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Holly Lodge Girls‚Äô College
The purpose of this policy is to ensure that there is a clear set of standards against which all lessons delivered at Holly Lodge can be measured. It supports the school aim for students to increase their desire for learning, achieve their potential and achieve academic success by identifying elements of high quality teaching and learning to take place in every classroom.
Learner‚Äôs progress is the fundamental underlying principle of this policy.
Learning is the process by which an individual makes sense of new experience. Learning takes place when the individual constructs their own knowledge and understanding of a subject, skill or values Learning often takes place through personal interaction, therefore we believe that it is important to promote activities that allow the learner to work with others to solve problems, to explore concepts and to develop language as a means of learning and a tool for thinking.
¬∑ To promote effective learning and teaching across the curriculum
¬∑ To maximise learner‚Äôs progress
¬∑ To develop independent learner‚Äôs with a desire to succeed
The Learning Experience
Effective learning should be a consequence of effective teaching.
Effective Learning:¬†Where learning is effective, students ‚Ä¶
1. Are motivated to
¬∑ Take an active interest in their studies through encouragement and support from their ¬†teachers.
¬∑ Improve their performance and be willing to learn from areas for development as well as strengths.
¬∑ Enjoy lessons and readily respond to the challenge of the tasks set.
¬∑ Demonstrate, in assessments and tests, that they are performing at least as well as can be expected, according to standards for their age and ability.
2. Take responsibility for
¬∑ Their learning.
¬∑ Evaluating their own achievement of learning objectives/outcomes.
¬∑ Developing the confidence to raise questions, to try to find answers.
¬∑ Helping each other and working collaboratively as well as independently.
¬∑ Developing over time the ability to work autonomously and to take responsibility for their own learning, increasingly taking initiative.
3. Have developed or are developing the following skills
¬∑ Persevere with tasks they find difficult without losing heart.
¬∑ Respond positively to opportunities given to extend their learning.
¬∑ Retain knowledge, apply it in unfamiliar contexts and make connections with other work.
4. Understand the implications of social learning by
¬∑ Arriving on time to lessons, appropriately equipped.
¬∑ Being able to adapt easily to different ways of working.
¬∑ Evaluating their own work and making realistic judgements about it.
¬∑ Perceivably gaining in skills, knowledge and understanding, given their age and ability.
¬∑ Communicating information and ideas, offering comments and explanations.
¬∑ Feeling that they are valued by their teachers and that their achievements are being recognised.
All teachers will aim to
1. Make their lessons purposeful
¬∑ Through carefully planned, well structured (3 part) and paced lessons.
¬∑ By making aims and objectives explicit to students at the beginning of each lesson, task or topic and involving students actively in their evaluation of learning achievement (not just a passive process).
¬∑ Through explicitly checking understanding and reviewing work covered in each task or topic.
¬∑ By starting lessons on time and avoiding¬†dead minutes at the end.
2. Make lessons interesting and stimulating
¬∑ 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 (¬†Visual,¬†Auditory,¬†Kinaesthetic) , learning activities and the
¬∑ learning environment to maintain students‚Äô interest and take account of learning styles.
¬∑ By structuring lessons in three parts (Starter,¬†Main,¬†Plenary).
¬∑ By using praise and positive reinforcement to foster self esteem, motivation and confidence.
¬∑ By regularly displaying examples of students‚Äô work and other relevant stimuli.
¬∑ By encouraging students 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.
3. Create an orderly environment and manage classes efficiently
¬∑ By matching teaching style to lesson objectives and group dynamic.
¬∑ By organising physical resources in ways which will promote orderly classroom management.
¬∑ By being consistent about classroom procedures and the Code of Conduct which has been agreed by the whole staff.
¬∑ By setting and marking homework regularly consistently and usefully (see homework and marking policies).
¬∑ By keeping up to date and accurate records in mark book and submitting assessment data for reporting inline with the published deadlines.
