grades from their own schemes of learning, thus eliminating different targets for different subjects at KS3. All subjects will then have comparable expected levels of progress on the new scale. This will enable a more uniform analysis of all subjects and students by using the same scale. Departments have reviewed schemes of learning and success criteria in relation to this new numerical system. From September KS4 targets for all subjects (except English and Maths) will be based on an average of English Reading and Maths. KS4 English targets will be based on KS2 English Reading or equivalent and Maths based on KS2 Maths. The number system will be implemented in stages over the next few years: : In Year 11 only English and Maths only will use the numerical grades, with other subjects retaining grades A*-G Year 10 will use the numerical grades for Ebacc subjects, PE, Art, Music and RE with other subjects retaining grades A*-G or Pass, Merit and Distinction Awards. Years 9, 8 and 7 will use numerical grades for all subjects : Year 11 will use the numerical grades for Ebacc subjects only (English, Maths, Science, MFL, Geography, History, PE, Art, Music, RE and Computer Science) Years 10, 9, 8 and 7 will use numerical grades for all subjects : All Year groups and all subjects to use the numerical grade system. There will be a few exceptions to this rule, mainly in Technology subjects; we await confirmation

13 Effective Assessment at Laurence Jackson School takes three forms: FORMATIVE ASSESSMENT The goal of formative assessment is to monitor student learning to provide ongoing feedback that should be used by teachers to improve and adapt their teaching and by students to improve their learning. The general goal of formative assessment is to collect detailed information that can be used to improve teaching and student learning while it s happening. SUMMATIVE ASSESSMENT The goal of summative assessment is to evaluate student learning at the end of a unit/topic by comparing it against targets. Examples of summative assessments include progress check assessments, end of year exams, Short end topic or unit tests and Pastoral Panel Reviews of students with SEND. NATIONALLY STANDARDISED SUMMATIVE ASSESSMENTS These take the form of national tests at KS2 and GCSE at KS4 Examples of formative assessment include verbal feedback, written feedback, questioning, modelling, self-assessment, peer assessment, recap tests etc Formative assessments are for learning, while summative assessments are of learning Formative assessment at Laurence Jackson School When conducting formative assessment teachers are encouraged to think about the following questions? (Final Report of the Commission on Assessment without Levels 2015) Q. What will this assessment tell me about a student s knowledge and understanding of a topic, concept or skill? Is knowledge/ skills secure to move on? Q. How will I communicate my feedback to students so that they know what to do to improve? Q. How will I ensure my approach to formative assessment is inclusive of all abilities in my classroom? Q. How will I use the information I gain from formative assessment to inform my planning for future lessons? Q. What follow up action do I need to take to plug any gaps in knowledge? Marking and Feedback Success criteria/learning outcomes have got to be clear for marking and feedback to be effective. Marking has two purposes: Students should act on feedback to progress their learning (GREEN PEN TIME) Teachers should use marking to inform future planning and teaching Our STAR marking policy (appendix 1) is used to create dialogue between the student and teacher. Teachers provide constructive suggestions on how students can improve their learning based on shared success criteria and students reflect and act on these comments during green pen time. LJS green pen time is the fundamental principle in our Assessment policy, student must be allowed time to read through comments and act upon them. LJS whole school marking codes are in place to support consistent feedback based on common misconceptions. Departments adapt the STAR marking policy to meet the needs of learners in their own subject areas.

14 Summative Assessment at Laurence Jackson School Each teacher will monitor the progress of every individual they teach accurately and regularly via formative and summative assessments. Summative assessment is to evaluate the learning and progress at the end of a period of teaching. Formal summative assessments are planned in to schemes of learning and are moderated by subject leaders. Summative assessment takes the form of progress checks for each year group (see appendix 2) Y7 & Y8 - One Core PC plus three subject PCs, Y9 - One Core PC plus two subject PCs and one subject written report, Y10 Four PCs, Y11 Four PCs (PC4 for internal use only). Learning approach and organisation, behaviour and homework criteria provided on each progress check (appendix 2). For each student, progress will be measured against their minimum target in each subject. Progress checks allow for the analysis of summative assessment via 4matrix to inform student progress, the impact future teaching and learning. Each year group has one parent consultation evening per year. Monitoring of the Assessment Policy The assessment policy is reviewed and updated when appropriate by SLT and governors, the Deputy Headteacher i/c of Teaching and Learning leads on the overall policy. Individual teachers must ensure effective assessment, recording and reporting through adhering to the gold standard for Teaching and Learning. Subject leaders ensure teachers plan for formative and summative assessment within schemes of learning to monitor students progress and align with calendared progress checks. The overall effectiveness of the policy is monitored via the school s teaching and learning monitoring annual calendar. For example the effectiveness of formative assessment is monitored through learning walks, lesson observations and work scrutiny. The accuracy of summative assessment is monitored through calendared department moderation/standardisation sessions and through rigorous data meetings with SLT line managers. LJS also engages with external consultants to support the effective delivery of our assessment policy. The Exams officer leads on all external assessments and when relevant supports internal assessments. Data manager ensure all data is up to date and is held centrally in relation to student s attainment and progress. Assessment Policy Training/CPD Assessment is a major aspect in our gold standard for teaching and learning at LJS. Middle leader meetings ( Changemaker meetings ) provide the forum to share practice and standardise assessment. Internal CPD opportunities are used to share pedagogical knowledge and best practice under assessment related themes e.g. effective questioning. External CPD aligns with the schools key priorities and the schools Performance Development Policy.

