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Bishop Challoner
Catholic Collegiate School
POLICY : TEACHING & LEARNING
Statement

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.

Rationale
BCCCS is committed to providing consistently excellent learning experiences for
every student.
This policy takes full account of:
1. Expectations for Teaching & Learning in the context of Remodelling the
Workforce.
2. Performance Management.
Aims
\u2022
To encourage the development of independent, confident and creative students
who are able to apply their knowledge.
\u2022
To raise achievement by building on good practice.
\u2022

To foster consistency across the school in our approach to T&L, while acknowledging the benefits of diversity of teaching methods and learning experiences.

\u2022
To encourage high expectation and the pursuit of excellence among both
students and staff.
\u2022
To provide students with the opportunities to raise their achievement.
\u2022
To provide an appropriately differentiated curriculum that enables more able
students to achieve their best.
Roles and Responsibilities
Leadership
\u2022
Lead by example in their quality of teaching.
\u2022
Monitor and evaluate the development of the policy across the curriculum and
year groups.
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\u2022
Provide opportunities for staff development to raise awareness and develop
teaching and learning strategies, and providing resources.
\u2022
Report to governors on the progress of T&L across the school.
The Assistant Director (Teaching & Learning)
\u2022
Leads by example in quality of teaching.
\u2022
Fosters thinking about and discussion pertaining to current issues in T&L.
\u2022
Runs the CATS annually.
\u2022
Produces T&L Data Booklets that give information on CATS, SATS, G&T,
SEN and EAL, etc.
\u2022
Encourages curriculum enrichment activities so that students are able to enrich
their learning beyond lessons and the classroom.
\u2022
Liaises with Heads of Faulty and Subject Leaders as necessary.
\u2022
Monitors and evaluates T&L across the school through lesson observations
and collecting/evaluation lesson observations carried out by other colleagues.
\u2022
Liaises with other managers of the school as appropriate.
Head of Faculty/Subject Leaders
\u2022
Lead by example in their quality of teaching.
\u2022
Develop faculty/departmental policies and practice within the framework of
the whole-school T&L policy.
\u2022
Ensure that schemes of work and lesson plans show differentiation for varying
levels of ability and promote a variety of teaching and learning strategies.
\u2022
Develop and increase resources.
\u2022
Encourage and foster the use of ICT to promote learning.
\u2022
Monitor T&L within their areas of responsibility and feed information back to
the Assistant Director (T&L).
All teachers
\u2022
Must strive for excellence in their teaching.
\u2022
Be familiar with the whole-school T&L policy and the policies and practices
of the faculties/departments in which they teach.
\u2022
Plan, teach and assess, following the school policies.
\u2022
Develop routines that help maximise learning time.
\u2022
Make expectations clear to students.
\u2022
State learning objectives clearly.
\u2022
Provide students with a range of learning opportunities.
\u2022
Employ a range of teaching strategies.
\u2022
Give clear instructions and explanations.
\u2022
Use questioning to extend learning.
\u2022
Use a wide variety of resources.
\u2022
Use ICT when appropriate.
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\u2022

Strive to create positive learning environments in which students are encouraged to take intellectual \u2018risks\u2019, self-evaluation is encouraged and success is celebrated.

\u2022
Make themselves familiar with the attainment and abilities of the students they
teach by reference to the Teaching & Learning Data Booklets.
\u2022
Differentiate their teaching for the needs of the students they teach.
\u2022
Set homework regularly to support the schoolwork.
\u2022
Assess students\u2019 work regularly.
\u2022
Give students advice on how to improve.
\u2022
Set students appropriate targets.
\u2022
Promote good discipline in their classrooms.
\u2022
Display key words and other subject-specific vocabulary on the walls of the
classroom.
\u2022
Display students\u2019 work.
\u2022
Write a formal report (sent home to parents/guardians) once a year on each
student.
\u2022
Encourage students to remain in education, particularly during Years 11 and
13.
\u2022
Seek help and advice when necessary.
\u2022
Attend INSET to develop their teaching skills.
\u2022
Reflect on their own practice and seek constantly to become more effective
teachers.
Philosophy
We believe that students learn best when:
\u2022
They are taught in ability sets in traditionally academic subjects, as determined
by CATS and other data.
\u2022
They are given clear learning objectives at the start of each lesson.
\u2022
They are given are variety of learning activities within a lesson.
\u2022
A lesson concludes with a plenary that draws together, re-visits and revises
what has been learned in the lesson.
\u2022
They are set homework regularly.
\u2022
Their work is marked regularly (including homework) and they are given
feedback on how to improve.
\u2022
They are given opportunities to evaluate their own achievement and progress.
\u2022
They are given opportunities to evaluation their peers\u2019 achievement and
progress.
\u2022
Any talk is work-related talk, allowed by the teacher.
\u2022
The classroom environment is calm, well-ordered and stimulating.
\u2022
They understand what is expected of them, both in terms of work and
behaviour.
\u2022
They have a positive attitude to work.
\u2022
They find the work challenging but achievable, with pace and questioning
appropriate to the group.
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WRITTEN JUNE 2005
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