Teaching and Learning Policy

Teaching and Learning Policy 2014-2015 the bridge AP academy

Contents Section 1 3 Ethos Equal Opportunities Section 2 4 Management of the School Day Class room management and organisation Planning Differentiation Record-keeping and assessment Screening Monitoring and evaluation Effective Teaching styles / strategies Resources Section 3 10 Boards role Parents role Community s role The School s role Appendix A 13 2

Section 1 Ethos The ethos and atmosphere of TBAP academies and services underpin the TBAP strategic aims and priorities. Teachers provide a broad and balanced curriculum, which develops the skills, concepts and knowledge necessary for future learning. All staff, including learning support professionals, work to remove barriers to learning and support the individual needs of learners. In the course of their work, staff will contribute to the development of this ethos through: Providing a calm, quiet and effective working environment, in which each learner can achieve his or her maximum potential Providing a welcoming environment, in which courtesy, kindness and respect are fostered Providing positive role models Providing a fair and disciplined environment, in line with the TBAP Behaviour Policy Maintaining purposeful and informative planning, record-keeping and assessment documents, in line with TBAP assessment policy. Effectively managing their professional time Developing links with the wider community Providing learners with meaningful, purposeful tasks, related to the National Curriculum, Opening Minds, SEAL and examination programmes of study and learning outcomes. Valuing and celebrating learners success and achievements Reviewing personal and professional development. Providing appropriate CPD and coaching to colleagues in order to ensure a high level of professional expertise Welcoming and supporting teaching and non-teaching staff Equal Opportunities In accordance with the school s Equal Opportunities Policy (see school policies folder), all learners at The TBAP Trust will, where possible and appropriate, be given full access to the curriculum. Staff will endeavour to help all learners to reach their full potential irrespective of race, gender, age or ability. 3

Management of the School Day I. The School Day Section 2 Each academy within The TBAP Trust will follow a synchronised timetable in order to allow collaborative teaching across The TBAP Trust. School timetables can be found in Appendix A. II. Time Allocation At The TBAP Trust, lessons are 45 minutes long. At The TBAP Trust, we are committed to reflecting the requirements of the National Curriculum wherever possible. We follow the programmes of study as stated in the National Curriculum. In addition at KS3 we deliver competency-based learning through the RSA Opening Minds curriculum. We are committed to raising standards of Literacy and Numeracy at The TBAP Trust. By literacy and numeracy we mean the ability to read, write and speak in English and to use Mathematics and ICT at a level necessary to function and progress at work and in society in general. Teachers will encourage learners to work within given time scales, and will facilitate the effective use of time through: The provision of appropriate resources Planning extension activities, which can be carried out by individuals or groups of pupils Time Allocation per Week: Specific time allocations for each school within The TBAP Trust can be found in Appendix A Classroom Management and Organisation: I. Management The learning environment will be managed in such a way as to facilitate different styles of learning, with particular regard to Special Educational Needs: Whole class teaching Group work, organised according to appropriate criteria (i.e. ability, mixed ability, interest etc) One to one teaching Collaborative learning in pairs or groups Independent learning Online Learning Learning Support professionals will be employed to support learners with Special Educational Needs as outlined on their Individual Education Plans. 4

II. Behaviour Management As outlined in the TBAP Behaviour Policy. In addition, each class will: Display The TBAP Trust s Behaviour Expectations and Learning Entitlement poster Follow the TBAP Behaviour Policy Use the rewards scheme in order to reinforce positive behaviour Follow through the consequences for poor behaviour Staff will: Model appropriate behaviour Use data to support behavioural improvement III. Organisation The classroom will be organised to facilitate learning and the development of independence. This may require flexibility in the organisation of furniture. Writing resources will be available for use at all times and will be centrally accessible Labels and posters should, wherever possible, reflect the language diversity in the school Classroom displays will be used to celebrate achievement and will follow The TBAP Trust s Display Policy Planning To facilitate cross curricular working, a yearly overview of planning will be produced on the agreed format. Medium -Term Plans should be in place and reviewed regularly by departments with reference to the National Curriculum Review 2014 notified by the DfE. Teachers and learning support professionals will meet twice per term to plan. Termly plans should be completed using the Medium Term planning form which should then be uploaded to SIMS Curriculum Lesson Planner every term. A Short Term Lesson Plan sheet and aide memoire is available for teachers to use as required. Subject leaders will quality assure the MTPs termly (see Quality Assurance Policy). Differentiation Teachers will differentiate the curriculum by: Task Outcome Teacher / adult support Differentiated tasks will be detailed in Short Term planning. Learning objectives and outcomes will be specified for all differentiated teaching. Detailed reference will be made in short term plans to Individual Education Plans. Record-keeping and assessment Regular assessments are made of learners work in order to establish the level of attainment and to inform future planning. Learners should be aware of the level of work they are completing and at what levels they are working by the use of Stickers 5

