| TEACHING
AND LEARNING POLICY
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| This
school policy
reflects the consensus
of opinion of
the teaching staff
and has the full
agreement of the
Governing Body.
The policy was
agreed at a meeting
of the Governing
Body. |
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| INTRODUCTION
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At
Withymoor Primary School
we believe in the concept
of lifelong learning and
the notion that learning
should be a rewarding
and enjoyable experience
for everyone; it should
be fun. Through our teaching
we equip children with
the skills, knowledge
and understanding necessary
to be able to make informed
choices about the important
things in their lives.
We believe that appropriate
teaching and learning
experiences help children
to lead happy and rewarding
lives. |
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| AIMS
& OBJECTIVES :: |
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| This
teaching and learning policy
is intended to promote consistency
and high standards and the
achievement of the school
aims. At Withymoor we aim
to provide a caring, supportive
and stimulating environment
with high quality teaching
through which to foster….
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A
high level of literacy
and numeracy and an
enquiring mind which
wants to learn more
each day; |
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Independent young
people who are confident,
flexible and able
to cooperate with
others; |
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Imagination
and creative expression
through a wide range
of media; |
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Conscientious
young citizens of
our multi-cultural
society who are tolerant
and respect others’
values; |
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Pride
in achievement and
a desire to succeed; |
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Effective
links between the
school, the child’s
home and the community
which promote aspiration
and high expectations; |
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Equality
of opportunity for
all; |
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| EFFECTIVE
LEARNING :: |
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We
acknowledge that people
learn in many different
ways and we recognise
the need to develop strategies
that allow all children
to learn in ways that
best suit them. The psychologist
Howard Gardner identifies
seven main areas of intelligence:
linguistic, logical/mathematical,
visual/spatial, kinaesthetic,
musical, interpersonal/group
working, and intrapersonal/reflective.
We take into account these
different forms of intelligence
when planning teaching
and learning styles. |
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| We offer
opportunities for children
to learn in different ways.
These include: |
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investigation and
problem solving; |
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whole class work; |
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watching
television and responding
to musical or tape
recorded material; |
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research
and finding out; |
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questioning; |
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debates,
role plays and oral
presentations; |
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group
work; |
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use
of the computer; |
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designing
and making things; |
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pair
work; |
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fieldwork
and visits to places
of educational interest; |
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participation
in physical activity; |
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independent
work; |
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creative
activities; |
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reflecting
on what has been learned |
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We
encourage children to
take responsibility for
their own learning, to
be involved as far as
possible in reviewing
the way they learn and
to reflect on how they
learn – what helps
them learn and what makes
it difficult for them
to learn. Self review
and peer review strategies
are used, as well as planned
plenary at the end of
lessons to review the
key learning objectives
and to assess the level
of understanding. |
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| EFFECTIVE
TEACHING :: |
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When
teaching we focus on motivating
children and building
on their skills, knowledge
and understanding of the
curriculum. We use curriculum
plans based on DfES and
QCA schemes to guide our
teaching. This sets out
the aims, objective and
details of what is to
be taught to each year
group. |
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| We believe
children learn effectively
when the teacher provides: |
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thorough
preparation; |
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an atmosphere where
children are prepared
to take risks; |
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lessons where children’s
previous learning
and interests are
built upon, through
purposeful application
of knowledge to different
situations; |
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shared
learning objectives
which are understood
by the pupils; |
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innovative
teaching; |
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opportunities
to review and reflect
on the learning; |
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clear
expectations of what
pupils are expected
to achieve by the
end of the session; |
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appropriate
pace to the lesson; |
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thinking
time before answering
questions |
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open-ended,
thought provoking,
challenging questions
of the children; |
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lessons
where children’s
understanding is developed
through active, practical
and first hand experiences,
involving individual
and collaborative
talk, exploration,
questioning, prediction
and investigation,
so that the lesson
makes a difference; |
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developmental
feedback and constructive
criticism of pupil’s
work; |
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support
for the learning of
pupils with differing
abilities; |
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a planned
programme of educational
visits to reinforce
and stimulate learning; |
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We
base our teaching on our
knowledge of the children’s
level of attainment. Our
prime focus is to develop
further their knowledge
and skills. We strive
to ensure that all tasks
set are appropriate to
each child’s level
of ability. When planning
work for children with
special educational needs
(SEN) we give due regard
to information and targets
contained in the children’s
Individual Education Plans
(IEPs). We have high expectations
of all children, and believe
that all children should
be included in the full
range of educational opportunities
and that their work here
at Withymoor School should
be of the highest possible
standard.
All teachers
try hard to establish
positive working relationships
with the children that
they are teaching. We
treat them fairly and
give them equal opportunity
to take part in class
activities. All teachers
follow the school policy
with regard to discipline
and classroom management.
