MOUNT TAMAR SCHOOL
POLICY FOR
TEACHING AND LEARNING
Created June 2013
Updated November 2014
PUPIL/STUDENT LEARNING
The pupils/students at Mount Tamar School have individual learning needs and all
education and care staff must work closely together to ensure their physical,
emotional and learning needs are met. The relationship between staff and pupils
should demonstrate respect and security. In the classroom it is vital that the
environment is organised, calm, attractive and well resourced. The pupil must feel
valued.
It is the aim of all teachers and learning support assistants to have as much
knowledge of the individual student as possible. Tutors take a responsibility in
creating a folder that has central information about each student;An Individual
Learning Plan, individual behaviour target and all other information from therapists,
such as advice on sensory issues. Department specific pupil details are also useful.
This knowledge is vital if teachers are to successfully plan a differentiated learning
journey for each student.
All learning tasks set must be relevant and challenging to every pupil/student. The
work set should be appropriate to and motivate every pupil to learn. Pupils who enjoy
learning will make progress and achieve in the long term.
Pupils must clearly understand their learning objectives for each lesson. In this way
they can be engaged and challenged in their learning. Clear differentiation and the
learning activities are dynamic and flexible to fully include all pupils.
Pupils/students should be active participants in their learning. They should take part
in discussions, question and answer sessions, and practical activities. They should be
able to work alongside partners where appropriate, and be given the opportunity to
work in groups as well as discuss with the teacher aspects of their learning and work
undertaken. Peer and self assessment is encouraged.
Pupils should be encouraged to undertake self evaluation and discuss their work,
effort and progress with the teachers. There should be opportunities in all lessons for
self study. Teachers encourage inquiry learning and independent thinking.
Support for students is carefully provided to scaffold the learning process for each
student. Pupils at Mount Tamar School work in a variety of ways. Pupils preferred
learning styles and learning needs should be respected and learning objectives should
consider this. Materials and resources may vary accordingly for non-readers and low
ability pupils e.g. the use of supportive visual timetables or tasksheets for specific
pupils. Pupils may work in small groups or be taught individually as required.
It is good practice to split the group with the support staff taking pupils out of the
main room to work separately.
Every pupil at Mount Tamar School has the right to learn, work and succeed. Teachers
set targets 2 to 3 sublevels annually and if confident the targets are set higher.
Student progress should be carefully monitored and if progress is of any concern it is
the responsibility of the teaching staff to alter teaching methods and inform the Head
of School and also Assistant Head for Achievement. Intervention will then take place
depending on individual need.
WE BELIEVE THAT PUPILS AT MOUNT TAMAR DESERVE:
•
•
•
•
•
•
•
•
•
WARM WELCOME
WELL PREPARED AND RESOURCED LESSONS
INSPIRATIONAL TEACHING
TO BE INSPIRED AND MOTIVATED
LESSONS INDIVIUALISED TO THEIR SPECIFIC NEEDS
TO BE LISTENED TO
CONSTRUCTIVE FEEDBACK
A CALM AND ORGANISED ENVIRONMENT
ACCESS TO MODERN IT FACILITIES
TEACHING AND TEACHERS’ RESPONSIBILITIES
Planning:
The Assistant Head Curriculum and subject leaders are responsible for ensuring the
quality of each teacher plans. The Long Term plans (annual) and Medium Term plans
(termly) should be in line with the New Secondary Curriculum and 14-19 guidelines
where possible and adapted appropriately for our pupils/students.
Individual lessons must be prepared thoroughly and plans should follow the
recommended format (Mount Tamar Model)
ie
• Lesson Objective clearly visible
• Starter activity – get them in and busy quickly
•
•
•
•
•
Ensure that the pupils you are responsible for are present, if not try to find out
where they are and inform the relevant people
Introduction and recap learning from the previous lesson
Main activities with pupils’ differentiated targets, learning and tasks
Plenary and review of the learning that has taken place and progress made, this
should happen throughout the lesson to allow the teacher to check learning At
some time during all lessons there should be opportunity for self study and also
for students to develop their literacy skills
Self reflection and Behaviour Watch scores
Homework
• Homework should be given out in all subjects at least every two weeks. It may
take the form of a project. Progress should be recorded by the teacher.
Individual learning needs:
The teacher must be confident in their subject knowledge and share their enthusiasm
and enjoyment about the teaching process with the pupils. The teacher should
regularly reflect on their practice and be willing to learn from this reflection. Similarly,
the teacher should reflect on his or her subject planning and use this knowledge when
planning subsequent work.
Learning must beinteresting and ‘hook’ the child into learning. This will mean that
lessons may be project based, include visits offsite and work in partnership with other
subject areas.
‘Teachers are not here to teach but to enable the child to learn and progress’
If a pupil does not engage with learning or will not attend class then it is the
responsibility of the teacher to build the relationship and slowly re engage.
