Teaching and Learning Policy

Self-evaluation and the latest OFSTED report show that the key areas for school improvement in teaching and learning are
Personalised Learning Within The Classroom
1.  Students will learn how to learn, how to reflect and how to apply their learning.
Learning and teaching are interactive. It is important that we teach students how to “learn to learn” in order to become independent learners and develop skills for life long learning.
If students are to take responsibility for their own learning and progress, they need to know what they are expected to learn, how they can achieve it and how they can demonstrate what they have learnt.
Teachers may provide differentiated learning outcomes allowing students to engage with the process of learning.
i. If learning outcomes are provided they should be made explicit to all students. This should happen at the start of the lesson and can be done in a variety of ways:
ii. Whether or not learning outcomes are provided a variety of AfL techniques as the end of the lesson must be used to determine students’ understanding and to inform the subsequent pace of the lesson:
iii The learning outcomes – how the students demonstrate that they have acquired the knowledge, skills and understanding that is the focus of the lesson - are best if:
iv) If learning outcomes are shown they must be differentiated, progressive and levelled / graded where appropriate, (e.g. if a subject such as PSHCE has no levelled criteria).  The progression does not necessarily have to be from one grade to the next but can be progressive through a grade e.g. Low Level B, High Level.
In order to address these learning outcomes, students are provided with a variety of differentiated tasks applicable to each learning outcome, through a learning menu or other suitable method.  Students may be directed at certain points during the lesson as to which tasks they are to attempt, or, they may be given a choice of tasks to start from.
This personalised approach caters for students of all abilities to be engaged in each part of the lesson and helps address their different learning needs.

Ensure that students know their learning style (VAKT)
Students may have a preferred learning style, be it visual, auditory, kinaesthetic or tactile. If they are to have ownership of their learning, they need not only to know what their preferred style is, but also have opportunities to access a variety of other styles. (Research suggests that deep learning is more likely if students access understanding via a channel that is not their preferred style.)
All teachers should:
Use Assessment for Learning strategies to encourage students to learn how to learn.
The aim of formative assessment is to give students clear guidance about how to improve their work. Students must be told of the assessment criteria for both class work and homework tasks. This can be addressed through the levelled differentiate learning outcomes delivered at the start of the lesson.
i. Assessment for Learning is a key aspect to all lessons.  If differentiated learning outcomes are made explicit at the start of the lesson, they can be referred back to at points during the lesson and the students’ understanding of them assessed via mini plenaries at designated strategic times planned by the teacher.  If differentiated learning outcomes are not explicit a variety of techniques must be used throughout the lesson to determine understanding, appropriate intervention and the future pace of the lesson for individual students.
ii. All key assessments must receive formative comments. This will usually be in writing. When formative feedback is given verbally by the teacher, it may be appropriate for it to be recorded by students in exercise books or files.
iii. Opportunities must be given for students to act upon the guidance. This could be done through class work or homework, for example;
iv. A formative comment should be made using the Oakwood Stamp worded “What went well…” and  “Even better if….”and should:
Within the written feedback students should be given the opportunity to undertake an assessment dialogue with the teacher by referring back to the teachers comments and addressing them to reflect on and improve their work. This will take place via the “INT” prompt on the Oakwood Stamp.
v. Peer and/or self assessment should take place at least once a half term in every subject area. The aim of self assessment is to enable students to be actively involved in the assessment process and give them ownership of their learning.
vi. Assessment should support the literacy strategy by following the “Quality of Written Communication” mark scheme as displayed in all classrooms and the Literacy Policy.
vii. Through parents’ meetings and reporting, teachers will provide parents and carers with timely accurate and constructive feedback on students, attainment, progress and areas for development.
Set SMART targets and help students to understand how to achieve them
It must be made explicit to students what they need to do to be successful in their learning.   This could include:
2.  Teachers will meet the needs of all learners, and challenge under-achievement.
All students are capable of achievement and under-achievement. Identifying and challenging under-achievement is the responsibility of all teachers. High expectations are not enough on their own, teachers must ensure they are met.
