1

Ludlow Junior School Non Negotiables This document contains key elements for each subject and will be used to monitor and ensure continuity and compliance across the school. They will be reviewed annually. September 2014

Ludlow Junior School

our

LEARNING JOURNEY TO SUCCESS

Our Learning Journey is a Sharing Journey.

S for Safety.

H for Health.

A for Achievement.

R for Responsibility.

E for Enjoyment.

2

Teaching and Learning Overview These are things that absolutely must be in place in every classroom.

Working walls for Literacy and Numeracy

Marking - All work should be marked in compliance with the new marking policy.

Children should have a range of talk/work partners for different lessons and

activities. These might include a boy/girl partner and a friendship/mixed ability

partner.

Planning – Daily plans should be available in class for Teaching Assistants and

visitors to be able to see what is happening and where additional adults are

working Teachers planning will be stored in the green folder and Teaching

Assistants copies in a red folder

Weekly plans for Literacy and Numeracy, and Medium Plans for other subjects,

should be uploaded onto the network regularly

Lesson objectives should be shared with the children for each lesson. This may be as

a title for work (WALT) or in discussion at the start of the lesson

3

There should be Assessment for Learning (AfL) in every lesson

Teachers and Teaching Assistants are responsible for maintain data and assessing

and adapting interventions. Whole class data will be updated on itrack and there

will be a termly data meeting to discuss progress results with the Headteacher. In

addition there will be termly meetings with either the Deputy Head (Y5/6) or

Assistant Head (Y3/4) to discuss targets and support to move any children who are

not making expected progress. All other data and results of assessments will be

kept in a yellow folder in all classrooms so that all professionals know where to

find it.

The school reward system of Merits, stars and stickers should be used generously.

Do-able targets, for writing, should be shared with children and children should

know what they are.

There should be a prompt start to every lesson – every minute counts.

English Non Negotiables

- Children learn best when learning activities are well planned, ensuring progress in the short, medium and long term. ENGLSH PLANNING:

• Planning includes a range of Speaking and listening, drama, spelling, grammar, punctuation, reading and opportunities for extended writing

• Planning is pitched well and appropriate to the level of the children.

• Teachers have a good knowledge of the next steps and share this confidently with the children

• Staff use a rich diet of good quality text

• - Children learn best when teaching is relevant and pitched appropriately. ENGLISH TEACHING:

• Grammar work taught alongside other writing skills in a relevant context

Spelling strategies taught and used effectively in lessons.

Early reading skills focus on phonic strategies and as children develop as readers the balance will sway more towards developing comprehension.

Children to independently access resources in the classroom including dictionaries, thesauruses, learning packs, working walls etc.

Speaking and listening skills will be developed through debate, drama, formal presentations, hot seating, paired discussions etc.

4

Children are encouraged to use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

High standards of English are expected throughout the curriculum

- Children learn best when assessment informs teaching so in English children will have a good understanding of how to improve their, and others, work ENGLISH ASSESSMENT:

Pink for think/ green for go marking policy

Closing the gap marking where children’s comments seen as an opportunity to assessment and move learning forward

A range of strategies may be used including success criteria/ marking ladders/ self-assessment/ peer assessment/ talk partners etc

APP writing grids used effectively to assess and build on next steps

Children will be encouraged to edit and improve sections of their work as an opportunity to reassess areas of development.

Maths Non Negotiables

Arithmetic must be taught on a daily basis. Its focus should be developing mental

strategies and fluency.

Times tables should be a key mental maths focus in year 3 and 4. The new curricu-

lum states that all tables must be learnt by the end of year 4.

A different problem solving task should be planned once a week - Logic, word, find-ing all possibilities, finding patterns/rules, or spatial.

All year 3 and 4 children must use equipment to support written methods, as stated

in the calculation policy. Children in 5 and 6 will develop their written methods so

they eventually visualise numbers, without using equipment.

Children are able to use equipment during maths assessment tests in year 3, 4 and 5.

5

Science Non Negotiables Science is a core subject and should be allocated 2 and a half-hours a week curriculum time. Science should include:

Use of scientific vocabulary by adults and children. Scientific vocabulary displayed in classrooms.

