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BROADSTONE MIDDLE SCHOOL
Author: Head Teacher
Date: September 2016
Review Body: Broadstone Middle School School Standards Board
Date Adopted: 28th September, 2016
Review Date: September 2017
POLICY :
Teaching and Learning
(incorporating assessment, marking and feedback)
BMS 9.16 Teaching and Learning Policy Page 2 of 12
Broadstone Middle School
Teaching and Learning Policy
At Broadstone Middle we passionately believe that education should provide a range of experiences
where children are inspired, encouraged to embrace a variety of opportunities and experience
different ways of learning.
We aim to:
- ensure that ALL young people leave their education with us feeling that it has prepared them to
be successful in their next phase of learning and workplace of the future
- provide ALL pupils with learning opportunities, not just based on the academic attainment they
leave with but their Resilience and Resourcefulness to know where to find information and
opportunities or the sorts of questions to ask.
Contents
Policy Aims…………………………….……………………………………………………………………………………………………..…..2
Successful Learning ............................................................................................................................... 2
Successful Teaching .............................................................................................................................. 3
Planning ................................................................................................................................................ 4
Behaviours for Learning …..................................................................................................................... 5
Assessment and feedback .....................................................................................................................5
Appendix 1 :Marking code..................................................................................................................... 6
Appendix 2 : Behaviour for Learning Routines………………………………………………………………………………….. 7
Appendix 3 : standards for books and assessment BMS 2016………………...............................................8
Appendix 4 : Teacher standards........................................................................................................9-11
BMS 9.16 Teaching and Learning Policy Page 3 of 12
1.Policy Aims
This policy aims to enable teachers and classroom based support staff to:
ensure that pupils are provided with high quality learning experiences that lead to
consistently high levels of pupils learning and achievement
apply the principles underpinning how pupils learn most successfully in every lesson plan
and scheme of work
provide a foundation for much of the school’s work in establishing consistency,
continuity/progression and high expectations
provide a common language and understanding of what makes outstanding teaching within
a personalised learning framework.
2.Successful Learning
At Broadstone Middle School, schemes of learning, lesson plans and daily interaction with pupils will
reflect the following beliefs and values
Pupils learn most successfully when they are:
- confident, feel secure and are able to ask for help
-interested, motivated, challenged and inspired
- behaving appropriately
-engaged in thinking throughout a lesson
- reflecting on their learning and know how to improve
- accountable and responsible for their learning
- ready and prepared
Pupils learn most successfully when they are taught in a climate which:
-is built upon mutual respect and values opinions
- encourages collaboration and discussion
- is fair and consistent with the school’s behaviour policy
- is safe and secure
- promotes high expectations and standards
- is positive and supportive
- is based on the belief that every pupil will make good progress
- is well organised
- provides opportunities to be spontaneous and creative
- allows risk taking and encourages learning through mistakes.
BMS 9.16 Teaching and Learning Policy Page 4 of 12
3. Successful Teaching
All teachers are leaders of learning and demonstrate through their own example that they are
lifelong learners. Through this continued improvement of teaching and learning pupil outcomes are
improved and teachers thereby contribute to the School Improvement Priorities.
Progress is essential to all lessons. Pupils must be able to demonstrate and articulate what learning
they have achieved during a lesson. When planning lessons, teachers must consider the learning
benefits to any activity employed – it is not enough to keep pupils ‘busy’; they must be moving their
learning forward.
Promoting progress and good outcomes by pupils
This can be achieved by:
ensuring teacher/pupils understand what progress looks like for them and how it can be
achieved
setting clear learning objectives which are planned from the start (pupils understand what
and why they are learning this)
ensuring learning outcomes are clear and obvious for pupils so that progress can be
measured
using other adults to support learners progress
Set high expectations which inspire, motivate and challenge pupils
This can be achieved by:
having high aspirations for all learners and their work
establishing a well maintained learning environment with well-prepared resources/displays
modelling a positive and “can do” attitude; using positive language
being well prepared; showing your pupils you care
establishing clear routines for learning and rewards
knowing your pupils/groups through data in order to stretch and challenge them
appropriately.
BMS 9.16 Teaching and Learning Policy Page 5 of 12
4. Planning
In order to maximise pupil progress, teaching needs to be responsive with teachers planning
activities in the light of how far pupils got with their previous learning and how many pupils
understood the learning objectives. Subsequent lessons need to build upon this professional
knowledge. Pupil data is also of paramount importance to ensure ALL pupils are achieving as much
as their potential suggests every lesson.
