WHOLE SCHOOL POLICY BSC POL 006. Revision 02 : February 2014 Author: Dr J Scarth
Teaching and Learning Policy
Teaching and Learning Policy This Policy has been approved by the Board of Directors and applies to all pupils and staff attending the British School in Colombo. This Policy is the most important of all school documents because it represents the core business of our school. Over 7700 hours of student lesson time are experienced in the British School every single day. Of course, school constitutes much more than learning alone; nevertheless, the success of our school and of our students is determined by the quality of learning which takes place here. Our role is to guide, form and enable student learning, so that achievement and attainment are as good as they can be. Key principles of this Policy are that: 1. It is vital that staff have a consistent and shared understanding and approach to promoting learning. However, it is recognised that staff have different styles, strengths, enthusiasms and approaches – this is valuable and to be celebrated and shared. 2. Teamwork underpins our professional roles. Our success depends on how closely we support and energise each other 3. We are on a learning journey, and have much to learn from colleagues and other professionals; we learn from our mistakes. 4. Teaching is sometimes difficult, and there are always barriers to overcome when promoting learning. However, we are right to be ambitious for what can be achieved, and optimistic that learning can always be enhanced for all our students 5. Each and every student has the right to access the very best learning that we are able to offer. 6. We are responsible for providing the guidance, support and expertise necessary for the best learning to take place. ‘Working’ is not always ‘learning’ – we should enable our students to be active learners 7. At the British School we are on a journey to develop teaching and learning rather than being at our final destination. As such this Policy should reflect this. This Teaching and Learning Policy is aspirational and although it is our goal to see all aspects of this Policy fully embedded in all lessons this is not yet the case. As colleagues develop their practice, some aspects of this policy may be more developed in their teaching than others.
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Section 1: Expectations of Students and Teachers at the British School This Policy is based on the following expectations which present a clear set of guidelines for all staff and students. Meeting these expectations will enable a productive and collaborative learning environment in school. Expectation of Students All of these expectations are important: there is no hierarchy. 1 Students are expected to attend school on time every day with the expectation of attending school every day of the term. 2 Students are expected to take responsibility for their own learning and behaviour and strive to become independent, lifelong learners. 3 Students need to learn to be resilient when things do not go as planned and they must learn to face up to challenges in their learning. 4 Students are expected to contribute to activities and learning in lessons. They need to have a positive approach to their learning. 5 Students are expected to be organised and come to lessons on time, with the correct equipment/kit for their lessons. 6 Students should behave in a way that allows themselves and others to learn. This includes listening when others are speaking and supporting others when they are developing ideas. 7 Students should meet deadlines and hand work in on time. When this is not possible, they should communicate this to their teacher and agree a new deadline which must be met. 8 Students should be polite and respectful of others. Expectations of Teachers All of these expectations are important: there is no hierarchy. 1 Teachers are expected to be on time to school every day and to be on time to all of their lessons. 2 Teachers should have a strong understanding of the principles behind good learning and teaching and be able to put these into practice. 3 The British School teachers are expected to have high expectations of their students and be dedicated to inspire and encourage those that they teach. 4 Teacher should listen to students’ ideas. They should involve students in their learning and discuss how to make progress. 5 Teachers should teach students something new each lesson. 3
6 Teachers should assess students’ work and provide feedback regularly. Feedback should be meaningful and constructive, allowing students to understand what they must do to move on to the next steps in their learning. 7 Teachers should be helpful, approachable, supportive and understanding of their students’ needs. All students should be treated with dignity and fairness. Teachers should be positive about their students and enthusiastic about their learning. They should be warm, friendly and welcoming; having a good sense of humour is always useful too. 8 Teachers are role models and should model the behaviour that is expected from students. For example, teachers should treat students with maturity and respect. 9 Teachers should be assertive and exercise good classroom control. They should be consistent in applying school policies. 10 Teachers should be knowledgeable and enthusiastic about their subject disciplines. 11 Teachers are expected to be organised and prepared for their lessons. To do so, teachers should be supported by adequate resources to do their job well. Section 2