We praise and reward children
for good effort and, by
so doing, help to build
positive attitudes towards
school and learning in
general. We insist on
good order and behaviour
at all times. When children
misbehave we follow the
guidelines for sanctions
as outlined in our school
Behaviour Policy.
Teaching
Assistants and other adult
helpers are deployed in
a variety of ways. Sometimes
they work with individual
children and sometimes
they work with small groups.
Teaching Assistants are
also fully involved in
the delivery of support
programmes such as Early
Literacy Support (Y3),
Additional Literacy Support
(Y4) and Further Literacy
Support (Y5). Our adult
helpers also assist with
the preparation and storage
of classroom equipment.
All teachers
reflect on their strengths
and weaknesses and plan
their professional development
needs accordingly. We
do all we can to support
teachers in developing
their skillls, so that
they can continually improve
their practice. |
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| DISPLAY
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| The school
believes that the purpose
of display is to support
pupil’s learning.
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may be achieved in a variety
of ways: |
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Engaging pupils in
learning – ownership
by the pupils |
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Interactive
display |
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Exciting ideas |
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Asking
questions |
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Fresh
/ relevant to current
topics & themes |
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Challenging |
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Colourful |
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Criteria
for success |
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Enabling
learning to take place |
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Word
lists |
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White boards |
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Connectives |
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Access
to basic resources
by pupils (crayons,
scissors, paper, glue,
etc.) |
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Number
lines |
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Number
squares |
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Timelines |
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Tables
squares |
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Clocks |
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High-frequency
words |
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Place
value cards available |
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Keeping what is learnt in
mind |
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Key
ideas |
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WILF /TIBs |
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Word
lists |
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Flip
charts |
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Connectives |
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Mind
maps, links |
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Celebrating success |
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Displaying
good work (also in
corridors) |
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Exemplar materials |
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Merit
points, achievements |
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Pupil’s
photos (check permission) |
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Raising expectations |
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Setting
targets |
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Aims |
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WILF/TIBS |
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Class/group
targets (literacy/numeracy) |
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Agreed
class rules |
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Noise
level ‘meter’ |
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Clarifying routines |
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Timetables |
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Visual activity cues |
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Access
to resources labelled |
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Signs |
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Encouraging independence |
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Self-registration
charts |
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Word banks, dictionaries,
thesaurus |
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Access
to resources |
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Class
responsibilities,
rotas, monitors |
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Strategies
for self-help |
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Inclusive classrooms |
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Multi-cultural
content (not only
relating to RE) |
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Access |
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Gender
role models |
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Pupil
ownership |
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Named
work by all pupils |
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| TARGET
SETTINGS :: |
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Targets
are set in English and
Mathematics for individuals
and groups of children
in Years 1 to 6. Literacy
targets are based on writing
assessments and are discussed
with children before being
copied into their books
for future reference.
Numeracy targets are based
on the work to be studied
each term and are shared
with parents at the start
of each term in a simple
booklet. Targets are discussed
with parents at parents’
evenings. Numerical targets
are set in English and
Mathematics for children
in Years 2 to 6. These
are on spreadsheets with
SATs results and QCA test
results to show children’s
progress. |
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| PLANNING
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Encouraging independence |
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The
National Numeracy
Strategy |
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RE scheme of work
(Dudley Agreed Syllabus) |
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The
National Literacy
Strategy |
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Foundation
Stage planning |
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The
National Curriculum
/ QCA |
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Year
6/7 transition arrangements |
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| Most long
term planning follows a
2-year rolling programme
to allow for mixed year
groups. Literacy and Numeracy
are always taught to discrete
year groups to ensure progression. |
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Medium term planning |
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| Plans for
every half term or term
for all subjects, identified
in subject schemes of work
folders and outlining: |
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Learning Objectives
to be covered each
week |
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References to NNS,
NLS or National Curriculum/QCA |
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Content
to be covered each
week |
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References
to Foundation Stage
Objectives |
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Short term planning |
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take the form: |
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Show learning objectives |
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Show
how ICT will be undertaken
in different subject
areas |
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Show
differentiated tasks
for 3 ability groups/2
year groups (&
children on SEN register) |
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Show
Foundation Stage planning
based on Foundation
Stage Profile Objectives |
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Indicate
what Teaching Assistant
will do |
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| ASSESSMENT
FOR LEARNING:: |
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Assessment
exists to help the teacher
to help the child. It
ensures more effective
teaching by providing
the evidence for closer
matching of tasks to the
child’s needs. It
assists the children by
providing them with an
indication of what stage
they have reached in the
learning process. It helps
to identify future planning
and teaching strategies.
It also helps us to recognise
and move on from success. |
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Assessment for learning…. |
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Is part of effective
planning |
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Affects
learner motivation |
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