Teaching and Learning In Action In Sperrin Integrated College

Sperrin Integrated College

Teaching and Learning

Chapter 1 Sperrin Integrated College Learning and Teaching Policy

Aims

To empower our learners to achieve their potential and to make informed and responsible decisions

throughout their lives

To recognise and develop the identity of each learner as an individual and as a member of our

school learning community.

To provide a standard of excellence in both learning and teaching in our school

Objectives

Provide stimulating, secure learning environments in which pupils feel valued and confident To encourage and enable pupils to become life long learners by teaching them how to learn To recognise the individual as a learner with different learning styles and intelligences To put in place and develop a curriculum that empowers our pupils to achieve their potential and to

make informed and responsible decisions throughout their lives

To develop each pupil as an individual as a contributor to society as a contributor to the economy and environment

To develop pupils who are confident, motivated and maximising potential To develop a culture of self evaluation, reflection and target setting To celebrate success To encourage and involve parents in the learning process To create a centre of excellence in teaching and learning wher good practice is shared

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Sperrin Integrated College Learning Sperrin Integrated College develops Learners who:

Teaching and

Have a positive attitude to learning. They are expected to : o Be motivated o Uphold the schools identity, image and reputation o Take personal and social responsibility o Accept responsibility for their part in the learning process o experience opportunities to work with others and are happy to learn to work with others o Be tolerant o Respect the rights of others to learn Pupils experience a rich learning environment. They are encouraged to o Are actively engaged in developing skills for learning o Work with teachers and classmates to develop critical and creative thinking skills o to acquire new knowledge, understanding and skills o be receptive to new ideas o Ask questions o To participate o Contribute to class discussions/debates o Be prepared to work independently and avoid over reliance on teacher Skills and capabilities are developed in all areas of school life. Learners o Acquire and develop key skills o Can transfer skills between subjects and make links between curriculum areas o Are committed and creative learners o Seek information independently using a range of resources including ICT Learners are organised. They o Take responsibility for attendance and are good attendees o Are punctual o Are organised and well-prepared for class o Are resourceful o Have an active role in decision making about the learning process

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Sperrin Integrated College Learning Assessment. They

Teaching and

o Are developing the skills of self-evaluation and engage in peer and self-assessment o Set personal goals and targets o Engage in self-assessment and reflection and review their own performance Sperrin Integrated College Teachers

Have a Positive Attitude to Teaching. They

Provide stimulating, secure learning environments in which pupils feel valued and

confident

Motivate, encourage and engage pupils Promote / facilitate independent learning Reward and celebrate success Promote mutual respect Hold realistically high expectations of pupil and encourage pupils to achieve full potential Are reflective practitioners and share good practice Have pastoral concern for their pupils Have a positive approach to their work Apply school rules consistently and create an orderly environment

Are informed practitioners. They

Are secure in their knowledge of the curriculum and of the learning process Are informed and seek to keep up to date with education developments

Teaching strategies

Use Accelerated Learning Methods Adopt a consistent approach Share learning outcomes with pupil Consolidate learning at the end of the lesson

Strategies to Promote Learning:

Establish ground rules for behaviour, health and safety Are effective classroom managers Are prepared for lessons Use a variety of resources

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Sperrin Integrated College Learning Planning and Preparation

Teaching and

Provide lessons which are well planned to match the differing needs of pupils Provide lessons which cater for different learning styles

Assessment Assessment Pupil

Regularly assess pupil learning Share assessment criteria with pupils Provide constructive feedback formative assessment Provide regular and relevant feedback to inform target setting Provide opportunity for pupils to review their progress Provide regular written / oral feedbacks with target for improvement

Teachers..

have realistically high expectations for all pupils clearly communicate in explaining task, expected learning outcomes and assessment criteria hold positive attitudes to pupils treating each as an individual demonstrate enthusiasm for their subject encourage pupils to think for themselves allow pupils to steer the learning

Teaching strategies

Active learning is used when appropriate Investigative learning approaches are used Positive behaviour strategies are used Pupils learning skills are developed to increase independence Strategies to promote inclusion are used Teachers use strategies to cater for a range of learning styles and multiple intelligences We link learning with emotion Learning is active /hands on / practical Links are made to other curriculum areas ICT is used as a powerful learning and teaching tool A wide range of ICT strategies e.g. e learning are used Page 5

