Learning and Teaching Policy: Atherton St George’s CE Primary School
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Values for Learning at St George’s CE Primary School
To ensure our curriculum provides opportunities to prepare pupils for life and work and
teach pupils to work cooperatively with others and to respect others and act with
integrity
To ensure pupils have self-worth, personal identity, relate well to others and form
good relationships, are self-aware and deal well with their emotions, have secure values
and beliefs, and have principles to distinguish right from wrong, become independent,
are able to take the initiative and organise themselves
To ensure pupils have the essential learning skills of literacy, numeracy and information
and communication technology.
To ensure pupils are creative, resourceful and able to identify and solve problems and
have enquiring minds and think for themselves, to process information, reason,
question and evaluate.
CURRICULUM DESIGN
We have re-designed our curriculum.
Why?
• Because research says that children learn best when they are excited about what they are
learning
• Because research tells us that children learn best when they can make real life, relevant,
contextual links
• Because research tells us that ‘deep learning’ takes place when pupils are challenged through
problem solving, independent learning and by having ownership over their own learning
• Because research tells us that children learn best through practical experiences
• Because research tells us that children learn best when the context for learning is sustained
for longer periods than just a timetabled ‘session’ or for one subject.
And so we wanted a curriculum that provided opportunities for this!
How?
• By taking K&U/breadth of study from the National Curriculum
• By developing more exciting ‘contexts for learning’
• By planning lots of opportunities for a visit or visitor in order to make learning relevant and
exciting
• By paying attention to not only WHAT pupils are learning, but HOW they learn
• By ensuring Assessment for Learning principles are embedded throughout our curriculum and
that learning begins with establishing what pupils already know
What does it look like?
The curriculum organisation:
 The curriculum is 3-dimensional: organised as both cross-curricular and through blocks of time.
We use an academic calendar to record what is being taught and when. This is particularly useful
where subjects do not naturally ‘link’. The timetable has daily literacy/Numeracy and blocked
‘CFL’ (CONTEXT FOR LEARNING) sessions. These may last for a day, up to a half term.
 Learning Objectives are taken from the NC ‘programme of study’ and the National Literacy and
Numeracy Strategies.
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In addition to the classroom, learning opportunities are provided in all areas of the schoolOutdoors, allotment, ‘Learning Stations’, visits etc. We like to call this ‘stealth learning’ where
pupils are immersed in learning wherever they may be in school.
Opportunities for continuous provision in Lower Primary are present via a differentiated
timetable dependent on pupil need
CFL is taught via a two yearly cycle for EYFS, Lower Primary, Middle Primary and Upper Primary
and planned using a ‘team teach’ approach.
Homework projects are given each half term linked to the CFL. Homework club is available for
all pupils to access support two nights each week.
Each CFL begins with a ‘wow’ stimulus or problem etc, follows the Blooms Taxonomy principles,
utilises ‘Learning tools’ such as Thinking Hats, Thinkers Keys, Market Place etc wherever
possible and completes with an end product such as a presentation, artefact, display, written
piece/BigBook
The mind-map is revisited at the end of each CFL block in each child’s ‘Learning Log’ and added
to in a different colour so that new learning can be assessed.
PLANNING
LONGTERM:
Long term planning is organised using each year group’s ‘Context for Learning Overview Document’
which details:
1. the learning objectives for each subject covered in each context taken from the NC document
2. the context for learning for each term
3. the ‘outcome’ ie presentation, book, museum artefact etc.
This document has been created in 2011 as a two year cycle prior to the implementation of the new
Primary Curriculum in September 2013.
NB: some areas of learning are taught discreetly as a ‘stand alone’ rather than tenuously linking in with
the context. Literacy and Numeracy Long term plans follow NNS/NLS guidelines. RE planning follows
the Blackburn Diocese Scheme of work. PSHE and citizenship planning follow the SEAL’s scheme of
work and Wigan LA scheme of work.
MEDIUM TERM:
CFL:
Planning for medium term is two fold:
a) Teacher led planning which lists the ‘layered’ ‘I cans’/WALTS/Learning objectives
b) Child led planning via a KWHL diagram (where pupils identify what they already know, want to
learn and how they will find out and what they have learned) and a Context for Learning mindmap produced by the pupils and teacher in each class as a whole class activity. These are then
copied and stuck in pupil’s books. This complements our AFL strategies and helps teachers
ascertain pupil’s existing learning in this area ensuring the context for learning is relevant and
interesting to pupils whilst also giving pupils a sense of ownership of what they are learning.