Enable children to become effective communicators of scientific ideas, facts and data whilst becoming experts at analysing the data they collect.

Practical lessons rather than worksheet based tasks. Including trips and visits where appropriate.

On-going assessment and therefore adaptations to planning of Working and thinking scientifically aswell as knowledge based scientific concepts.

Children develop their independence by having opportunities to plan scientific investigations themselves, this includes children organising, collecting equipment and setting up investigations themselves.

Modelled, intermediate and Supported Independent investigations featured throughout a child’s science book.

Computing Non Negotiables for teaching staff The following are minimum expectations for staff when planning and delivering computing lessons and when using information technology across the curriculum. There are also a set of guidelines for pupils which outline the expectations of them when using technology in school.

Clear objectives should be set using subject specific vocabulary.

Lessons should build on pupils’ existing learning and rehearse familiar concepts with the pupils before they move on to something new.

Computing lessons should be planned to include lots of hands-on activities with a real purpose

Sessions should include ‘off screen activities’ to support pupil learning.

Pupil to pupil learning should be planned and valued.

Pupils should be given the opportunity to make mistakes and try things out.

E-safety should be integral to all work in computing.

6

Further explanation and rationale of non-negotiables

Children learn best when learning activities are well planned, ensuring progress in the short, medium and long term.

Clear objectives should be set using subject specific vocabulary. Computing has a subject-specific vocabulary just like other areas of the curriculum. Some of these words will be totally new perhaps, like ‘debug’ and others might not be new, but have different meanings in the context of computing. Lessons should build on pupils’ existing learning and rehearse familiar concepts with the pupils before they move on to something new. Familiarity and reinforcement are an important part of using technology enabling pupils to ensure that they are using the correct and most efficient procedures.

Children learn best when teaching and learning activities enthuse, engage and motivate them to learn, and when they foster their curiosity and enthusiasm for learning.

Computing lessons should be planned to include lots of hands-on activities with a real purpose – for example creating games for friends to play or creating a website to show/share research and learning. Sessions should include ‘off screen activities’ to support pupil learning. It is especially important for pupils to understand how technology relates to the real world and how it fits into “real life”. Giving children concrete examples Pupil to pupil learning should be planned and valued. Children should be given the opportunity to find things out for themselves and share their knowledge. Using freely available software means that pupils can download it and practice their skills at home.

Children learn best when assessment informs teaching so that there is provision for support, repetition and extension of learning for each child, at each level of attainment.

Pupils should be given the opportunity to make mistakes and try things out. Trial and error is a major way that pupils learn to program. Pupils should be given the opportunity to self and peer evaluate and this should be part of overall teacher assessment. When pupils are debugging ready-made code blocks this is a powerful form of learning – it develops the crucial skill of problem solving. This is bit like taking apart a model to understand how it is made and it means that pupils can make changes to the code, like changing the distance a sprite travels or costumes, and see the effect immediately.

Children learn best when the learning environment is ordered, the atmosphere is purposeful and they feel safe.

E-safety should be integral to all work in computing. Discussions and exploration of e-safety issues should be planned into computing/PHSE sessions.

7

Non Negotiables for pupils (based on the pupil developed Acceptable Use Policy and updated in the light of the new curriculum).

Keep any passwords safe at all times

Log off laptops and ipads properly and ensure they are switched off where necessary. Headphone wires should be wrapped around headsets and stored correctly.

Treat equipment with respect – report any breakages to an adult. Be honest!

Don’t say anything electronically that you wouldn’t be prepared to say to someone’s face

Mobile phones are not allowed in school.

Don’t use images of other people unless you have permission.

Keep personal information private.

Only add people you know to your list of friends.

Only use appropriate games or websites.

If anything bad happens tell an adult. Use the Hector Protector to cover a screen first of all.

Children are not allowed to use school computers or ipads unsupervised.

Physical Education

Non Negotiables

Children learn best when learning activities are well planned, ensuring progress in the short, medium and long term. PE PLANNING IS:

Highly Kinaesthetic

Accessible to all abilities

Able to accommodate and develop children’s interests in a wide range of sporting activities

Children learn best when teaching and learning activities enthuse, engage and motivate them to learn, and when they foster their curiosity and enthusiasm for learning.