¬∑ By being flexible enough to adapt their lesson plan to take account of students‚Äô contributions.
¬∑ By setting and achieving high standards of behaviour and motivation.
¬∑ By regularly reviewing student grouping and seating to promote effective learning.
4. Match learning activities/opportunities to all abilities and preferences (PERSONALISATION)
¬∑ By using evidence of prior attainment to gauge students individual capabilities.
¬∑ By using information on individual‚Äôs preferred learning styles.
¬∑ By testing understanding and acquisition of knowledge through a variety of means
¬∑ By using appropriate differentiated materials and tasks which ensure students‚Äô active participation in lessons, for the most able students as well as for those with SEN.
¬∑ By working proactively with Learning Support Assistants.
¬∑ By setting high expectations for all students, rewarding achievements with praise (see also Rewards Policy and Special Education Needs Policy)
5. Develop positive and productive working relationships with students
¬∑ Through confident and assured command of subject matter, which is regularly updated.
¬∑ Through appropriate professional development, observations, discussions, and INSET.
¬∑ By being clear with instructions, questions and explanations.
¬∑ By fostering mutual respect, both student to student, teacher to student and teacher to parent.
¬∑ Through actively promoting equal opportunities through the teaching and learning process. (see also Equal Opportunities Policy)
¬∑ By encouraging parents to support student learning.
6. Use both formative and summative assessment to evaluate students‚Äô 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 whole school and faculty policies (see Marking Policy)
¬∑ By giving regular feedback either through marking of work or verbally to students about their work and setting them achievable¬†‚ÄúSMART‚ÄĚ targets.
¬∑ By encouraging self-assessment and peer assessment in the drive to strive for improvement.
¬∑ By encouraging and trusting students to take responsibility for their own learning.
¬∑ By checking progress against potential by critically using benchmark data.
¬∑ By statistically analysing individuals and whole class performance in relation to the provided benchmark data.
7. Create further opportunities for learning
¬∑ All teachers have a responsibility to promote the school‚Äôs code of conduct and values with consistency(see relevant policies)..
¬∑ Encourage and support students to develop an interest in the subject outside of the classroom.
The lessons which would best ensure learner progress would be characterised by
¬∑ productive relationships based on mutual respect
¬∑ pupils having a clear understanding of the expected learning and being aware of what success in their learning will look like
¬∑ grade and level criteria being used to illustrate the expected progress and to help pupils assess their learning
¬∑ brisk pace and a range of stimulating tasks that engaged pupils
¬∑ having work well matched to pupils‚Äô needs so that most were suitably challenged
¬∑ planned opportunities for pupil-to-pupil dialogue
¬∑ purposeful use of ICT resources, including the Interactive White Boards to add value to the learning
¬∑ skilful and open questioning that probed pupils understanding
Monitoring and Evaluation
The quality of teaching and learning must be effectively monitored and evaluated across all subject areas using the school quality assurance system and informative feedback given.
All teachers‚Äô files should contain documented evidence of baseline data, schemes of work, lesson plans, assessments.
Line managers and Curriculum Team Leaders must keep documented evidence of monitoring processes. Monitoring procedures include:
¬∑ lesson observations by Curriculum Leaders as part of the termly quality assurance programme
¬∑ review of lesson plans by Curriculum Team Leaders
¬∑¬†classwork and homework scrutiny by Curriculum Leaders as part of the termly quality assurance programme
¬∑ ¬†an observation of classroom display by Curriculum Leaders
¬∑ review of Curriculum Leaders‚Äô records of quality assurance procedures by departmental line managers through termly quality assurance meetings
¬∑ regular monitoring of student views as part of the termly quality assurance process
This process will be supported by the Supportive Subject Review Programme and will help inform the Subject Review meetings between Curriculum Leaders and their Line Managers.
- Assessment Recording and Reporting
- Behaviour Management
- Equal Opportunities
- Social Inclusion