Aims and Responsibilities
The purpose of teaching is to facilitate learning. The purpose of this policy is to achieve high levels of achievement by ensuring that effective learning takes place in every classroom. Responsibilities It is the responsibility of all teachers to provide the highest quality teaching for our students. It is the responsibility of the Heads of Subject/Year to monitor the quality of the teaching and learning within their department/year group and to offer support if it is needed. The Senior Leadership Team is responsible for monitoring the quality across the school and to identify where development is needed. Section 3
Ingredients for Outstanding Lessons
Our expectations for high quality teaching and learning at BSC are set out in Appendix 1. Learning Effective learning takes place when students know: How to make progress 4
What they are achieving How to learn, including thinking and questioning skills, using methods and resources The attitudes needed in the classroom, including respect, interest, responsibility, responding to challenge how to work collaboratively how to work without close supervision The skills they need to develop including enquiry, research, analysis, reflection All pupils will be given an academic target in each subject. This target is the likely grade or National Curriculum level the pupil should achieve. It is the intention of the School that pupils will exceed their IGCSE Target by one grade. To achieve their academic targets, all pupils will need to be provided with short term goals so that they are able to monitor their own progress. Reports to parents show the progress pupils are making towards achieving their targets. Teaching Good teaching needs:
Clear planning Assessment for learning Different teaching styles Pace and challenge Organised classroom management Differentiated activities
Good classroom relationships Relevant homework Monitored progress A stimulating environment Regular evaluation and review
Teaching and Learning Styles and Strategies The range of teaching and learning styles used at BSC is extensive. These include:
Explanation Instruction Questioning Observation Modelling Reporting back Investigation Consolidation and practice Problem solving Individual work Paired work Collaborative work Using ICT Extended writing 2
Peer assessment Songs / rhymes Directing and telling Discussion Demonstration Listening Making judgements Oral Feedback Role play Research Brainstorming Sharing Games and puzzles Simulations
Revision Self-assessment Feedback through marking Section 4:
Puzzles and games
Preparation, Planning and Delivering Lessons
Lessons will usually take the form of a three-part lesson. In all lessons, the teacher should be aware of the individual learning needs of pupils and be prepared to provide for their different needs. 4.1. The Three Part Lesson: Introduction and Starter Activity The lesson is introduced clearly, sharing the intended learning objectives and success criteria with students. These will usually be written on the board at the start of the lesson. Students should be encouraged to engage/interact with the objectives for the lesson. In most subjects a starter activity will take place in the first 5 – 10 minutes of the lesson. The starter should relate to at least one of the success criteria. Learning objectives should be specific and outline the learning expected to take place in that lesson. They should not be too broad and general. Learning objectives could begin with: To understand …. To be able to …… evaluate/identify/describe/justify/explain/apply To use confidently …. To develop …. To know how to …. To think about …. To be aware of …. To confidently use …. To explain/justify …. Success criteria describe to students what the teacher is looking for and how they will know they are being successful in their learning. Success criteria need to be specific and related to the learning objectives and the tasks set by the teacher. How to write success criteria:
Take the 1 or 2 learning objectives for the lesson 3
Decide how the students are going to demonstrate their learning of the objective to you (the tasks)
Write 2 or 3 success criteria for the lesson, at least one must be achievable by all students, that will allow them to meet the learning objective (different teachers will have different styles, e.g. must, should, could)
Decide how you are going to assess the success criteria during the lesson
Plan the plenary to review all of the success criteria
Examples of Success Criteria: You can / I can ………….