Numeracy:
Wigan LA medium term plans based on the NNS
Literacy:
Wigan LA medium term plans based on the NNS
SHORT TERM:
Different formats for planning exist for each of the following three areas: CFL, Literacy and
Numeracy.
EYFS:
See EYFS policy
ASSESSMENT:
CFL: Evaluations are done after each lesson. At the end of each unit of work, a summative assessment
is completed by the teacher. At the end of the CFL, the pupils re-visit their mind-maps and KWHL to
add their newly acquired learning. This forms part of the assessment process.
Numeracy:
Daily evaluations take place, termly ‘block assessments’( Y xxx), weekly mental maths test (Y xxx),
Optional Sat’s at Christmas and Summer.
Literacy:
Daily AFL evaluations take place which feed in to future plans, termly writing/reading assessments,
APP for ‘alert’ groups of pupils in Y2-Y6, but for all the cohort in Y1, L&S spelling diagnostic at
Christmas and Summer, age related reading tests.
EYFS:
See EYFS policy
MONITORING AND EVALUATION:
All subject leaders will be provided with opportunities to monitor the standard of teaching and learning
within their leadership area. Opportunities for ‘learning walks’ will be provided and data analysis of
subject areas will also be conducted during staff meetings. Appropriate feedback will be given and
resulting actions planned for in SIP.
Barriers to learning
This is a document which lists any barriers to learning individual pupils may have and forms an integral
approach to our Personalised Learning philosophy and subsequent provision mapping. These include
physical, emotional/social, behavioural, child-protection, learning difficulties, lack of parental support,
G&T, attendance/late etc. During each progress meeting, the barriers to learning analysis is updated
and strategies to ‘tear down’ these barriers are discussed.
Intervention strategies
A range of intervention strategies are used. These are organised into a three wave approach designed
by ourselves.
Measuring progress
Assessments are held twice a year during December and during May. The results of these are
discussed during Progress meetings where pupil tracking data, targets, Barriers to Learning analysis
and ways forward are discussed.
EXPECTING THE BEST
Staff discussed the following questions which form the basis for the monitoring and evaluation of
teaching and learning:
WHAT DOES OUTSTANDING TEACHING LOOK LIKE?
 Allows children to ‘think’
 Purposeful
 Objective led
 Positive pupil/teacher relationship
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Supportive
Peer/self assessment
A range of teaching styles
Passionate!
Great classroom management
Adults learn from others and are open to change
Differentiated
Innovative and creative
Holistic curriculum
Facilitates learning rather than instilling learning-not too much ‘teacher talk’
Support staff used effectively
Layered WALTS which are in ‘child speak’
ICT used well
Opportunities for pupil autonomy
WHAT DOES OUTSTANDING LEARNING LOOK LIKE?
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Children think ‘outside the box’
Excellent and enjoyment is taking place
Children share ideas and thoughts through purposeful ‘talk’
Children reflect on learning
Children use a ‘learning vocabulary’ and are aware of how they learn best
Children question the teacher and one another
Children self/peer assess and set own targets
Enhanced levels of achievement
Collaboration
Smiles on faces
Good behaviour
Engaged pupils
High self-esteem/confidence
Enthusiasm from pupils and staff
WHAT DOES AN OUTSTANDING LEARNING ENVIRONMENT LOOK LIKE?
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It promotes good learning and teaching
Bright, eye catching and mounted/displayed to a high standard
Interactive
Relevant to the curriculum being taught
Promotes a ‘talking classroom’
CLUTTER FREE!
Neat, tidy, well organised. Trays labelled.
Accessible resources-so pupils can independently select.
High quality resources-sharpened pencils, spare pens/pencils, paper, books linked to context for
learning on display
Context for learning display which shows up to date mind-map/KWHL and work in progress
Questioning environment
Thinking skills/learning style references
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Other
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Red Cross Code, mission statement and Learning charter on display,
related policies:
Assessment policy
Presentation policy
Homework policy
SEN policy
G&T policy
Curriculum policies
M&E policy
Good teaching promotes LEARNING. This is what we mean by
learning
Knowledge
(what)
Collaboration
(how)
Skills
(what)
Learning
Independence
(how)
Understanding
(what)
Productivity
(the rate)
Application
(the rate)
This is what teachers typically DO. We need to judge HOW WELL they do it
to promote learning
Subject
knowledge
High
Expectations
Effective
planning
High
Challenge
Encouragement
and
engagement
Teaching
Methods
Use of
Support
Staff
Resources
Behaviour
Management
Use of time
What do we believe? ….
