Teaching and Learning Policy

Transcription

1 Teaching and Learning Policy Principle Academy Vision The Pioneer Academy promotes and achieves excellence. It recognises the importance of outstanding teaching and learning by actively encouraging creativity and innovation, whilst having consistent standards of behaviour and attendance. Treating everyone as equal, whilst celebrating diversity, is a non-negotiable; protecting all through safeguarding, health and safety and welfare is paramount. Aims Enable all learners to thrive by providing quality first teaching within an inspiring and inclusive curriculum in which all pupils view their potential as limitless. We believe that strong parent/carers partnerships contribute positively to purposeful learning outcomes. Where learning is effective, pupils Are motivated to: Take an active role in their learning through encouragement and support from effective home/school partnerships. Foster a resilient approach in their learning where they are motivated to learn and improve Enjoy lessons and eagerly challenge themselves Take pride in their learning Take responsibility for: Arriving at school punctually Making decisions which will keep them safe and healthy Their learning Evaluating their achievement of learning outcomes Their behaviour for learning Developing enquiry skills through a range of strategies Developing cooperation in order to work collaboratively as well as independently Taking the initiative in their learning Engaging with self and peer assessment Page 1

2 We support this by: Regular, positive marking and feedback to enable next steps Setting challenging targets in maths and English Enhancing learning with special subject weeks and outings Using higher order questioning to develop thinking skills Giving time to develop speaking and listening skills Adhering to our behaviour policy to set clear boundaries Setting engaging and stimulating learning opportunities Celebrating successes verbally, with stickers, Head Teacher awards and assemblies. Using effective assessment for learning using next steps....and the main thing is learning. At The Pioneer Academy, all staff adopt a commitment to embed the DR-ICE within their teaching, ensuring best outcomes for all learners. The Pioneer Academy Teaching Model The Teaching Model is a useful tool for planning purposes for delivering teaching and learning that is at least good. When referring to this policy it is important to remember that when adopting the Teaching Model as a template for structuring lessons does not hinder: Spontaneity Creativity Imagination Individuality Page 2

3 High Quality Teaching: Gives pupils responsibility for their learning and independence Delivers skilful planning that provides challenge for all learners Ensures a pace of learning which engages and maintains a high level of involvement Creates a positive atmosphere in the classroom and builds excellent relationships Includes a range of strategies to praise and encourage learners Develops effective parent partnerships All lessons are skilfully differentiated to challenge all learners Uses a clear partnership with Teaching Assistants to plan support for children Uses specialist advice from professionals within school, Academy or outside agencies Incorporates the use of physical learning (kinaesthetic), visual and auditory stimuli (VAK) to support learning styles Uses AfL strategies to assess understanding throughout all lessons Ensures that pupils use and have ownership of steps for success to access learning independently Makes use of data regularly and effectively to identify gaps and to inform planning and teaching Page 3

4 Use of Additional Adults At The Pioneer Academy, additional adults will be: Clearly directed to support learning Fully engaged with the children, and encouraging independent working from pupils Clear about who they are teaching/supporting and why Supporting behaviour management Aware of planning in advance and where a lesson fits in a sequence of lessons Involved in giving feedback and assessing children s understanding, recording observations and marking Environment Children learn best in an environment that: Makes them feel valued by celebrating their learning within classrooms and school (see display policy) Has visual prompts that are meaningful and support pupils in accessing their learning independently Is well organised and clearly labelled so that resources are accessible and foster independence Is extended by outdoor learning and outings to new and varied environments Has rules and routines and expectations that are clearly established Gives opportunities for children to be involved in classroom responsibilities Provides interactive, questioning displays which challenge children s thinking Keeps to Health & Safety guidelines Models positive and respectful relationships between pupils, teachers and parents Has open and welcoming classrooms, providing opportunities for parents to contribute positively to the school community Non-Negotiables for Classroom Environments at The Pioneer Academy Every classroom within The Pioneer Academy must have the following to support teaching and learning, and encourage SMSC: Class vision The Pioneer Mantra Personal Goals display Behaviour Triangles and school rules Interactive displays with children s work Diversity display Vocabulary for English, Maths, Science, IPC and MFL (in KS2) Phonics/Spelling display, including Grammar Gorilla Story Mountain Book corner Worry Box Class timetable and class groups Long Term Planning Our whole school curriculum map plots the content and coverage from Reception to Year 6. It enables us to ensure balance and progression across the school and to identify cross curricular links and opportunities for educational visits. Page 4

5 Medium Term Planning For English and maths we use and adapt the medium term planning provided by the National Curriculum 2014 and International Primary Curriculum, altering sections in order to meet the needs of our own pupils. Half termly topic webs are created and displayed to ensure a cross curricular approach to learning. These are communicated to parents through half termly letters and accessible via the website. At The Pioneer Academy, we follow the International Primary Curriculum and every year group is assigned a topic per half term (except EYFS). When planning, teachers will use the agreed schemes of work for The Pioneer Academy. Short Term Planning Detailed, daily short term plans are drawn up by the year groups for all curriculum areas. The plans identify: A stimulus/hook for learning (this may be linked to the year group IPC topic) Learning objectives (WALT) Steps for success Key vocabulary Direct teaching input Adult support and guided sessions Higher order questioning throughout the starter, main input and in the plenary Differentiated activities in each part of the lesson at different levels and resources for learning Resources, including concrete resource, visual prompts, writing frames, etc, to support and stimulate all learners That the class teacher will also mark a VAK to show when a visual, auditory, kinaesthetic activities are occurring. Plenary and mini plenaries linked to WALTs and lesson content Guided sessions in the core subjects are recorded to ensure specific group work is happening daily. That planning is adapted to suit the needs of the learners. Peer and self assessment (pupils will use green pen to edit and assess their own work and that of their peers) Home Learning We recognise that the involvement of parents, carers and other adults associated with the child is a crucial part in fostering home-school and community-school links. We believe that family and community activities support and encourage aspects of our children s learning. Every parent / carer is asked to sign and follow our Home School Agreement. Home learning is an integral part of the curriculum it is planned and prepared alongside all other programmes of learning. The role of parents/carers as co-educators of their children is to support their child s learning at home by: monitoring independent home learning, providing encouragement assisting with the marking of home learning if applicable Home learning tasks are differentiated according to the needs of individuals. Please see Homework policy for more details. Page 5

6 Enrichment Activities We provide a range of opportunities to supplement and extend the curriculum to maximise learning opportunities. Immersion Days (Introduction of the main area of Learning -One each Half Term) Booster sessions One to One Tuition A range of extra-curricular clubs such as Sports Clubs (internal/external) providers, The Arts clubs, Computing Clubs etc, Themed Weeks Class visits/residential trips Breakfast and After School Club List of Related Policies This policy should be used in conjunction with: Marking and Feedback Policy Assessment Policy Curriculum and all subject Policies Inclusion Policy Behaviour Policy Foundation Stage Policy Staff Handbook Planning Policy Home/School Agreement Marking Policy Homework Policy EVC Policy Page 6