Give 2 advantages of using renewable energy resources
Draw an accurate pie chart by using the correct angles
Write a poem containing 2 verses
Use the 5 key words when writing the introduction
Demonstrate a forward and backward roll
Peer assess your partners work by giving a point for improvement
Label a graph with the correct axes
Describe 2 key features of a Monet painting
Give 2 ways in which you could improve your work
Work independently to produce
Use the verb ____?___ to describe my daily routine
Read quietly to create an image of a book character
Cut out your wood template using the saw safely
Use teacher’s comments to improve my work
Use a pencil and a ruler to draw science equipment
Use a level ladder to self assess your work
Search a database to find 5 pieces of information
Share your opinion in a group of 4
Celebrate your forms achievement by creating a display
Identify 2 points of improvement using your school report
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4.2. The Three Part Lesson: The Main Activity The task(s) to be undertaken are explained and resources identified. The tasks should be well structured and planned, relevant and differentiated. Tasks set will:
Be matched to students needs and abilities Build on knowledge and skills acquired previously Relate to key questions, enquiry, investigation and problem solving Develop a range of student skills Use different teaching strategies Enable students to evaluate their own work Encourage students to apply what they have learned in other situations Relate to one or more of the success criteria and bring rewards and/or praise on completion
The teacher will:
Give clear instructions Link work clearly to learning objectives and success criteria Have high expectations Demand high quality in terms of work and effort Not talk for too long Use target and technical language Display key words and/or write them on the board Facilitate learning Maintain a presence in the classroom Enable mini-plenaries to take place, where appropriate, so that students remain focused and evaluate their progress
The students will:
Listen and respond positively to the teacher and each other Be kept on task Be stretched and challenged Be motivated Want to achieve well and achieve the success criteria
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4.3. The Three Part Lesson: The Plenary The teacher will return to the success criteria and encourage all students to evaluate the progress they have made during the lesson. The strategy of question and answer, peer or self-assessment may be appropriate, or a related extension task may be used. Students’ achievement of success criteria should inform planning for the next lesson. Related homework may be set, and students may be told about work to be covered next lesson. Section 4:
Classroom Observation, Student Interviews, Work Sampling and Whole School Self Evaluation
Classroom observation and work sampling are used to monitor and evaluate the effectiveness and quality of teaching and learning at BSC. They also form an important part of the process of reviewing the performance of the school through whole school self evaluation. Classroom observation is used to support continued professional development, departmental review and performance management in the school. The process of classroom observation contributes to:
The continued success of the school Raising achievement and school improvement Improved classroom teaching Curriculum development Determining their own development needs Identifying the future development needs of the school
Every teacher will be observed teaching at least once a year as part of the school’s Appraisal Process. Observations are also carried out under a peer review process whereby each teacher is observed by either their head of department or an agreed colleague. All new staff are observed by the Principal. The outcome of the observations will be recorded and guidance offered to move the teacher closer to delivering outstanding teaching in all lessons.
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APPENDIX 1: EXPECTATIONS FOR HIGH QUALITY TEACHING AND LEARNING AT BSC Teaching and Assessment for Behaviour for Learning Learning Arrival Arrival activity which starts students thinking and working straight away Starter Starter activity which is short Seating plan which Activity and engaging and, if encourages students to appropriate, linked to the main work rather than learning in the lesson socialise Appropriate pace Differentiation Needs of ALL students taken Routines and into account expectations are Teachers are aware of IEPs taught and followed Students set their own targets each lesson Learning Learning Objectives shared Objectives with students in student Staff arrive on time in order to set up, meet friendly language and greet students Clear success criteria shared There is a calm and with students orderly entrance and Learning objectives are exit referred to regularly Name and praise is throughout the lesson used to promote and Success Work is modelled to show reward positive Criteria students the expectations behaviour National Curriculum levels are School reward system used regularly in student for behaviour is used friendly language Messages are sent Learning Key words used and explained home to inform Activities during the lesson parents of positive Varied, active and engaging behaviour for learning teaching and learning styles, Strategies to avoid the where students are involved use of detentions are and given opportunities to used learn independently friendly verbal Learning is chunked into A warning is followed by manageable steps for students effective teacher Students are encouraged to action, recorded on share their thinking and ways 3sys. of working with others Homework is given at an appropriate time in the lesson (not in a rush at the end) and could build on what students have learnt in the lesson Student conversations are about learning and progress
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Student Progress
Plenary
Assessment opportunities built into the lesson Students are given opportunities to apply what they have learnt in their own work "How to improve" comments are used each time a book is marked, and are part of student teacher conversation House Points are used to reward good work, positive attitude etc. Mini plenaries take place throughout the lesson, not just at the end Plenary is related to the learning objectives, involves ALL students and encourages them to reflect on or apply what they have learnt Plenary is used effectively to gauge individual student progress Plenary influences next lesson Plenary allows reflection time
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