and Stamps in the front of each book. Online galleries of learner s work should be assessed online using the star system. Please see the TBAP assessment and marking policy. Learner induction All new learners induction programmes will include online Cognitive Ability Tests, standardised assessment in reading and numeracy, Pupil Attitudes to Self and School and a Special Needs Assessment Profile. All new learners will also have subject induction lessons in English, Maths, Science and ICT. All new learners will be skilled in the use of the TBAP Trust Online. Results from these assessments will be analysed and placed into SIMS to allow staff access to them and so they can be used to inform future planning. These results will be used to inform the Individual Education Plans of each learner. (See Assessment Policy for disseminating assessment information and target setting.) Monitoring and evaluation Subject Leaders will regularly, at least bi-termly, monitor and moderate learners work books. These should also be available for the Director of Learning, SLT and middle leaders to sample Subject Leaders will observe class teachers in their area at least once a year using the Lesson Observation Form The Head of School or Director of Learning will observe each Subject Leader s teaching at least once a year using the Lesson Observation Form Subject Leaders will monitor learners books bi-termly using the Departmental Work Scrutiny Form and then complete the Departmental Action Plan SLT and middle leaders will carry out a bi-termly work scrutiny using the SLT Work Scrutiny Form Subject Leaders will regularly monitor TBAP Trust Online learning resources and ensure weekly reporting of use is taking place Effective Teaching Teaching Strategies: In order to ensure equality of access, and effective matching of tasks to needs, teachers will employ a variety of strategies: Providing opportunities for peer teaching/ collaboration Discussion and questioning (open and closed as appropriate) Previewing and reviewing work Using the online platform Interactive teaching Listening Brainstorming Providing opportunities for reflection by learners 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 6

Provide all learners with opportunities for success Use a range of communication strategies, verbal and non-verbal Teachers will make their lessons purposeful: Through carefully planned, well structured (phased) and paced lessons By making objectives and outcomes explicit to learners at the beginning of each lesson, task or topic (see department mid term plans) and involving learners actively in their evaluation of learning achievement (not just a passive process) By ensuring learners are aware of the success criteria for each lesson Through explicitly checking understanding and reviewing work covered in each task or topic By delivering mid term plans which incorporate spiritual, moral and cultural elements to department deadlines By linking TBAP Trust Online tasks to what is being taught during class time Teachers will make lessons interesting and stimulating: By starting lessons on time and avoiding dead minutes at the end By consciously showing enthusiasm and positivity for and about their subject and learning By devising imaginative/creative approaches to the development of knowledge and skills By varying teaching styles (Tactile, Olfactory, Visual, Auditory and Kinesthetic), learning activities and the learning environment to maintain learners interest and take account of learning styles By structuring lessons in a minimum of three parts (Starter, Learning Episodes, Plenary) By incorporating TBAP Trust Online tasks into their teaching By using praise and positive reinforcement to foster self esteem, motivation and confidence By regularly displaying examples of learners work and other relevant stimuli By encouraging learners to demonstrate their skills through formal presentations, drama, debate and role play Using ICT and multimedia presentation when and wherever appropriate to enhance the learning experience and outcome Teachers will create an orderly environment and manage classes efficiently: By matching teaching style to lesson objectives and group dynamic By organizing physical resources in ways which will promote orderly classroom management By being consistent about classroom procedures and The TBAP Trust s Behaviour Expectations that have been agreed by the whole staff By keeping up to date and accurate records in mark books/sims and submitting assessment data for reporting inline with the published deadlines By being flexible enough to adapt their lesson plan to take account of learners contributions and the mood of the group By setting and achieving high standards of behaviour and motivation Teachers will match learning activities/opportunities to all abilities and preferences (PERSONALISATION): By using evidence of prior attainment to gauge learners individual capabilities By using information on individual s preferred learning styles By testing understanding and acquisition of knowledge through a variety of means 7

