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Bishop Challoner
Catholic Collegiate School
POLICY : TEACHING & LEARNING
Introduction
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Teaching & Learning (T&L) is supported through a large and complex body of policies and practices throughout the whole school. Indeed, T&L is at the heart of our school and is central to everything that we do and to all that we seek to achieve.

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This policy should be read in conjunction with other relevant policies, including
Assessment, SEN, G&T, Inclusion, and Behaviour & Discipline.
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This policy is supported by the school handbook Teaching & Learning: A
General Guide to Policy and Practice in Our School, which gives practical
suggestions and advice on a range of T&L issues.
Rationale
BCCCS is committed to providing consistently excellent learning experiences for every
student.
This policy takes full account of:
1. Expectations for T&L in the context of Remodelling the Workforce.
2. Performance Management.
Note:
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Teachers\u2019 job descriptions at BCCCS are now written with the focus on T&L.
See Appendix One for an example.
Aims
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To encourage the development of independent, confident and creative students
who are able to apply their knowledge.
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To raise achievement by building on good practice.
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To foster consistency across the school in our approach to T&L, while acknowledging the benefits of diversity of teaching methods and learning experiences.

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To encourage high expectations and the pursuit of excellence among both
students and staff.
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To provide students with the opportunities to raise their achievement.
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To provide an appropriately differentiated curriculum that enables more able
students to achieve their best.
Philosophy
We believe that students learn best when:
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There is a climate within the school and individual classroom that is
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Orderly
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Characterised by mutual respect between teachers and students
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Confidence enhancing
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Stimulating
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Challenging.
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A commitment to high aspirations is shared by teachers and all students.
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They are taught in ability sets in traditionally academic subjects, as determined
by CATS and other data.
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They are given clear learning objectives at the start of each lesson.
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They are given are variety of learning activities within a lesson.
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A lesson concludes with a plenary that draws together, re-visits and revises what
has been learned in the lesson.
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They are set homework regularly.
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Their work is marked regularly (including homework) and they are given
feedback on how to improve.
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They are given opportunities to evaluate their own achievement and progress.
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They are given opportunities to evaluation their peers\u2019 achievement and
progress.
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Any talk is work-related talk (that has been allowed by the teacher).
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They understand what is expected of them, both in terms of work and behaviour.
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They have a positive attitude to work.
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They find the work challenging but achievable, with pace and questioning
appropriate to the group.
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They are interacting during the lesson (mentally, verbally and, when appropriate,
physically).
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They receive praise and encouragement.
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Parents/guardians are involved and supportive.
We believe that teaching is most effective when:
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Subjects are taught by well-educated and well-trained specialists who have a
passion for the subject and a desire to communicate it to young people.
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Schemes of work are well planned to enable students of all abilities to make
learning gains.
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Lessons are carefully planned, drawing richly on the schemes of work and
tailored to the needs and strengths of the students in the group.
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Learning objectives are made clear to students.
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Assessment and feedback move students on in their learning.
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There are high expectations of all students.
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Independence and responsibility is encouraged.
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A good pace is maintained throughout each part of the lesson.
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There is a positive relationship between teacher and student.
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The classroom is well managed, so that good behaviour facilitates good learning.
Roles and Responsibilities
Leadership
To create the conditions for good learning throughout the school, they will:
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Lead by example in their quality of teaching.
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Promote learning to parents/guardians and students.
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Promote whole-school approaches that encourage enthusiasm for learning and
continuous improvements among students.
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Monitor attitudes to learning across the school.
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Monitor achievement across the school.
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Monitor and evaluate the development of the policy across the curriculum and year groups through lesson observations (this being linked to both Self Evaluation and Performance Management), work audits, and meetings with the Heads of Faculty whom they line manage.

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Intervene where attitudes and attainment are low.
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Provide opportunities for staff development to raise awareness and develop
teaching and learning strategies, and providing resources.
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Support and encourage appropriate curriculum enrichment activities.
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Implement arrangements for the regular monitoring and review of the policy and
strategies.
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Report to governors on the progress of T&L across the school.
The Assistant Director (Teaching & Learning)
To create the conditions for good learning throughout the school, he/she will:
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Lead by example in quality of teaching.
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Promote learning to parents/guardians and students.
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Promote whole-school approaches that encourage enthusiasm for learning and
continuous improvements among students.
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Foster thinking about and discussion pertaining to current issues in T&L.
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Run the CATS annually.
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Produce T&L Data Booklets that give information on CATS, SATS, G&T, SEN
and EAL, etc.
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Encourage curriculum enrichment activities so that students are able to enrich
their learning beyond lessons and the classroom.
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Liaise with Heads of Faulty and Subject Leaders as necessary.
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Monitor and evaluate T&L across the school through leading, monitoring and fostering the programme of lesson observations that goes on across the school every year (this programme being linked to both Self Evaluation and Performance Management).

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