That to deliver Outstanding
Learning the teaching should:
Take place in other locations
than just classrooms
Actively involve children in their
learning through the use of a
range of ‘Learning tools’ (how we
learn)
Allow opportunities for play
based learning
Be relevant and purposeful and
make learning vivid and real
Be broad and balanced
What do we do?
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PLACE: In addition to the classroom, learning opportunities will be provided in all areas of the school and beyondEducational visits, outdoors, allotment, ‘Learning Stations’ etc.
Each CFL utilises ‘Learning tools’ such as Thinking Hats, Thinkers Keys, Market Place etc wherever possible (Paul
Ginnis http://www.english-teaching.co.uk/learninglearning.htm )
VAK Learning opportunities
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Opportunities for ‘continuous provision’ in Lower Primary are present, but reduced as pupils progress through KS1
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Timetables contain ‘blocked CFL (CONTEXT FOR LEARNING)’ sessions. These may last from a day up to a half
term.
Each CFL begins with a relevant/real life stimulus or problem etc to capture children’s interest- ‘wow factor’.
Each CFL completes with an end product such as a presentation, artefact, display, written piece/Big Book etc
Our chosen MFL is French and should be taught both as a ‘little and often’ approach (lining up, greetings via
register, counting games, songs etc) and as a CFL ie. Petit dejeuner en Francais. See QCA SOW for KS2 support
At St George’s we have a particular commitment to the ‘Arts’. This enhances pupil confidence and communication
skills and helps raise aspirations.
All statutory elements of the NC are covered.
Learning Objectives are taken from the national curriculum document.
‘Layered WALT’
CFL is taught via a two yearly cycle for Lower Primary, Middle Primary and Upper Primary and planned using a
‘soft team teach’ approach.
Each CFL begins with a ‘mind-mapping’ session on the final day of the previous half-term where pupils demonstrate
existing learning. This feeds directly into teacher’s planning.
This is entered into a KWHL diagram where pupils identify what they already know, what they want to learn, how
they will find out and then at the end of the CFL the diagram is re-visited and pupils add what they have learned.
This feeds in to assessment. In KS1 pupils may use ‘I know, I think, I wonder’
Peer assessment/self-assessment against WALT
Discussion of WALT (in child speak and layered where relevant or use of ‘steps to success’)
Use of mini-plenaries to either consolidate misconceptions or go beyond the objective, to better respond to
children’s learning; The lesson does not need to have a 3 part structure!
have the flexibility to embrace unexpected responses without losing sight of the intended learning outcome
Each CFL embraces our TOP TEN OPPORTUNITIES
Homework projects are then given linked to the CFL. Homework club is available for all pupils to access support
which is supported by our Learning Mentor, Teachers and TA’s.
Closing the Gap Manifesto
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Have challenge, rigour, progression
and be focussed upon learning
outcomes
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Embrace AFL principles
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Ensure all pupils get access to
opportunities to learn and succeed
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Prepare Learners for the future,
ensuring they have the best
possible start in life
Actively promote independent
learning;
encourage children to be responsible
for their own learning
Use of skilful questioning
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‘G&T Blue pages Directory’
Enterprise opportunities within CFL-Christmas Fayre, Enterprise week
Credit Union Bank
Y6 Graduation
‘Job Week’
Targets-annual, medium term and short term
AFL
Teamwork skills explicitly taught
CFL set in problem solving context where children direct learning journey
Each CFL follows the Blooms Taxonomy principles
Pupils given opportunity to ask questions they want solving in each CFL
Use a range of questioning-open, closed
Appendix 1: Long term planning
Appendix 2: Medium Term Planning:
Teacher/Pupil mind map and KWHL
WHAT DO I ALREADY KNOW?
WHAT DO I WANT TO LEARN?
HOW WILL I FIND OUT?
WHAT HAVE I LEARNED?
Appendix 3: Short term Planning
CFL Weekly Planning Grid
Subject: LEARNING OBJECTIVES
Context
for
learning:
LEARNING ACTIVITIES/LEARNING PROCESSES
HA’S-WALTMA’S WALTLA’S WALTWILF-
Assessment for learning/ evaluation
SUMMATIVE ASSESSMENT FOR LEARNING GRID:
Ways Forward:
(recommendations for next class/unit)
RESOURCES
Appendix 4: Questioning
Skilful and well-planned questions are crucial to effective teaching, learning and assessment. Questions focus children’s thinking on the key points.
