Brighton Hill Community School

33. Learning and Teaching

Information & Policies

Published on - 06-12-2016

Philosophy - Teachers and students will have high expectations, be prepared to take educational risks and explore the ‘best’ way to learn and enjoy learning to bring about at least expected progress. Teachers and students should be aspirational, committed, motivated and take responsibility for their ‘part’ in learning and progress, as well as being reflective.

Key factors in effective learning;

  1. Students and teachers work collaboratively.
  2. Students enjoy learning and feel that they are involved in the lesson and learning
  3. Students explore different methods of learning and have regular opportunities to work independently as well as with others.
  4. Students are aspirational in their learning, understand what they are aiming to achieve and are stretched and challenged to aim high.
  5. Students are prepared to take ‘risks ‘. They are confident and at ease with making mistakes as a constructive step in their learning and are rewarded.

Core Principles

Teachers will:
1) Meet all Teacher Standards
2) Have high expectations of all students and ensure that their teaching promotes, encourages and delivers learning which ensures at least expected progress for all students.
3) Set, share and discuss clear and skill based lesson objectives which are well communicated and are implemented to steer learning. What/how /why.
4) Use questioning skillfully in order to challenge and extend thinking and analytical skills and reshape progress when needed
5) Promote and take responsibility for developing skills across the curriculum ( including SMSC) especially literacy, numeracy and oracy.
6) Ensure planning is focused on student progress. This should seek to include an engaging starter, clear lesson objectives, regular mini plenaries as well as a formal plenary to assess progress and develop AfL.
7) Assess students progress regularly through periodic accurate assessment points in the lesson (mini plenaries) regularly update and reflect on student data to inform planning and reports to parents.
8) Ensure that students know how well they are learning and are provided with clear, detailed steps for improvement. Students are supported to improve their work through feedback and dialogue, including regular and specific marking and opportunities to re-do and practice.
9) Use data/student information to understand and develop the progress of all students (in particular for vulnerable students) and to plan effectively to ensure at least expected progress.
10) Develop students’ confidence and resilience and foster a culture where it is ‘ok’ to make mistakes as part of learning.
11) Be creative and use a range of teaching styles and ‘activities’ that sustain students' concentration, motivation and application, including Think Pair Share (TPS) and Add Build and Contest (ABC)
12) Develop subject knowledge, including embracing new technology to inspire, engage and build upon students understanding.
13) Ensure that pace is used effectively to engage and enthuse students.
14) Plan and deliver effective differentiation in lessons to challenge all students.
15) Ensure that students learn in a variety of ways: independently of the teacher/TA’s independently of each other, in pairs, in groups
16) Lead the work of TA’s in order to ensure that they provide maximum support for students in lessons.
17) Ensure that students understand and take responsibility for school expectations and are respectful of each other and of learning.
This policy applies to all teaching staff and classroom based support staff.

 

Last Review: July 2015

Next Review: July 2018

Ratified: July 2016