By using appropriately differentiated materials and tasks which ensure learners active participation in lessons, for the most able learners as well as for those with SEN By working proactively with Teaching Assistants and Learning Mentors By setting high expectations for all learners, rewarding achievements with praise and points in line with the behaviour policy By using strategies suggested by learners Individual Education Plans Teachers will develop positive and productive working relationships with learners: Through confident and assured command of subject matter which is regularly updated. Through appropriate professional development, observations, discussions, and CPD By being clear with instructions, questions and explanations By understanding and promoting the value of focused discussion and setting ground rules for speaking and listening By fostering mutual respect, both learner to student, teacher to learner and teacher to parent Through actively promoting equal opportunities through the teaching and learning process By encouraging parents to support learners learning By responding to all potential academic and pastoral concerns within 48 hours and making sure that appropriate follow-up is maintained. (See Child Protection Guidelines for time scales.) By ensuring learners are prepared to complete GCSE controlled assessments/coursework by the agreed deadline (see school calendar) Supporting learners by holding after school study sessions Teachers will use both formative and summative assessment to evaluate learners progress and to inform future teaching plans: By using a variety of formative in-class assessment, which relates to the subject area By marking consistently and positively in line with the TBAP marking policy and departmental guidelines By giving regular feedback, either through marking of work or verbally, to learners about their work and setting them achievable SMART targets By encouraging self assessment and peer assessment in the drive to strive for improvement By encouraging and trusting learners to take responsibility for their own learning e.g. through guided study, self assessment and small scale opportunities for them to teach the rest of a class By checking progress against potential by critically using benchmark data (See also Whole School Assessment Policy.) By statistically analyzing individuals and whole class performance in relation to the provided benchmark data Teachers will create further opportunities for learning All teachers have a responsibility to promote the school s code of conduct and values with consistency (see relevant policies) 8

Assemblies should start promptly, be well planned, involve opportunities for learner participation wherever possible, offer time for reflection and finish in good time The school s Behaviour Policy should be promoted in all lessons around the school and when learners are representing the school on trips and visits Extra curricular activities should be open and encourage all learners who wish to attend All teachers should encourage and support learners to develop an interest in the subject outside of the classroom Resources Each classroom will be equipped with appropriate curriculum resources. Departments will be allocated a budget based on their budget requests at the beginning of the financial year. The budget holder (Subject Leader) is responsible for the ordering of materials in line with the agreed procedures. Learners will be taught how to use all resources correctly and safely, with care and respect, and with regard for Health and Safety and waste. Care will be taken to ensure that resources reflect the cultural and linguistic diversity of our society, and that all learners have equality of access. 9

The TBAP Trust Board s Role Section 3 It is the Board s role to monitor and review the policy and its practice through: Reports provided by the Executive Head Teacher and teachers The Board also needs to fulfil its role as detailed in the Board s Terms of Reference document: To receive reports from the Executive Head Teacher and/or the Teacher Representative To attend appropriate INSET To receive reports from the Site Manager on relevant issues, in particular Health and Safety, and to follow up any relevant issues To promote and ensure at all times 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 Parent / Carer s Role Parents and Carers 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 Sharing with the teacher any problems in school that their child is experiencing Supporting their child by attending Parents 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 Ensuring that all contact addresses and telephone numbers are up to date and correct Agreeing to The TBAP Trust s Behaviour Expectations Agreeing to, and supporting, the school s TBAP Trust online learning policy Contributing relevant information to base-line assessment Attending all medicals and health interviews when invited Responding to letters sent home from school Informing the school of reasons for their child s absence Informing the school of any significant matters at home which may affect their child s progress, happiness or behaviour Supporting extra-curricular activities, such as visitors to school, concerts, visits and fairs A forum for educating parents in their role is at the initial interview but also in the termly Structured Conversation target setting meetings. 10