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Sperrin Integrated College Learning Lessons

Teaching and

Lessons are relevant and enjoyable Lessons are media rich Affirmation boards are used Pupils work, which is recent, is displayed Whole class, group work and individual work are used where and when appropriate There is effective use of questioning techniques Differentiation is used to meet the needs of pupils A variety of learning experiences collaborative; investigative are designed for pupils Self-reflection and self and peer assessment are encouraged Formative and summative assessment methods are used to improve learning Target setting is used to improve achievement We encourage pupil responsibility for learning. We highlight links to other curriculum areas We use varied resources

Planning

Teachers are aware of the learning cycle and use it in lesson planning Long, medium and short term planning is in place to ensure that work is relevant,

enjoyable, challenging and rewarding Assessment

Pupils are encouraged to reflect on current performance and what they need to do to that they are actively involved in the learning process

improve so

Teachers use varied forms of assessment both oral and written Mistakes and failure are acknowledged as part of the learning process Constructive feedback is provided Assessment criteria are shared Teachers and pupils set realistic targets Assessment used to aid and inform learning Pupils engage in self and peer assessment Learning outcomes and assessment criteria shared

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Sperrin Integrated College Learning Staff Development

Teaching and

Teachers are encouraged to keep up to date with current educational developments /

initiatives

Teachers are encouraged to keep up to date with research on how children learn Teachers keep up to date with good practice Teachers contribute to school development planning There is a culture of shared good practice Classroom observation takes place for teacher learning developmental not judgemental Teachers are provided with opportunities to update their learning There are regular planned INSET opportunities within the school Teachers are given opportunities to attend relevant external INSET courses Teachers are willing to experiment The new approaches of young teachers is valued School leaders provide opportunities for the development of: the learning process target setting teaching strategies School leaders provide opportunities for the observation of teaching for staff development

and improvement both within and between departments Learning Environments

The physical environment is: - stimulating - comfortable- flexible Contributions by pupils are valued and respected by teachers and by other pupils Controlled environment - temperature, lighting etc Adequate resources are available There are displays of pupil work throughout the school Teacher pupil relationships are positive, supportive and professional Praise and rewards used to illustrate success Atmosphere in which pupils feel confident to learn Inclusiveness is promoted Learning is relevant and enjoyable Respect for property Respect for self Music is used to promote learning Purposeful working atmosphere Page 7

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Sperrin Integrated College Learning

Teaching and

Students are encouraged to work in groups and to value co-operation ICT used as an important tool towards independent learning Classroom management produces an effective environment for learning

Monitoring and Review

The Senior Leadership Team and Middle Managers monitor and review implementation

of the curriculum and the quality of learning and teaching

The Governors have a role in monitoring and evaluating The focus of monitoring and evaluation is on the quality of o learning o the pupils work o their achievements o teaching

Pupil pursuit is used by the SLT to monitor and evaluate teaching and learning Book calls (scoops) are used to evaluate: o the range of teaching and learning styles o suitability of work o nature and regularity of work set o regularity of marking o evidence of formative and positive marking and pupil progress

Members of the SLT attend departmental meetings There is observation of teaching and learning strategies between and within departments Schemes of work / units of work are monitored and evaluated by the HOD/SLT Assessment records pupil/teacher are monitored and evaluated by HOD / SLT Pupil self assessment is a regular feature of the assessment process Pupils receive regular feedback Teachers talk to them about their work There is open analysis of examination results Examination results are discussed with Heads of Departments There are opportunities for teachers to share good practice Teachers receive constructive feedback on their practice from management Teachers are encouraged to reflect individually and in groups on learning and teaching Teachers are encouraged to set personal and developmental targets

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Sperrin Integrated College Learning Sperrin Integrated Parents:

Teaching and

Are kept up to date with curriculum developments Are kept informed about their childs progress to enable them to support the learning

process

Are consulted on key issues Ensure pupils attend well Are encouraged to take an active in their childs learning Attend parents evenings Help ensure that child is organised and prepared for class Are encouraged to promote the aims and ethos of the school / learning Inform the school of problems which affect their childrens learning Provide a suitable learning environment at home for study Celebrate success Communicate willingly with the school Support our Positive Discipline Code and our Levels Approach Support child at home Are respected as individuals Are encouraged to become involved in our Parent Council

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