PE TEACHING IS:

Actively participatory, with the teacher facilitating purposeful and productive practise.

Expanded in a wide range of after-school sporting opportunities.

8

Broad enough to extend and encourage the highest ability learners, whilst still remaining accessible to all.

Children learn best when assessment informs teaching so that there is provision for support, repetition and extension of learning for each child, at each level of attainment.

PE ASSESSMENT IS:

An on-going dialogue between child and teacher, with both short and long term goals considered.

Detailed and specific: individual progress of children is measured against detailed criteria across a wide range of sporting activities.

Consistently looking to extend children, in order that they fully realise their potential within the subject.

Children learn best when the learning environment is ordered, the atmosphere is purposeful and they feel safe.

THERE WILL BE EVIDENCE IN THE LEARNING ENVIRONMENT OF:

The safe use of a wide range of resources. TEACHERS WILL MAKE SURE THAT:

Risks have been assessed carefully before carrying out any practical activities.

Children are dressed appropriately for a practical lesson. This includes white T-shirt, black or blue shorts/tracksuit bottoms combined with a black or blue jumper. Bare feet are required when students use the gym apparatus and are also appropriate for dance activities and some indoor games. Sports shoes such as trainers are required for all other activities.

No jewellery will be worn by the children during PE lessons, except for small stud earrings. Jewellery with religious significance may be allowed but must first be approved by the Head teacher.

IMPLICATIONS FOR THE WHOLE SCHOOL:

Health and safety procedures are in place and are adhered to.

9

Design Technology

A DT topic should be taught every term.

Aim for a cross curricular approach.

When designing and making, pupils should be taught to design, make, evaluate and understand the technical knowledge.

Risk assessments are the responsibility of the teacher delivering the unit.

Craft knives will only be used by adults and under supervision by children in year 5 and 6.

Low melt glue guns are for adult use across the school and for children who can demonstrate that they can use the equipment safely and correctly.

History Non Negotiables

will place historical events or studies into chronological order using a time line

look for connections, contrasts and trends

use historical terms and vocabulary

ask questions about the past

consider why things change, what causes the change and the significance of the change

look for similarities and differences

children should thoughtfully respond to studies and select and organise historical information.

use a range of historical sources. Children:

will use a time line

will ask questions

will use range of sources

use historical vocabulary

will work with others and independently.

10

Art

Non negotiables Independence

pupils will be involved in selecting resources and setting up equipment

they should be encouraged to make decisions for themselves e.g. deciding when to change

their water when painting and doing so independently, tidying up and taking responsibility

for returning resources

(All of the above are with adult supervision as necessary) Modelling, and developing techniques

adult/ peer demonstration and support should take place alongside the pupil’s work i.e. no-

one else should alter or add to a child’s piece of artwork thereby showing that the child’s

own work is valued

sketch books will be used to record pupils’ observations and they should use them to review and revisit ideas

pupils will be given opportunities to practise and apply techniques, including drawing, paint-

ing and sculpture with a range of materials

Evaluation

opportunities will be provided for pupils to reflect on their own and others’ artwork in a way

which builds self-esteem and confidence as well as offering constructive criticism e.g.

through using 2 stars and a wish

pupils will be encouraged to express their opinions about their own art and the work of

great artists, giving reasons and using the language of art, craft and design

Handwriting Non negotiables

When should children use pen? Year 3 If children have shown a high standard of handwriting in 5 pieces of work then their class teacher may award them a ‘pen licence’, this will allow them to use pen in all subjects except Maths. Year 4 Initially children who were awarded a ‘pen licence’ in year 3 may use a pen. The emphasis in Autumn Term will be to move on to pen as quickly as possible. In Spring Term all children should move to pen.

11

Year 5 and 6 All children will use fountain pen for all subjects except Maths. Mistakes Throughout the school children will be taught to put a line through mistakes in their writing and then write the correction above. Rubbers will only be used in maths for situations when children have worked on complex diagrams and errors are small. Colour of Ink All children will use blue ink. Teachers will mark in black.