Community s Role The community is invited to support the school by: Contributing to activities such as assemblies, artistic events, specialist outings and clubs Presenting themselves as positive role models to be emulated Guiding learners behaviour as they play around the school and providing positive role models with regard to behaviour Organising activities and events throughout the year to extend and deepen learners knowledge and skills Supporting school events Voluntarily helping in the classroom with a specific remit The School s Role In relation to each of the above areas the school will reciprocate by: Responding to 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 Giving reasonable / appropriate access to teaching staff Working in partnership with parents and guardians to ensure the success of their children, and encouraging parental involvement in working out the way forward for their child s educational future Review This policy is a working document and therefore is open to change and restructuring as and when the need arises. 11

The Bridge AP Academy Appendix A Monday TBAP Trust Online virtual learning from home Tuesday - Friday 8.00 9.15 Breakfast Club 9.15 9.30 Registration with Learning Guides 9.30 10.15 Lesson 1 10.15 11.00 Lesson 2 11.00 11.15 Break 11.15 12.00 Lesson 3 12.00 12.45 Lesson 4 12.45 1.35 Lunch 1.35 2.20 Lesson 5 2.20 3.05 Lesson 6 3.05 3.15 Registration with Learning Guides After School Clubs from 3.15 4.30 (including study groups) Total hours per week: 30 + Subject KS3 KS4 Maths 2 x 45 mins Science 2 x 45 mins English 2 x 45 mins PE 2 x 45 mins ICT 1 x 45mins 2 x 45 mins PSD 1 x 45 mins Opening Minds (including PSD/SEAL) 7, 8 Opening Minds (including PSD/SEAL) 9 10x 45mins 8 x 45mins Off site Activities (9) Learning Guide Meetings (inc. Citizenship) 5 x 45 mins 5x 15 mins 5 x 10 mins 1 x 45 mins 5x 15 mins 5 x 10 mins 1 x 45 mins Options KS4 only GCSE Resistant Materials GCSE Food Technology GCSE Art and Design GCSE Humanities BTEC Performing Arts BTEC Music BTEC Health & Social Care (Yr 10) BTEC ICT BTEC Sport BTEC Construction BTEC Hair & Beauty ABC Modern Foreign Language Foundation Learning 2 x 45 mins Music, Gardening, MFL, Cooking, Carpentry, Sport, Leisure Activities, Bicycle Maintenance TBAP Trust Online 6 x 45 mins 6 x 45 mins Literacy and Numeracy interventions as necessary on a one-to-one/group basis 12

Beachcroft AP Academy Monday Friday 8.00 9.15 Breakfast Club 9.15 9.30 Registration with Tutors 9.30 10.15 Lesson 1 10.15 11.00 Lesson 2 11.00 11.20 Break 11.20 12.05 Lesson 3 12.05 12.50 Lesson 4 12.50 1.35 Lunch 1.35 2.20 Lesson 5 2.20 3.05 Lesson 6 3.05 3.15 Registration NB Thursday Learners leave at 1.35pm Subject KS3 KS4 Maths Y7 5 x 45 mins Y8/9 4 x 45 Science Y7/8 4 x 45 mins 4 x 45 mins Y9 4 x 45 mins English 4 x 45 mins 5 x 45 mins Literacy Y7 1 x 45 mins PE 2 x 45 mins 2 x 45 mins Enterprise 2 x 45 mins Drama 1 x 45 mins 1 x 45 mins Art 2 x 45 mins MFL 1 x 45 mins 1 x 45 mins Vocational 2 x 45 mins PSD 1 x 45 mins 1 x 45 mins Opening Minds 4 x 45 mins Cooking 2 x 45 mins Registration 5x 15 mins 5x 15 mins End of KS4 offer is 7 GCSEs, 1 L2 Functional Skills plus a L2 BTEC 13

Latimer AP Academy 8.00 9.15 Breakfast Club 9.15 9.30 Registration with Learning Guides 9.30 10.15 Lesson 1 10.15 11.00 Lesson 2 11.00 11.15 Break 11.15 12.00 Lesson 3 12.00 12.45 Lesson 4 12.45 1.35 Lunch 1.35 2.20 Lesson 5 2.20 3.05 Lesson 6 3.05 3.15 Registration with Learning Guides Key Stage 3 Key Stage 4 English English GCSE Maths Maths GCSE Science Science GCSE/BTEC Art Art GCSE including short course ICT ICT FS/GCSE Citizenship Citizenship GCSE short course PSHE WRL Level 1 MFL BTEC Level 1/2 Performing Arts PE/JSLA MFL GCSE Construction Level 2 BTEC Bridge AP Academy Hair and Beauty Level 1 Certificate and Diploma PE/JSLA Level 1 14