Teachers must know the learning needs of all students
Teachers must build on prior knowledge and of those they teach to assess their learning needs. Different groups of students have specific needs which must be supported in a number of ways.
i)  Information on students with SEN, EAL, G and T, IEPs, targets, medical and behavioural issues is available in shared documents and must be entered in planners or electronic mark books. Each teacher will have a summary of this information (namely target level and SEN status) added to their seating plan or class photographs.
ii) Relevant assessment data, including end of key stage targets, is available on SIMs and should be used for regular monitoring of students’ progress.
iii)  Teachers must identify students who are under-achieving and put plans in place in order to improve achievement. These plans must be shared with the students and reported to the Head of Faculty, who will coordinate and measure the impact of these interventions in line with the school line management procedures and schedules.
iii) TAs are assigned to support the diverse needs of students. Teachers must plan for and direct TAs in the most effective way to ensure that learning can be structured to support identified students.  TAs are to be informed of the content of the lesson of which they will be part of at least 24 hours before hand, via either the TA lesson plan or a copy of the presentation that the teacher is intending to use in the lesson.
All staff must be responsible for ensuring that students attend all lessons and are punctual to them
All teachers must ensure that all students receive the full entitlement of their lessons. Teachers must follow up student absence and lateness and take appropriate action to maximise student achievement, including the use of short detentions to make up for time lost due to lateness to lessons, in line with the school behaviour policy.
Rigorous planning
Teachers must engage with the learning needs of all students by applying varied and appropriate learning opportunities in their planning.
i) Teachers should plan engaging, interactive and motivating lessons informed by high expectations of learners and designed to raise levels of attainment, using new technologies to enhance students;’ learning and participation where appropriate (e.g. computers, tablets, SMART phones, software…)
ii)  Teachers should plan for progression (including the use of new technologies), designing effective learning sequences within lessons, if appropriate using the differentiated learning outcomes as a framework.  Teachers must plan for progression across a series of lessons informed by secure subject knowledge
iii)  Planning must meet the needs of all learners, this may include: differentiated and adapted resources to support and extend students, personalised learning opportunities, support of Teaching Assistants. Differentiation can be achieved in a variety of ways including:
iv) Homework and learning beyond lessons should be set in accordance with the homework timetable. It must be planned and assessed to sustain learners’ progress and consolidate their learning:
Develop the transferable skills (literacy, numeracy, ICT skills) of the students
Teachers should (in line with the school literacy, numeracy and ICT policies);
Ensure that lessons have good pace and challenge
Lessons should be well organised, with an appropriate range of teaching strategies including VAKT and resources, including the use of new technologies targeted to challenge learners and ensure sustained progress and engagement.
Teachers should provide:
3.  Together we will create a positive climate for learning
The ways in which all adults in the Oakwood community manage the students throughout the school will have a significant effect on their learning and behaviour. Students will learn and progress in a stimulating and structured environment, where standards are consistently applied and maintained.
Praise, encourage and frequently reward students for positive contributions, effort or achievement and establish trust and mutual respect in the classroom
Student achievement must be recognised and celebrated. Students must know how to interact with others in a positive and constructive climate
Establish clear classroom rules and routines and implement the school’s Behaviour for Learning Policy fairly and consistently
Teachers must use a range of behaviour management strategies to promote the self-control and independence of the learners.
Teachers must manage learners’ behaviour constructively by consistently following the Oakwood Behaviour for Learning policy.  This policy (namely, examples of warnings and code of conduct) must be displayed in all classrooms and referred to when necessary.
Create a positive, stimulating and safe physical learning environment
Students will learn and progress in a structured and stimulating environment. 
Inspire, motivate, enjoy and take risks in learning and teaching
A “no blame culture” will exist to encourage teachers to experiment  and reflect on their pedagogy.
Share this page: Share on Twitter Email this page