A Distinctive Approach to Learning and Teaching
In
Our Lady of Mount Carmel
Catholic Primary School
To be amended following:
(i)
(ii)
(iii)
CPD for Teaching Staff re. Outstanding and Improving Teaching Programme
Professional Standards for Teachers
Amended Pay Policy (change to DFE requirements)
Date of adoption by Governing Body:
Introduction
At the heart of Catholic education lies the Christian vision of the human person. Our school works
to foster this understanding of the human person as made in the image and likeness of God.
Through the experience we create, we nurture the human wholeness of each pupil to be fully human
and fully alive for self and others. Thus our approach to learning and teaching is radically
distinctive and we recognise the hugely important role that adults play in the learning process and
we also recognise our role to support parents in the education of their child.
The role of any adult in the classroom is of crucial importance, as wonderfully expressed by Haim
Ginnott:“I’ve come to the frightening conclusion that I am the decisive
element in the classroom.
It’s my personal approach that creates the climate.
It’s my daily mood that makes the weather.
As a teacher or teaching assistant I possess a tremendous
power to make a child’s life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humour, hurt or heal.
In all situations, it is my response that decides whether a
crisis will be escalated or de-escalated, and a child
humanised or de-humanised.”
Therefore, all learning in our school is supported by positive, loving relationships.
We believe children learn best when:
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They are happy safe and secure.
They are stimulated, motivated, challenged and engaged in their learning.
They achieve success which is recognised and celebrated.
Tasks match their potential.
Activities are clearly understood and match the learning objective.
They understand the boundaries of acceptable behaviour.
They are in a learning environment where mistakes are used as opportunities for growth.
They receive support and encouragement from home.
All adults involved in the learning process recognise the significance of their role in this
Catholic school.
They make good progress in all areas of the curriculum, refer to (i) Professional
Standards for Teachers (ii) School Appraisal Policy.
In order to achieve this for our children we have agreed the following:1.
To help children be happy, safe and secure we will:
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Encourage positive relationships
Implement intervention or support strategies where appropriate
Provide opportunities for all to contribute
Ensure there are clear routines and expectations
Follow agreed school policies (Anti-Bullying, Safeguarding, Positive Behaviour)
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To help children to be stimulated, motivated, challenged and engaged in their learning
we will:
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Ensure all our classrooms are stimulating and well organised
Ensure there is a fast pace, challenge, support and rigour
Encourage children to participate fully in their learning and value their contribution,
including self and peer assessment, where appropriate
Involve them in planning
Use the creative learning journey (skills based)
Include cross curricular links to apply skills
Be inspirational.
To help children to achieve success which is recognised and celebrated we will:-
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Ensure children take responsibility for their own learning and promote independence
Reward children for achievement within an academic and social context
Recognise that children learn in different ways and incorporate a range of learning
styles/strategies in our teaching
Implement fully the agreed Marking Policy.
To help children to undertake tasks which match their potential we will:-
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Plan learning that meets the needs of the individual learner
Make use of prior data and information
Assess progress through Teacher Assessment and summative assessment, Assessing Pupils
Progress
Set realistic but challenging targets
Use adult support effectively to support identified groups or individuals.
To help children undertake activities which are clearly understood and match the
learning objective we will:-
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Display and/or explain the main learning objective at the start of each lesson and make
reference to this during the activity.
Explain what outcomes are expected and establish success criteria
Use plenary sessions to review what has been learned and allow pupils to demonstrate what
they have understood
Include self/peer assessment
Provide opportunities for children to consolidate and extend their learning.
To help children to understand the boundaries of acceptable behaviour we will:-
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Apply the school’s Positive Behaviour Policy/Anti-Bullying Policy consistently
Refer to the Home:School Agreement
Praise good behaviour
Discuss how behaviour (good/poor) impacts upon our school
To help children to understand they are in a learning environment where mistakes are
used as opportunities for growth we will:
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Identify and praise positive learning behaviour
Encourage self-appraisal
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Seek to correct mistakes and misconceptions
Acknowledge the importance of our humanity – all of us make mistakes!
Apply focused marking (school policy) and provide constructive feedback and identify next
steps
We will provide opportunities for children to respond to comments and suggestions made.
