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Teaching and Learning
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                              HAMDPEN GURNEY PRIMARY SCHOOL
                                TEACHING AND LEARNING POLICY
 
                                                                                         Revised Oct 2006
 
RATIONALE
To formulate a policy which promotes achievement in our school, by stating an entitlement for all pupils to a broad and balanced curriculum and providing opportunities for them to develop their full potential. 
 
AIMS
  1. To improve the quality of teaching and learning experiences offered to pupils.
  2. To clarify current practice and determine future approaches to teaching and learning, with specific focus in different styles of learning, multiple intelligence, accelerated learning and creative thinking skills.
  3. To convey our basic philosophy about Teaching and Learning, to include Blooms Taxonomy, De Bono Six Thinking Hats and Learning to Learn pedagogies.
  4. To provide an agreed framework that underpins all areas of the curriculum.
 
The policy identifies the common processes of learning which inform and guide our teaching.
 
REVIEW, MONITORING AND EVALUATION
Quality teaching and learning will be the focus of classroom monitoring.
 
Senior Managers will undertake monitoring in the school and findings reported to whole staff at staff meetings. The Policy will be modified, as necessary, following discussion with staff and will be presented for ratification by the Governors.
 
Standards of achievement will be monitored by staff and governors and the Teaching and Learning Policy evaluated in the light of statistical evidence, as necessary.
 
 
CHARACTERISTICS OF GOOD TECHING AND LEARNING AT HAMPDEN GURNEY SCHOOL
 
TEACHING
 
At Hampden Gurney School, we consider teaching to be good when:
  1. There is effective planning informed by assessment.
  2. Teachers to use time and resources effectively; assess pupils’ work thoroughly and constructively, and use assessments to inform teaching.
  3. The classroom is well-organised and resources. Teachers employ methods and organisational strategies which match curriculum objectives and needs of pupils.
  4. Teachers organise and teach pupils in groups, individually, as a whole class and the most effective ways of balancing these.
  5. Teachers manage teaching time to allow particularly prolonged interaction with groups of children and the provision of high and appropriate levels of cognitive inspiration and challenge.
  6. Teachers manage pupils well and achieve high standards of discipline.
  7. There are high expectations of work so as to challenge pupils and deepen their knowledge and understanding.
  8. Work is differentiated, making each task purposeful and challenging.
  9. A broad, well-balanced curriculum is provided which goes beyond the National Curriculum.
  10. Teachers have a secure knowledge of curriculum, using individual expertise as appropriate.
  11. Teachers are explicit, making sure children understand what is asked of them.
  12. Teachers provide balance of investigation and problem solving activities, and the acquisition of important skills that will allow children to become, to some extent at least, independent learners.
  13. Teachers create a positive and emotionally safe atmosphere in the classroom by being fair and consistent.
  14. There are high expectations of behaviour within a clearly-defined framework.
  15. A variety of teaching methods and approaches maintain motivation. These methods should include exposition, explanation, demonstration, discussion, practical activity, investigation, testing and problem-solving.
  16. Teachers use homework effectively to reinforce and or/extend what is learned in school.
  17. Teachers provide regular feedback which helps pupils to make progress, both through thoughtful marking and discussion of work with pupils.
  18. Teachers establish routines and high quality displays to stimulate work in progress and celebrate completed studies.
 
At Hampden Gurney, we consider learning is good when children:
 
  1. Are secure in the exchange of ideas with peers and teachers.
  2. Are in an environment that is comfortable and their physical and emotional well-being are being adequately catered for.
  3. Understand the purpose and nature of the task.
  4. Can use resources effectively.
  5. Experience a range of learning opportunities.
  6. Have realistic feedback from which they can evaluate their own and see they are making progress.
  7. Are able to sustain a good working pace, respond to challenges, work individually, co-operatively and with concentration.
  8. Pupils come prepared for work, organise themselves, enjoy work and stay on task.
  9. Can evaluate their own work, show perseverance and interest.
  10. Develop particular skills and competencies and the capacity to think imaginatively and creatively.
  11. Acquire concepts that will enable them to generalize, to relate ideas and to make informed judgments.
  12. Develop an ability to learn for themselves, to pursue knowledge through their own efforts and interests; to go beyond immediately available information through research and investigation.
  13. Become problem solvers, are able to observe and analyse situations, interpret evidence, hypothesize, speculate and predict, apply appropriate skills and existing experience, to learn from trial and error and evaluate critically.
 
Reviewed October 2006  
 
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