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Teaching & Learning

Our core purpose

Everything we do must ensure that children achieve really well and progress. Therefore, the teaching that takes place every day must always be focused upon this core purpose.

To help children on their learning journey, we must ensure high levels of consistency in approach and organisation so that no artificial blocks are put in place to stop children from progressing.

The place of planning & assessment

To enable work to be pitched at the right level, so that each child is faced with an achievable challenge in all their work, accurate on-going assessment is vital. Before any lessons can be planned, the class teacher must have a firm grasp of the child’s individual skills, knowledge and understanding. From this, sharply focused planning (both weekly and daily) can occur that will lead to lessons being delivered that are appropriately pitched and with high levels of challenge.

The effectiveness of teachers planning will form part of each term’s review of teaching and learning.

Professional collaboration

High quality teaching and learning will be developed across the whole school when professional collaboration becomes embedded into our culture. This will require teachers and support staff working alongside colleagues in different classes and year groups so that skills, approaches and expertise can be shared and developed.

This approach will also help to develop greater consistency across the whole school.

What does high quality teaching and learning look like?

Every minute counts for pupils and at St. John’s we ensure that within each lesson the following attributes are present to make sure that the children receive high quality teaching

The following are some of the  key attributes:
  • Active teaching – driving the learning forward with passion
  • Engagement by pupils – fully  involved in their learning in the classroom, through discussion, challenging activities etc. not passive
  • Pace – lessons have a momentum that makes it apparent that learning goals will be met
  • Good pitch to the lesson – the lesson is pitched to a national curriculum level that challenges all children
  • Well differentiated activities and lessons
  • Children able to articulate what they need to do to move forward to the next step in their learning due to an on-going dialogue with their teacher and through highly effective feedback
  • Well organised and vibrant classrooms with high quality children’s work on display
  • Children demonstrating the skills of independent learning – able to use and take care of a range of resources, able to organise themselves, able to manage time effectively within lessons
  • Good behaviour and clear behaviour management systems that are clearly understood and used by children
  • The work every child is given is challenging yet achievable and the children demonstrate pride in this work by presenting it well and taking care of it in all its produced forms
  • This is not an exhaustive list but provides some examples of the visual manifestations of effective practice.

Teaching & Learning Policy 2016-17