Victoria Primary School
Enjoying Learning, Succeeding Together.
Learning and Teaching
Policy
December 2014
Learning and Teaching
At Victoria Primary School we value quality learning and teaching as part of the child’s
entitlement to a coherent curriculum (Building the Curriculum 3: pg.14).
We believe that children learn best where:
• Teaching is fun, creative, differentiated and personalised to suit individual interests and
needs.
• Learning takes place in the four contexts for learning (Discrete Lessons, Interdisciplinary
Learning, Ethos and Life of the School as a Community and Providing Opportunities for
Personal Achievement) to ensure a broad learning experience.
• The seven design principles of the curriculum are routinely incorporated into our teaching.
Thus, children are provided with opportunities to gain knowledge, skills and attributes
throughout their learning.
• Adult input is provided where appropriate, this could be from the class teacher, PSA, SfL,
parents or other outside agencies.
• Lessons are varied with different teaching styles; as to suit all types of learners.
• Lessons incorporate the four approaches to learning (Active Learning, Outdoor Learning,
use of ICT and Collaborative Learning).
• There are opportunities for independent, paired and collaborative tasks, as well as child
initiated and led activities.
• Lessons ensure coverage of the Experiences and Outcomes and incorporate teaching
skills for life, learning and work.
• Lessons are well-planned and thought out and there are opportunities for child initiated
planning of topic and interdisciplinary themes.
• Lessons are responsive to the needs and interests of learners.
• There are opportunities to evaluate and reflect on the learning.
• Children are encouraged to take risks and support the learning of others.
Four Phase Lesson Model
We have an expectation that teachers plan their lessons utilising the 4 phase lesson model:
1. An opportunity to review prior learning is an important aspect of each lesson. This
provides the learners with time to consider previous lessons and to understand the
learning to come.
2. The lesson is introduced through direct teaching where clear Learning Intentions and
Success Criteria are presented by the teacher and where appropriate, created by
the children.
3. Children are given a learning activity, which will vary in approach. This may be based
on independent, paired or group work. Activities will also provide an opportunity to
consolidate and apply new learning.
4. The lesson will conclude with a well-planned plenary. This allows the children to clarify
and consolidate their learning. A plenary is essential for helping children embed
knowledge and skills developed throughout the lessons.
Assessment
The Learning Environment
We recognise the need for varied and
continuous assessments of children’s
learning in order to plan future learning
experiences.
At Victoria Primary School we believe
that good classroom organisation and
management is imperative in providing
high quality Learning and Teaching
experiences.
In our classrooms we expect to see:
In our school we:
• Use prior knowledge and
standardised assessments to inform our
groupings.
• Use the information gained during
these assessments to target ‘priority
learners’
• Use a range of formative assessment
strategies during each lesson including:
Effective Questioning; Peer and SelfAssessment; checking for
understanding and timely feedback.
• Consider assessment at the planning
stage, using a range of activities
(Make, Say, Write, Do)
• Use summative assessments
sensitively and effectively to gain a
snap-shot of progress.
• Report to parents/carers both
formally once a term and informally
throughout the year.
• Gather a range of ‘latest and best’
evidence during Jotter Week. This
information is used to moderate
progress and inform future learning.
• Take part in moderation tasks both
within our school and across the cluster
to ensure consistency of teacher
judgement.
• An engaging and stimulating
environment which celebrates
learning.
• An environment that is organised
and well-resourced to suit the needs of
all children.
• Classrooms which encourage
learners to be independent and wellorganised.
• High quality displays arranged to
enable effective learning in different
subject areas, which includes the use
of floorbooks and learning walls.
• The School’s positive behaviour
policy evident within the classroom.
(e.g. - Golden Time charts, Class Points
etc.)
• A physical layout that is appropriate
for the class. E.g. Table groupings,
carpet areas, clearly defined learning
spaces and space to move around.
• Teachers’ plans in an easily
accessible place to allow for clear
communication of plans between all
adults and children.
• Examples of children’s personal
achievements.
• Effective communication between
Teachers, Pupils and Pupil Support
Assistants.
• Happy teachers and children! We
strive to provide a fun and inspiring
environment for learning, in which
children are motivated and valued as
individuals.
Ethos and Relationships
The success of our school results from the quality of the relationships that we have
built between staff and pupils. At Victoria we feel proud of our ability to form and
nurture positive relationships between children, teachers, support staff and
parents/carers.
We help maintain these relationships through:
• Having clear and consistent expectations of children’s behaviour and attitudes,
and through using exciting incentives and rewards for such behaviours.
• Utilising positive reinforcement and praising children’s good behaviour and
manners.
• Treating all individuals with respect and encouraging this respect from the children.
• Modelling positive behaviour for the children to see.
• Providing opportunities for the children to develop self-confidence and selfrespect.
• Teaching the children values in all that we do.
• Encouraging positive relationships between the school and its members and the
local community through school-run events.
• Ensuring both staff and children are aware of their rights and responsibilities within
the school.
Career-Long Professional Learning
All teachers and senior management are encouraged to utilise their CLPL and
professional development time effectively.
In Victoria Primary we understand that:
• Keeping up to date with different curricular developments and advances is
essential for effective practice. Professional development should always have a
direct impact on practice and link clearly with the school’s Improvement Plan.
• The Professional Review and Development process allows for a planned outline of
future CLPL opportunities.
• Learning is most effective when it is school wide, teachers are encouraged to
share their learning within the school. Taking part in Learning Rounds both within and
out-with our school provides an opportunity to share our professional practice and
learn from that of others.
• The Senior Leadership Team have a responsibility to monitor and evaluate the
Learning and Teaching across the school. There will be various opportunities to meet
and discuss this throughout the year (e.g. forward plan discussions, shared classroom
experience, jotter week feedback and PR&Ds).