Plan and teach well-structured lessons
This can be achieved by having schemes of work that:
are linked to the School Improvement Priorities
are designed to differentiate for all pupils’ abilities
include clear time frames
include a range of learning styles
reflect the full range of formative assessment strategies (including AfL)
have clearly identified assessment opportunities
identify the resources that will support learning
are not followed regardless, but are adapted to suit the pupils within the group
This can be achieved by having lesson plans that:
have clear learning objectives with differentiated activities prepared to support and
challenge ALL learners.
are differentiated well to support all learners to progress in line with expectations
provide suitable pace, structure, organisation and are resourced appropriately
challenge and stimulate, motivate and interest
reflect on the learning at appropriate times throughout the lesson
are made relevant to our pupils lives
continually assess and adapt learning in the light of assessments
are active and varied
ensure thinking from all pupils
provide feedback to inform learning
encourage pupils self-reflection to identify next steps in their learning
use a range of teaching skills, including risk taking
set home learning to consolidate and extend knowledge and understanding when
appropriate
Adapt teaching to respond to the strengths and needs of all pupils This can be achieved by:
having a clear understanding of the needs of ALL pupils (including specific groups)
knowing and understanding the data about ALL pupils and using appropriate strategies and
techniques
ensuring all pupils progress
communicating and working with other adults to support learning
BMS 9.16 Teaching and Learning Policy Page 6 of 12
5. Behaviour for learning
Manage behaviour effectively to ensure a good and safe learning environment This can be achieved
by:
establishing routines and promote good and courteous behaviour in and around your
classroom
Meet and greet pupils at the door
Ensure a calm and orderly entry and departure
Ensure there is something for pupils to do as soon as they sit down
using positive behaviour management strategies
following the school behaviour policy to ensure consistency
establishing and maintaining good relations with pupils
using positive praise, sanctions and rewards fairly and consistently
6. Assessment and Marking
In order to provide pupils with effective assessment feedback, which supports improvement,
teachers need to provide formative feedback and facilitate pupils’ development of targets set. Make
accurate and productive use of assessment. This can be achieved by having learning objectives that:
are shared and understood by all pupils
are referred back to and reinforced as the lesson progresses
are measured in terms of the degree that they are met, and teaching is adapted accordingly
This can be achieved by providing written and oral feedback that:
is regular, positive and acknowledges learning achieved
provides next steps to improve learning through the yellow box process
Is individualised to pupils’ needs
allows peer and self-assessment so pupils can measure their own, and others progress
against learning objectives and set targets for improvement
utilises the standard school notation for marking (see appendix 1)
Achievement of a Learning objectives must be a triangulated process. A single source of evidence
may suggest the way forward, but when it is confirmed by another independent source it becomes a
credible judgment.
At Broadstone Middle school a measure of achievement is :
A child has achieved an objective when there ONE piece of evidence in the book and TWO pieces of
independent work (this could also be a test result)
BMS 9.16 Teaching and Learning Policy Page 7 of 12
Appendix 1 : Marking codes
Tick against Learning Objective
working towards achieving LO
Close to achieving LO
Achieved LO
Marking should include
- Marking code expectations
- Spellings – written at end of text – pupils to copy out x3
- Positive skill based comment
- TIP box (if 2 ticks TIP should be to secure LO, If 3 ticks TIP should be to extend)
BMS 9.16 Teaching and Learning Policy Page 8 of 12
Appendix 2 : Behaviour for Learning Routines
Meet and Greet
Be at the door first
Ensure a calm and orderly entry
Set the Scene
There should be something to do as soon as pupils sit down. This should stimulate interest, curiosity
and provide a sense of challenge.
Context
Any initial statement/introduction should set the lesson in the context of prior learning.
Tell the pupils what they will be learning and why.
Make sure the objective(s) are clearly displayed on the board.
Tell the pupils how they will demonstrate the new learning
Make sure steps to success are clearly displayed on the board
Make sure model is on the board where necessary
Making Sense
Get the pupils to do something with the information.
Make sure that there is a clear link between that activity and the learning objectives.
The learning should be active and differentiated to ensure it is pitched at the right level to
challenge pupils of different abilities.
Use questions to check pupils understanding promote thinking and reshape tasks and
explanations to improve learning.
Plan questions to span Bloom’s Taxonomy.
Encourage pupils to ask questions to clarify their own learning.
Try to create an environment in which it is okay it get it wrong.
Provide specific feedback on their progress.
Frequent Reflection and Review
Reflect on the learning at appropriate times throughout the lesson. How much progress has
been made toward achieving the learning objectives?
Give the pupils opportunity to demonstrate the progress they have made.
Discuss what has been learned, how it has been learned and what needs to be done next.
