Stoneleigh Academy

Teaching & Learning Policy

A lesson, which promotes effective teaching and learning, will include
most of the following elements:
Progress
The teaching methods used enable all pupils to learn effectively
The lesson is linked to previous teaching or learning
The ideas and experiences of pupils are drawn upon
A variety of activities and questioning techniques is used
Instructions and explanations are clear and specific
The teacher involves all pupils, listens to them and responds appropriately
High standards of effort, accuracy and presentation are encouraged
Appropriate methods of differentiation are used
Learning is active, enjoyable, stimulating
Teaching (delivery and content) and Learning (understanding) are balanced
Research and exchange of information, debating ideas

nteractive teaching, supporting, scaffolding learning

Progress
Pupils achieve productive outcomes
Pupils remain fully engaged throughout the lesson and make progress in the
lesson
Pupils understand what work is expected of them during the lesson
The pupil outcomes of the lesson are consistent with the objectives set at the
beginning
The teacher and pupils work at a good pace
AFL
Questioning techniques are effective
Questions are worthwhile, developing and deepening understanding
Pupils encouraged to generate their own questions
Thinking time used effectively
Pupils actively listening and interested in responses of others
Teacher actively seeking out all. Not always just hands up
A variety of good open questions used
Motivation of Pupils
Pupils are well managed and high standards of behaviour are insisted upon

Pupils are praised regularly for their good effort and achievement
Prompt action is taken to address poor behaviour
All pupils are treated fairly, with an equal emphasis on work of boys and girls
and all ability groups
Pupils behave well and are eager to learn

Subject knowledge
The teacher shows good subject knowledge and understanding
The teacher has a thorough knowledge of the subject content covered in the
lesson
Subject material is appropriate for the lesson
Knowledge is made relevant and interesting for pupils
Previous areas of professional development taken notice of
Resources/Adult Support
The teacher makes effective use of time and resources
Time is well utilised and the learning is maintained for the full time available
A good pace is maintained throughout the lesson
Adult support is well targeted and makes an impact on learning
Appropriate learning resources are used, e.g. ICT
Planning
The teacher plans effectively and sets clear objectives that are understood
Objectives are communicated clearly at the start of the lesson
Materials are ready
There is a good structure to the lesson
The lesson is reviewed at the end
The learning needs of the more able and less able are incorporated into the
teachers planning
Notice is taken of the needs identified in individual/group plans
Success criteria are developed or shared with the pupils

Feedback and Marking/Pupils knowledge of how to improve

Pupils work is assessed thoroughly
Pupil understanding is assessed throughout the lesson by the use of the
teachers questions
Mistakes and misconceptions are recognised by the teacher and used
constructively to facilitate learning
Pupils written work is assessed regularly and accurately
Success criteria are used as a basis for marking work
Pupils are aware of the next steps in their learning

Monitoring and review

His policy to be reviewed by Governors (IEB) - November2011