15 Whole School Marking and Presentation Policy Aims: to promote consistency across departments; to encourage students to review their own progress and act on feedback; to ensure students actively respond to feedback and marking in order to make progress. Since the demands of departments differ widely, it is not sensible to have a Policy demanding set strict practices. Each department will agree appropriate practices take into account the Whole School Marking Policy. Presentation of Student Work Teachers should set high expectations for the presentation of work. Students must be encouraged to take pride in their work and follow simple guidelines. Classwork should be identified with the code CWK. Homework should be identified with the code HWK. All your work must be given a date and title, which is underlined using a ruler. All student written work must be completed in blue or black pen with green pen reserved for improvements. Any mistakes should be crossed out neatly using a ruler line. Work completed on paper must have your name on the top. Diagrams/sketches or illustrations should be completed in pencil All loose sheets to be fixed neatly in books/folders and be titled and dated. Use a ruler to draw a line at the end of your work. Word processed work Include name and form in header/footer Font size to be point 12, where appropriate Font style to be appropriate, preferably Arial. All work must be saved in a relevant folder Any further subject specific presentation needs should be included in Department/Faculty Handbooks

16 LJS MARKING CODES When marking for written accuracy, all staff should use the following codes to ensure a recognisable framework for students. These codes will be displayed in teaching rooms and should be placed in the front of all students books/folders/planners. Errors in students work should be marked by staff in red pen and either underlined or circled with an appropriate code in the margin. CWK HWK X RTQ Sp Cap P Classwork (this should be written in books by students) Homework (this should be written in books by students) You have made a good point; the point is well explained and correct Your answer is incorrect Read the question. You have misunderstood the focus of the question You have made a spelling error please record correct spelling X3 in your book and also add to p41/42 of your planner You have used a capital letter incorrectly or missed a capital letter You have made an error in punctuation // You need to start a new paragraph ^ You have missed something out? This does not make sense. Read it through again.. WW Conn O V You need to add extra information Wrong word used e.g. been/being Use connectives more effectively refer to p49 in your planner for examples Give more of your own opinions Think about vocabulary (word) choices more carefully

17 LJS MARKING POLICY All teacher marking must be in red pen, signed and dated. Any student response to feedback must be written in green pen. Any verbal feedback given by staff during lessons should be indicated with a stamp and accompanied by student comments. LJS MARKING SYSTEMS Acknowledgement Marking STAR Marking Policy Acknowledgement marking This should take place at least every 3 weeks. This is light touch/check marking in order to support the giving of quality feedback at key points. Acknowledgement marking should include use of the LJS marking codes, ensure students are following the presentation policy, and include ticks, simple marks and corrections. This marking should be signed and dated by the member of staff. This marking should also include red, amber and green to support tracking and progress. STAR Marking Policy Thorough marking of a unit or topic assessment should be done at least once every half term or when appropriate using the LJS STAR marking policy as outlined on the next page. It is essential that students are given time to reflect upon their marked work and make improvements using clear guidance and objectives.

18 Written/given by teacher A strength/ positive is identified in the students work and appropriate rewards given Strength Classroom Lesson Example You have used subject specific vocabulary effectively throughout. Practical Lesson Example Your designs demonstrate real understanding of your target audience. Target related comment Written/given by teacher: The student should be given a grade/ level/ comment in relation to their target/ progress in that subject. This will depend on the assessment terminology used by subjects and how students understand progress in those subjects. This comment should also include green (on or above); amber (towards) and red (below) to support tracking and progress. Classroom Lesson Example 6 You have offered layers of meaning in your response. Practical Lesson Example Gold success criteria: You have volleyed and passed to a high degree of competency. Written/given by teacher: The action the student needs to take to improve their work/performance. Action needed by student Classroom Lesson Example Redraft paragraph 5 giving further reasons for the start of World War 2. Practical Lesson Example Add more texture/colour to your sketch to enhance the definition of the object. Reflection, response and extension work done by the students Written/completed by student: Student responds to action point in Green Time. Green Time is allocated reflection/ review time in lessons. In classroom lessons students should do this via green pen. In practical lessons any reflection time where students act on staff comments should be referred to as green time Classroom Lesson Example The students redrafts/completes a further/improved section of the work or demonstrates the skill to a higher level given success criteria. Practical Lesson Example The student practises/rehearses a skill using given success criteria and then demonstrates improvement. Any further subject specific use of STAR marking should be included in Department/Faculty Handbooks