Teachers can model good questioning to help and encourage children to ask their own questions, to further their learning or clarify their learning.
Effective questions can help to move children from the concrete and factual towards the analytical and evaluative.
Questions can help children to:
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consolidate their learning;
explore ideas further;
make connections;
create new understandings;
make links to the big picture;
reflect on their learning;
think.
There are two main types of questions:
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closed questions: these imply that the teacher has a predetermined ‘correct’ answer in mind, and are a useful means of making on the spot
assessments;
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open questions: allow for a range of answers and make progressive cognitive demands on pupils. They can encourage children to think beyond
the literal.
It is important that we support children in responding to questions:
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allowing ‘Wait-time’ (around five seconds) after each question ensures children have time to think through their response;
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giving children the opportunity to discuss their ideas briefly with another child can help them to rehearse their responses, and to feel more
confident and prepared.
Some ‘Dos’ and ‘Don’ts’
Dos: - Effective questions are those that:
Don’ts: - Errors we all make at times
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start with a narrow focus and broaden out; recall first, then
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asking a question, and answering it yourself before the children have a
encourage fresh thinking (or)
chance to think
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start with a broad focus and narrow down to detail
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asking too many questions, or asking them too quickly
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signal that participation is valued
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asking questions of only the keenest or brightest children
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stimulate and sustain continuing interest in a topic
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continually asking the same type of questions
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help children externalise and ‘rehearse’ their knowledge by putting
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asking in a way that intimidates
it into words
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failing to deal with an answer sensitively
Appendix 5
What makes a lesson outstanding?
 Atmosphere - A ‘buzz’ as soon as you enter the room
 Mixed aged / mixed ability not apparent
 Very good pupil – pupil and pupil – staff relationships
 Pupils know the routines well and don’t need reminders to do basic things e.g. tidy away dictionaries etc.
 Classroom environment is supportive of learning e.g. learning walls, access to resources including practical resources
 Children’s targets are visible – they know the next step in learning.
 Constant and appropriate use of praise
 Enjoyment of teaching apparent
 Very good subject knowledge apparent
 High expectations by teachers and other adults and of each other
 Continuous assessment throughout the lesson – and lesson adapted accordingly
 Reminders of success criteria throughout the lesson
 Encouraged quieter pupils to contribute
 Use of humour to make lesson more enjoyable
 Books marked well with clear comments to move the learning forwards
 TA’s clear in their role, actively supporting learning at all times and support learning unobtrusively
 TA’s are vigilant in their support (not too much or little)
 Links made to previous learning
 Appropriate use of ICT to enhance learning
 Questioning of pupils is very good throughout the lesson
 Behaviour management is excellent – no low level off task behaviours e.g. fiddling with pencils etc. Pupils concentrate well,
cooperate in groups are respectful to one another and staff
 Body language is positive – pupils know they are liked and respected
 Lesson has clear objectives with success criteria which are discussed and revisited throughout the lesson. ( mini plenaries)
 The lesson matches the learning objectives
 Learning is appropriately differentiated for all pupils to access
 Learning is appropriately challenging for all pupils
 Pupils make very good progress in their learning
 There is a good pace to the lesson – but there is time to consolidate the skills that are being taught / learnt
 Opportunities for speaking and listening and to develop reasoning skills
 Children are motivated and enthusiastic about learning
 Children take responsibility for their own learning environment – e.g they move to a better seat to see the board more clearly
 Pupils know what they are learning, how well they are learning and can talk about their learning over time.
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They know what they are supposed to be doing and can talk about the success criteria and where they need help.
Pupils understand the marking scheme and can talk about what they need to do to improve – marking scheme on display and used in work
Children feel safe to question the teacher – children encouraged to ask the teacher or other adults
Pupils feel safe to say I don’t know / don’t understand and know that they will be listened to and helped further
Pupils can articulate what they don’t understand
Pupils understand the bigger picture – e.g. why they are learning this
Pupils are considerate to one another
Pupils work effectively in groups – they take turns fairly and listen appropriately to each other. They distribute roles in groups independently
Pupils encourage each other and enjoy participating in the lesson
Pupils work independently.