The classroom environment:
The environment should be one that is organised, safe, calm, and attractive in which
all pupils can learn effectively. Our pupils should feel valued and respected and the
teacher is responsive to their individual needs. Pupils’ success should be celebrated
and their work marked and commented upon quickly and regularly. Current work and
pupil’s learning and achievement should be displayed in the classroom and maintained
in good condition. Student displays should be changed each half term and should be
related to the topic being studied. Displays should be interactive. Students work must
be marked correctly, handwritten or printed to an exemplary standard. It should be
their best work – see Classroom Environment policy
Differentiation and Target setting:
All pupil books and or files should have the Mount Tamar Target sheet in the front
showing pupils their annual target, their current level and how to improve. The
teacher must set work that is relevant and challenging to every pupil. Each pupil
should know what level they are on, what and why they are doing and how they can
improve to the next level. Individual targets set should be informed by clear literacy,
numeracy and ICT initial base line assessments. All learning objectives must be
clearly stated for each lesson and appropriate for each pupil. The teacher should make
it clear to pupils how well they have done and what they need to do to improve. The
learning outcomes should be checked and acknowledged at the end of each lesson and
progress should be recorded on each lesson plan. This should enable individual
achievement to be tracked from lesson to lesson.
The teacher will use a variety of teaching methods and groupings to ensure effective
learning in the classroom. At the end of each lesson the pupil must be awarded points
in recognition of his attendance, behaviour and learning.
Marking, moderation and Assessment:
Clear initial base line assessments will be undertaken for each pupil/student as soon
as possible and at the latest four weeks after starting at the school. This information
forms the basis of initial targets that are set. Ongoing tracking and recording of
achievement will then continue.
The school policy is for assessments to be recorded onto Classroom Monitor at least
every two weeks. The teacher should make formative and summative assessments to
ensure that the planned work is appropriate for each child.
Pupils work should be marked regularly and feedback given to the pupil quickly. (See
marking policy) Written comments can be added to a pupils’ work that will be both
informative and supportive to the process of learning. At the end of a unit of work the
pupil should also be encouraged to undertake a self assessment which will indicate
learning and achievement that have taken place. Verbal feedback can be noted on a
sticker and attached to practical work or put into the student’s folder.
The teacher must store all marking records and assessment procedures in a safe
place.
It is the responsibility of the teacher to internally moderate pupils work at least every
half term and twice a year externally. The Assistant Heads can support you with this
process. It is important that assessments that you are making are robust.
The role of the Learning Support Assistant:
The Learning Support Assistant is the most important classroom resource. The six
week plan should inform the LSA as to the contents and the learning goals for the
planned lessons. The lesson plan should have clear direction for the educational and
pastoral use of each LSA. This may include working with a pupil specifically to raise
his level of learning. The LSA should be aware of his previous level of work and his
learning objectives for the lesson. The LSA should ask questions of the pupil to
extend his learning. The LSA will have a variety of skills which the teacher should
employ effectively in the classroom. The LSA can mark work, use classroom monitor
and Behavior Watch. They are a valuable resource please ensure that they are used to
their full potential.
At the end of the lesson the teacher should elicit feedback from all LSAs and record the
learning and behavioural outcomes.
The teacher and LSAs should work collaboratively in order to ensure effective learning
in the classroom.
Monitoring
Monitoring of quality will be completed by Middle and Senior Leaders
This policy will be evidenced in:
• Department handbooks
• Planning
• Teaching and learning material
• I.L.P.s
• Classroom observation
• Appraising the work of colleagues as in the Performance Management cycle
• Inspections by outside agencies
Success Criteria
The Teaching and Learning Policy will only be successful when:
• Staff understand its intentions.
•
•
•
Staff and pupils apply it to all teaching and learning situations.
Pupils learn and progress well.
There is evidential learning and achievement which is regularly celebrated.
A Teaching and Learning Checklist
In every lesson we expect pupils to:
• Understand the purpose of the lesson
• Try hard and do the best to meet the target set
• Gain knowledge, skills and confidence in their ability
• Be able to work in a variety of ways and in a variety of groupings
• Understand the progress they have made and how to improve
• Gain a sense of achievement
Pupils will learn best when they:
• Attend school regularly and arrive at lessons promptly
• Take pride in the content and appearance of their work
• Respect themselves and others
• Take responsibility for their own behaviour and respect the right of others to learn
• Have supportive residential/home environment
We expect pupils, with support where necessary, to work in the following ways:
• Listen and respond when working as a whole class
• Independently
• With an adult
• In a small group, valuing the contribution of others
• Participate actively in every part of the lesson
A successful lesson will:
• Start and finish on time
• Have clear & challenging individual targets
• Use a variety of approaches and resources to meet individual needs and preferred
learning strategies
• Be based on good relationships
• Be well organised and planned and proceed at a good pace
• Offer every pupil a chance to progress and succeed (differentiation)
• Provide extension/alternative tasks
• Leave pupils and teacher feeling happy/satisfied
• Record individual pupil progress at the end of each lesson
To ensure effective learning, teacher will:
• Offer pupils positive feedback to develop a culture of success
• Develop expectations and standards through positive negotiation with Pupils
• Be aware of pupils’ needs and base their support on discussion of pupils with
colleagues, pupils’ I.L.P.s
•
•
Ensure that individual lessons relate to the agreed scheme of work – there are
many good reasons why a teacher will move away from their plans to engage the
pupils. Please inform the AH Curriculum in this case
Use assessment to inform the next learning activity
•
Consider possible homework tasks where relevant and provide relevant extension
tasks