19 Lesson Observation Template High Quality Teaching, Learning and Assessment APPENDIX 1

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21 Learning Walk Template High Quality Teaching, Learning and Assessment APPENDIX 2

22 APPENDIX 3

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24 LSA BEST PRACTICE APPENDIX 4 Content: Underlying principles Section 1: Checklist of best practice for LSAs a. conduct in the classroom b. working with students in the classroom c. working with teachers in the classroom d. working with LSAs in the classroom Section 2: Characteristics of outstanding practice Underlying principles: The purpose of support is to help identified students access the curriculum by working together to overcome barriers to learning, with the long-term goal of enabling the students to function independently. ( Managing Support The SENCO handbook, 2006) Effective support also provides students with encouragement, fosters a will to succeed and comes from partnership; good communication between staff and a willingness to support each other in the classroom is the foundation. Section 1: Checklist of best practice for LSAs a. Conduct in classroom Arrive promptly to all lessons If unable to attend a lesson the LSA should let the teacher know in advance Reinforce the school s Behaviour for Learning policy through effective teamwork between the teacher and the LSA Reinforce the teacher s expectations of student behaviour Listen to instructions Model good listening skills. The LSA should refrain from communicating with students whilst the teacher is talking to the class if at all possible and check understanding at an appropriate time. If there is a need to communicate with students whilst the teacher is talking then a written notes or symbols should be made in notebook. Position themselves in the best place to support students in the classroom, moving around as necessary in order to support particular students (as agreed with the teacher) Support and reinforce the decisions of the teacher during the lesson b. Working with students in the classroom LSAs can support students through the following activities: Reading and explaining text Reading aloud test and exam papers

25 Simplifying tasks Giving explanations of what is required of them by clarifying teacher s instructions Writing students homework down in planners or checking students have done this and are clear as to what they have to do Helping with students organisation Support students to become independent learners by encouraging them to work out answers for themselves Support students to become independent learners by asking open ended questions Support classroom assessment Support students in making notes independently Provide frameworks for writing and recording when needed Supervise and support practical work, reinforcing health and safety requirements Read back students work (or encourage student to do so) as a form of checking to enable students to identify errors and areas for improvement Focus attention and redirect to task where students have concentration difficulties Help build the students confidence and self-esteem by developing positive relationships with them and ensuring that they can experience success in the tasks that they are doing Model and encourage appropriate social skills and classroom behaviour for students with communication and social interaction difficulties (eg. planner on desk, sit facing front). c. Working with teachers in the classroom LSAs can support teachers through the following activities: Where appropriate, liaise between student and teacher (students may find it easier to discuss difficulties with a well-known LSA than with a teacher) Reading departmental medium term planning in preparation for lessons Development of differentiated resources (under direction of teacher) Providing alternative methods of recording eg. ready prepared sentences for sequencing, matching pictures to texts, mind maps, flow charts (in discussion with teacher) Contributing knowledge/strategies drawn from regular involvement with students across a range of subjects Advise teachers of effective strategies for working with specific students Ensuring that any specific resources and/or equipment required by disabled students is in place Discussion of contents of student support plans Contribution to individual target setting for appropriate students d. Working with LSAs in the classroom Teachers can support the work of LSAs by: Discussion around their role in the classroom Establishing ground rules eg. classroom management, movement around the room Involving the LSA in planning

26 Sharing long term aims and/or learning objectives Sharing information on students progress Involving the LSA in individual target setting for appropriate students Valuing the role of an LSA Section 2: Characteristics of outstanding practice: Continuous interaction between teacher and LSA throughout the lesson Regular discussions between teacher and LSA to improve support for students LSA involvement in planning LSA involvement in design and preparation of resources LSA fully understanding their role in supporting teaching and learning and knows how their input can contribute to better outcomes for students LSA generates high levels of enthusiasm for, participation in and commitment to learning LSA promotes students high levels of resilience, confidence and independence when they tackle challenging activities LSA is proactive

27 Home Learning Policy High Quality Teaching, Learning and Assessment APPENDIX 5

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