Teaching and Learning

Weyfield Primary Academy

Teaching and Learning Policy

 

“Learning is driven by what goes on in the classroom”

Dylan Williams (Inside the Black Box)

 

Aims and Purpose

Teaching and Learning are the core purpose of what we do. High quality learning, teaching and subsequently achievement are what we want for every child within the school. Across our school, the expectation is that all pupils are provided with high quality learning experiences which lead to consistently high levels of pupil progress and achievement.

 

We expect every teacher to be an expert teacher – no child deserves less.

 

Principles

The principles of teaching and learning which guide the work in school are:

  • To include all pupils in a culture of high expectation of work and behaviour
  • To enable all pupils to achieve their best
  • To establish literacy and numeracy across the curriculum
  • To infuse learning skills across the curriculum
  • To encourage independent learning
  • To expand teachers’ repertoire of teaching strategies, including AfL.

 

Key Elements of Teaching and Learning.

All lessons across our school should include the following key elements to ensure high quality teaching and learning. Teachers are provided with suitable training and development so that they become expert practitioners.

Planning

All lessons and sequences of lessons are planned to systematically develop children’s learning skills. It will take account of baseline data and pupil progress, focussing on moving children forward in their achievement of the next level.

Planning also takes account of opportunities to develop pupils’ learning at home.

Whole School Timetable

As far as possible, the school operates a whole school timetable. This means all pupils are engaged in Literacy and Maths during the morning sessions and topic based activities in the afternoon.

All lessons will have clear Learning Objectives

  • Learning Objectives are shared orally and displayed.
  • All Learning Objectives are recorded in pupils’ books in child friendly language.
  • Learning Objectives are separated from the context of the lesson.
  • Learning objectives are shared at the start of the lesson and during the plenary.
  • Pupils must know what they are learning and what is expected of them.

All lessons will have Success Criteria

  • All pupils are clear about how they will achieve the learning objective.
  • Success Criteria are displayed for the children to follow during the lesson. Ideally, they will be drawn up with the children.
  • Where appropriate, children are taught Process Criteria.
  • Planning includes Success Criteria and Learning Objectives.
  • Children are reminded of the Success Criteria during the lesson and are given the opportunity to take action to improve their work.
     

All lessons are clearly differentiated

  • All learners are provided with the opportunity to be challenged at their own level.
  • Planning shows clear differentiation for all pupils, including SEN, HAPS (Higher Attaining Pupils) and EAL (English as an Additional Language).
  • Planning takes account of different learning styles.
     

All pupils are actively engaged and learning

  • Pupils are actively engaged in all parts of the lesson. Teachers avoid children sitting for long periods of time or over using teacher talk.
  • Think, pair, share is a regular part of lessons.
  • The majority of work during the lesson is recorded in pupils’ books, rather than whiteboards.
  • Everyone participates and learns from each other.
  • Children are able to articulate their thinking and reasoning clearly.

All lessons include careful questioning

We develop understanding by:

  • Asking open questions
  • Providing wait times
  • Providing thinking time
  • Encouraging children to discuss their thinking in groups or pairs.
     

All pupils receive regular, clear feedback

  • AfL (Assessment for Learning) is embedded in every lesson and is used to shape the learning taking place within the lesson.
  • All pupils are clear about what they need to do to improve.
  • Marking feedback focuses on what children can do and what they need to do next (see Feedback Policy)
  • All children are given the opportunity to respond to marking.
  • All adults expect pupils to respond to marking and actively improve their work.
     

All adults and children ensure good learning behaviour through:

  • Positive reward
  • Positive praise
  • Use of Good to be Green (see Behaviour Policy)
     

All adults are actively engaged in developing learning

  • Additional adults are clearly directed to support learning.
  • Teaching assistants are clearly engaged with pupils at all times, including during carpet sessions.
  • All adults are clear about who they are supporting and why.
  • Planning is shared in advance with all staff working in the classroom.
  • Additional adults sit with the pupils they are supporting, quietly supporting their learning process.
  • All adults feedback on pupil progress to the teacher.
  • All adults adhere to the marking and feedback policy.
     

Mini Plenaries are used regularly throughout the lesson.

  • Plenaries and mini plenaries are used to help children review and reflect on what has been learned.
  • Plenaries are not confined to the end of the lesson.
  • Appendix 3 has ideas for plenaries.
     

Working Walls

  • Every class has a working wall for English and Maths. They should reflect work being currently studied and include children’s questions, key vocabulary and visual aids to learning.
     

The learning environment

At Weyfield, we provide a stimulating, interesting, welcoming, safe environment. All rooms are organised and resources to provide learning opportunities. Children are taught how to access appropriate equipment, which is readily available to them in their lesson.

Parents

We expect our parents to support learning through:

  • Providing time for children to complete homework
  • Hearing them read regularly
  • Rehearsing times tables with them
  • Practising spellings
  • Managing the absence of pupils so as to effectively protect their learning.

Links to other policies

  • Behaviour
  • Reading
  • Handwriting
  • Presentation
  • Mathematics
  • SEN
  • Marking and Feedback

 

Acknowledgements:

Rotherithe Primary

King Edward VI