End of lesson
Physically check that Homework has been written or stuckinto planners when set.
Control the departure: Be next to the door as they leave
BMS 9.16 Teaching and Learning Policy Page 9 of 12
Appendix 3: Standards for Books and Assessment
DUMTUMS (Title is Learning Objective)
Date
Underline
Miss a line
Title – Learning Objective
Underline
Miss a line
LO – Learning Objective (handwritten and underlined)
STS (Steps to Success) on planning and written on whiteboard to use as a teaching tool for children
to refer to, visitors to know immediately what the lesson is and the context without disrupting
teaching.
(Not printed or in books!)
MODEL – example of a sentence, calculation, word problem etc.
Example of how your whiteboard will need to be set out:
Interim Standards to be inside the front cover of all Year 5/6 learning journals (to be highlighted)
KS3 to use objectives for each topic (beginning of each topic- glued in) instead of interim standard
sheets for Year 5/6
Writing toolkit with all standards for the year to be used on each piece of written work- to continue
consistency from KS2 to KS3 (this will be provided for staff)
Targets to be removed for trial period (review after term 1) as we moved to yellow TIP (To Improve
Progress) boxes for next steps feedback
Highlight in yellow on toolkit where needed for specific learning to be achieved (link with TIP must
be yellow highlighter)
Remove WALT sheets for trial period (review after term 1) as introducing toolkits, interim standards
and LO
Measure of Achievement
A child has achieved an objective when there ONE piece of evidence in the book and TWO pieces of
independent work (this could also be a test result)
Tuesday 12th July 2016
Learning Objective: write a letter
MODEL:
Dear Mrs Wilks,
I am writing to you to inform you……………
Yours Sincerely,
STS:
1.
2.
3.
4.
5.
6.
BMS 9.16 Teaching and Learning Policy Page 10 of 12
Appendix 4: Teacher Standards September 2012
Teachers’ Standards September 2012
Teachers make the education of their pupils their first concern, and are accountable for achieving
the highest possible standards in work and conduct. Teachers act with honesty and integrity; have
strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-
critical; forge positive professional relationships; and work with parents in the best interests of their
pupils.
PART ONE: TEACHING
A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of
pupils.
2 Promote good progress and outcomes by pupils
• be accountable for pupils’ attainment, progress and outcomes
• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• guide pupils to reflect on the progress they have made and their emerging needs
• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• encourage pupils to take a responsible and conscientious attitude to their own work and study.
3 Demonstrate good subject and curriculum knowledge
• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain
pupils’ interest in the subject, and address misunderstandings
• demonstrate a critical understanding of developments in the subject and curriculum areas, and
promote the value of scholarship
• demonstrate an understanding of and take responsibility for promoting high standards of literacy,
articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics, demonstrate a clear understanding of appropriate teaching
strategies.
4 Plan and teach well-structured lessons
• impart knowledge and develop understanding through effective use of lesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate and extend the knowledge and
understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approaches to teaching
• contribute to the design and provision of an engaging curriculum within the relevant subject
area(s).
BMS 9.16 Teaching and Learning Policy Page 11 of 12
5 Adapt teaching to respond to the strengths and needs of all pupils
• know when and how to differentiate appropriately, using approaches which enable pupils to be
taught effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how
best to overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and
know how to adapt teaching to support pupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including those with special educational
needs; those of high ability; those with English as an additional language; those with disabilities; and
be able to use and evaluate distinctive teaching approaches to engage and support them.
6 Make accurate and productive use of assessment
• know and understand how to assess the relevant subject and curriculum areas, including statutory
assessment requirements
• make use of formative and summative assessment to secure pupils’ progress
• use relevant data to monitor progress, set targets, and plan subsequent lessons
• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to
respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learning environment
• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting
good and courteous behaviour both in classrooms and around the school, in accordance with the
school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to
involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when
necessary.
8 Fulfil wider professional responsibilities
• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowing how and when to draw on
advice and specialist support
• deploy support staff effectively
• take responsibility for improving teaching through appropriate professional development,
responding to advice and feedback from colleagues
• communicate effectively with parents with regard to pupils’ achievements and well-being.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional
conduct. The following statements define the behaviour and attitudes which set the required
standard for conduct throughout a teacher’s career.
BMS 9.16 Teaching and Learning Policy Page 12 of 12
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour,
within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law, individual
liberty and mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or
might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the
school in which they teach, and maintain high standards in their own attendance and punctuality.
Equality Impact Assessment
This policy has been reviewed with the equality impact considerations as laid down in the trust’s
Equality Policy.