The Courtyard AP Academy Autumn 1 Autumn 2 Key stage 1 My senses Move along Key stage 2 Be healthy and stay healthy Our beautiful world Spring 1 Spring 2 Key stage 1 What s right? Can you tell me a story? Key stage 2 Friends and relationships Victorians Summer 1 Summer 2 Key stage 1 Families Belonging Key stage 2 Sound s great! Buddhism Raspberry Class Lime/Juniper Classes 8.30 9.00 Breakfast club 8.30 9.00 Breakfast club 9.00 9.20 Catch up 9.00 10.45 1 st Session 9.20 9.45 Reading 10.45 11.00 Playtime 9.45 10.30 1st Session 11.00 12.30 2 nd Session 10.30 10.45 Playtime 12.30 1.00 Lunch 10.45 11.00 Relaxation 1.00 1.30 Lunch play 11.00 12.00 2 nd Session 1.30 3.00 3 rd Session 12.00 12.30 Lunch 12.30 1.00 Lunch play 1.00 3.00 3 rd Session Curriculum Subjects covered in the curriculum include literacy, numeracy, geography, history, science, art, RE, ICT, PE, PSHE, DT (cooking) and Music. The curriculum is carefully planned and organised so that it meets the needs of learners. Literacy and numeracy are taught as discrete topics and planning is based directly on APP. The key skills tracker is used in order to ensure that pupils are making progress across the curriculum. The curriculum for part time pupils is linked to mainstream schools for literacy and numeracy to ensure that there is progression and continuity. 15

OCTAGON AP ACADEMY Monday Friday SECONDARY 8.45 9.15 Breakfast Club 9.15 9.30 Registration with Learning Guides 9.30 10.15 Lesson 1 10.15 11.00 Lesson 2 11.00 11.15 Break 11.15 12.00 Lesson 3 12.00 12.45 Lesson 4 12.45 1.30 Lunch 1.30 2.15 Lesson 5 2.15 3.00 Lesson 6 3.00 3.15 Registration with Learning Guides Total hours per week: 30 + Subject KS3 KS4 Maths 5 x 45 mins 4 x 45 mins English 5 x 45 mins 4 x 45 mins Science 4 x 45 mins 4 x 45 mins PE 2 x 45 mins 4 x 45 mins (Yr10) ICT 3 x 45mins 4 x 45 mins PSD 1 x 45 mins Enterprise 2 x 45 mins Humanities Art & Design Enrichment 2 x 45 mins 2 x 45mins (Yr 10) Learning Guide Meetings (inc. Citizenship) 10x 15 mins 10x 15 mins Options KS4 Only Option 1: Art, Food Tech or BTEC Sports 4 x 45mins Option 2: Art, Food Tech or BTEC Sports 4 x 45mins 2 x 45 mins ( Yr11) 4 x 45mins (Yr11) End of KS4 offer is 6 GCSE or BTEC (Level 1 or 2), Functional Skills Level 1-2, AQA Unit Awards. KS4 pupils are also given the opportunity to take the ABC Awards for Chinese or Japanese. PRIMARY 8.45 9.15 Breakfast Club 9.15 9.30 Reading 9.30 9.45 Handwriting 9.45 10.30 Session 1 11.00 11.15 Break 11.15 11.30 Reflection & Fruit 11. 30 12. 30 Session 2 12.30 12.45 Golden Time 12.45 1.30 Lunch 1.30 1.45 Relaxation & Reflection 16

1.45 2.45 Session 4 ( Outdoor & Kinesthetic Learning) 2.45 3.00 Golden Time Our primary curriculum seeks to provide a personalised educational experience that identifies and responds to the circumstances and needs of each individual child. Activities are planned to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, to teach children the basic skills of literacy, numeracy but also a range of activities to enrich the experience of the children, such as: art, humanities, cooking, ICT, enterprise, swimming, PE, Outdoor Learning (Forest Schools) and Chinese. We recognise the need to develop the emotional literacy of our pupils and providing them with the tools to solve conflict and to promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for progression back to mainstream schooling and lifelong learning. 17