Marking Policy Prompts

Non negotiables

All piece of work need to be ticked and initialled

Use green highlighting to identify examples of where pupils have met success criteria

Use pink highlighting to identify specific misconceptions linked to the success criteria

Pupils understand this process and look for the highlighting to move their learning forward, particularly following extended pieces of writing.

The Learning Objective (L/O) needs to be highlighted:

green – where met (green for go)

pink – where there are misconceptions and learning objective has not been fully met

(think for pink)

Dialogue Marking

Dialogue marking is necessary and must be implemented where a pink highlighter has

been used, therefore not every lesson

Dialogue marking takes place within the Sequence of Learning and might only happen

once because it is appropriate. However dialogue marking for some pupils may happen

more frequently as they have misconceptions

The dialogue begins with a target for the pupils to respond to signposted as

As a response from the pupil is expected, signpost to the pupils as

Targets must be be:

purposeful

intention of moving learning on if they have achieved the learning objective

T

R

12

‘this is what you need to do to move your learning’

explicitly address misconceptions or lack of understanding if they haven’t ‘got it’

If the teacher feels that a verbal discussion is required rather than another written

target:

As a signpost that a verbal discussion has taken place use

there is no response for the pupil to make

evidence of the teacher ‘intervening’ to correct the misunderstanding with direct

teaching

Assessment

Non negotiables

Evaluate pupils learning to identify those pupils with particular needs (including those who are able) so that any issues can be addressed in subsequent lessons

Adjust plans to meet the needs of the pupils, differentiating objectives where appropriate

Ensure pupils are aware of the learning objective and encourage them to evaluate their progress so that they understand the next steps they need to make

Set individual, challenging targets in numeracy and literacy on a regular basis and discuss these with the pupils so that they are involved in the process

Regularly share these targets with parents to include them in supporting their child’s learning

Encourage pupils to evaluate their own work against success criteria based upon specific, key learning objectives

Mark work so that it is constructive and informative in accordance with the marking policy

Incorporate both formative and summative assessment opportunities in medium and short term planning

Assess all subjects termly using a common format and make relevant comments about pupils progress, especially those working below or above the national average(this will develop further as the new curriculum develops – initially it could just be working below, above or at national expectations- but it will be important that this assessment is based on the child’s understanding of the subject and not their ability to write.)

V

13

Pass on assessment information to the next class teacher so children can be tracked as they progress through the school.

Reports Non Negotiables

Put comments about reading together and put these first in the English section, because it is usually a strength and gets the report off to a good start.

In English comment on reading, writing and Spelling and grammar.

Comment on whether the child is working at above national expectation, at, below or significantly above or below, for English, Maths and Science.

If appropriate also comment on whether they are meeting their target

Set personal targets for English, Maths and Science and try to make the things you choose relevant to parents, so that they can support the child in meeting them.

If different teachers write comments for different subjects it needs to have the teacher name in the box

Combine RE and PSHE.

General comments are fine for subjects pother than the core, but do make sure you add anything significant for individuals e.g. music if they play an instrument and perform or have a lovely singing voice and attend clubs etc.

In the personal comments include: 1. Behavior 2. Attitude to learning 3. Resilience 4. Independence 5. Homework 6. Attitude towards other children and staff 7. Friendships.

Ofsted Non Negotiables

The phone call will come at Lunchtime

That afternoon meet groups and go through targets, check comments and marking key teaching focus etc. as appropriate.

After school all staff will meet and go through the timetable

Think now what are your strengths and what will you teach?

Have your current data, PPP etc. on a pad ready for whoever observes a lesson

Make sure you are compliant with school non negotiables

If you are having a problem or feel vulnerable talk to the Head as soon as possible so that she can arrange to support you e.g. by sharing appraisal information, doing joint lesson observations.

Remember judgments will be made by triangulating information so book trawls, pupil interviews etc. will count so don’t panic.

14

Keep all marking and displays up to date so that all you have to think about is marking and planning.

You need to show progress in lessons – think carefully about how you will do this.

If you know you have areas of weakness/ that make you vulnerable talk to Sally about how you can prepare for this e.g. have evidence of progress through books/individual assessment.