To help children to receive support and encouragement from home we will:
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Inform parents of child’s learning at the beginning of topics
Encourage all parents to show an active interest in their child
Review the Home:School Agreement annually
Affirm parents in their role as parents and ‘chief educators’
Encourage parents to visit school
Provide different types of home learning tasks with different levels of challenge
Seek to provide Family Learning
To ensure that all adults involved in the learning process recognise the significance of
their role in this Catholic school we will:-
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Make regular use of reflection during meetings and CPD opportunities
Emphasise the distinctive nature of our school in our induction programme for all new
members of staff, pupils and parents
Revise and Review on Appraisal systems and job descriptions.
In order to evaluate the impact of this policy we will utilise the following table of
characteristics of learning and teaching adapted from the Ofsted framework.
A REVIEW OF TEACHING AND LEARNING
This Review is to be read in conjunction with the following whole-school policies:
(i)
(ii)
The Development of A Distinctive Approach to Learning and Teaching in Our Lady
of Mount Carmel Catholic Primary School.
Positive Behaviour Policy.
A checklist for classroom delivery.
Planning And Preparation
 Lesson plans are displayed in class and to be made available to support staff
 Lesson plans state clear learning objectives
 Lesson plans are annotated (success, reinforcement)
 Appropriate resources are available and these promote pupil
independence, as appropriate
 I.C.T. has been considered
 Cross-curricular links have been considered
 Prior learning has been account for
Teacher Delivery
 Learning objectives are made clear to the children and are referred to
 Expectations of the class and outcomes are stated
 Positive learning behaviours are promoted
 Match of task to need / ability is evident
 Differentiated and effective questioning to explore and extend understanding
 Children provided with opportunities to articulate and explain learning
 Explore learning styles, skills and techniques
 Allow children to take greater responsibility of their own learning
 A good balance of teacher and pupil input
 Timing and pace is well-managed
 Positive relationships (teacher:pupil, pupil:pupil) are fostered
 Clear exposition of the task / objective
 Clear task setting
 Effective intervention and extension
 Flexibility and adaptability to pupils, content of lesson…
 Use of support has been considered
 Lessons are interesting and incorporate thinking time
Teacher Assessment
 Impact
 Annotated on planning to inform future planning
 Considers styles of feedback
 Aligned to Marking Policy
 Work is “marked” with pupils
 Considers level descriptors Early Years Foundation Stage (EYFS), Ofsted Framework,
Qualifications and Curriculum Agency (QCA).
Teacher Knowledge and Understanding
 Focus on communication
 Focus on interaction
 Pupil involvement
 Demonstration of K and U in delivery of lesson
Classroom Management and Organisation
 A ‘Climate for Learning’ is evident, as is an attractive and interactive classroom
environment
 Routines are consistent (pre session, during session, plenary and post session)
 Promoting independent learners
 Behaviour is consistent with agreed standards
Pupils’ Attitudes Towards Learning
 Respond readily
 Remain ‘on task’
 Enjoy the work
 Collaborate with others
 Organise own resources
 Show initiative and take responsibility
 Show respect and care
Pupil Knowledge and Understanding
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Select appropriate resources and use them effectively
Ask and answer questions
Apply prior knowledge
Can adjust and apply knowledge in other contexts
Understand requirements of the task
Show cultural understanding
Show communication strategies
Presentation of work is consistent (date, titles, margins, handwriting,
drafting and redrafting…..)
Pupil Progress
 Completion of the task
 Self-evaluate
 Reference to curriculum targets and prior attainment
 Consolidation of acquired skills / knowledge
Attainment
 National expectations
 Formative and summative assessment
Inclusion and Differentiation
 By task/activity
 By support (TA, LSA, ICT, Other)
 By outcome
A PEOPLE PLACE
If this is not a place where tears are understood
Where do I go to cry?
If this is not a place where my spirits can take wing
Where do I go to fly?
If this is not a place where my questions can be asked
Where do I go to seek?
If this is not a place where my feelings can be heard
Where do I go to speak?
If this is not a place where you’ll accept me as I am
Where can I go to be?
If this is not a place where I can try to learn and grow
Where can I just be me?
William J Crockett
Dear………
I am a survivor of a concentration camp. My eyes saw what no man should witness:
Gas chambers built by learned engineers.
Children poisoned by educated physicians.
Infants killed by trained nurses.
Women and babies shot and burned by high school and college graduates.
So I am suspicious of education.
My request is:
Help your students become more human.
Your efforts must never produce learned monsters, skilled psychopaths, educated
Eichmanns.
Reading, writing and arithmetic are important only if they serve to make our children
more human.
Written by a survivor of Auschwitz who went on to become a headteacher.