Produced by Turton High School Media Arts College
Date: October 2010 Review: October 2013

In common with all Turton High School policies, the teaching and learning policy reflects the values and principles of the UNCRC.
Article 28 ‘ Discipline in schools should respect children’s human dignity. Young people should be encouraged to reach the highest level of education they are capable of’
Article 29
‘Education should develop each child’s personality and talents to the full.
It should encourage children to respect their parents, and their own and other cultures.’
Article 12 ‘Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account.’
Article 13 ‘Children have the right to get and to share information, as long as the information is not damaging to them or to others.’
Introduction
Young people who are part of the Turton family can expect to grow into competent life long learners and become confident, caring and responsible citizens.
All students have a variety of skills, abilities and aptitudes and all have an entitlement to access a broad, challenging and appropriate curriculum. Every student is entitled to experience a variety of teaching and learning styles which enable them to achieve their full potential.
All staff and governors have a responsibility, collectively and individually to contribute to the delivery of a broad, challenging and appropriate curriculum. Individually they have a responsibility to strive to deliver lessons where the teaching and learning is of the highest quality and where the learning needs of all students are met. All staff are entitled to continuing professional support, coaching and mentorship at a whole school, team and individual level to empower staff to deliver effective learning experiences.
•
•
•
•
•
•
Aims and objectives
• to ensure high quality teaching and learning experiences for students of all abilities and aptitudes to provide a framework for teaching and learning within which there is flexibility and scope for creativity to provide coherence of approach and consistency of expectation to make explicit the entitlement of all students to raise attainment by increasing levels of student motivation, participation and independence to promote reflection on, and sharing of, good practice to promote an understanding of how learning takes place

A Definition of Learning:
Learning is the process by which an individual makes sense of new experience.
Learning takes place when the individual constructs their own knowledge and understanding of a subject, skill or values. Learning often takes place through personal interaction, therefore we believe that it is important to promote activities that allow the learner to work with others to solve problems, to explore concepts and to develop language as a means of learning and a tool for thinking.
School leaders will enable learning by:
• developing pupil voice opportunities which influence decision making
• skillfully demonstrating, modeling and articulating a deep understanding of a wide range of learning strategies which enable young people to excel
• allowing risk taking to help engage pupils and break down barriers to learning
• allocating resources in a cost effective way, which results in highly engaged young people
• facilitating effective coaching which leads to the development of consistently high impact lessons where pace and strategy are well judged to learners’ acquisition of knowledge, understanding and skills
Teaching staff will enable learning by:
• using open, constructive relationships to give learners a shared ownership and resulting in challenging learning
• constructing learning experiences with young people
• encouraging young people to articulate their ideas freely, testing their own hypotheses, challenging issues and to work collaboratively to solve problems
• ensuring that learning develops ideas over time, through coherent thinking and enquiry
• taking risks to develop challenges to young peoples’ ideas
• developing highly participative learning which is active, dialogic, collaborative and experimental
• having a deep understanding of cognitive development, to aid decision making about their choices of instructional modes
Learners will enable learning by:
• being emotionally self-aware and considerate of the needs and emotions of others
• developing positively challenging and safe relationships with other young people and staff
• taking risks when approaching challenging learning
• setting themselves high challenges, valuing feedback about their efforts and offer opinions constructively
• developing and using enquiry based learning
• reflecting on their learning experiences
• engaging in a wide range of activities and developing their personal interests, whilst organising their time effectively
• confidently asking challenging questions
• confidently use a full range of ‘talk repertoires’

• having opportunities to transfer skills, knowledge and understanding to other contexts
•
•
School leaders will enable teaching by:
• monitoring the impact of teaching styles on subsequent learning
• facilitating discussions about teaching strategies using coaching to improve the impact of teaching on learning empowering all staff to constantly reflect on and improve their methods of
•
•
•
• teaching leading a personalised, rich and varied curriculum that challenges and meets the needs of all pupils using valid and reliable assessment tracking to ensure learning is enhanced promoting a wide range of assessment for learning strategies
•
Teachers will enable teaching by:
• participating in effective professional development and leading developments in the classroom using resources creatively and imaginatively to make learning a rich and varied experience. Learning will be dynamic with strong visual and kinaesthetic elements using a flexible and adaptable classroom layout to contribute to a range of
•
•
•
• learning opportunities and classroom talk having a detailed subject knowledge (including cross curricular knowledge) which allows innovative adaptation and development of the curriculum using learners’ prior knowledge and thinking capability to create a curriculum experience that is dynamic using various forms of feedback on student’s learning and adapting the pace at which they introduce new concepts and ideas to create in depth thinking in all students using a wide range of assessment tools to effectively evidence the quality of teaching and to plan progress
Learners will enable teaching by:
• understanding the range of possible roles in a team and appreciating the consequences associated with what they do
• being socially and emotionally aware, helping each other and themselves to learn
• working confidently, whether alone or in teams, with resilience when approaching challenging tasks
• having good time management and personal –organisational skills
• taking advantage of all learning resources and communication strategies, including actively accessing mentoring and coaching from others
• recognising the different capabilities required to be applied in different subjects
• using research based techniques and evaluating the information sources
• having a high level awareness of internet safety
• seeking feedback and using it to improve the depth of their thinking
• being able to construct balanced judgements about how to improve their work and acting on advice given

•
•
•
School leaders will enable the school communities by:
•
• involving all stakeholders in initiatives developing the social and emotional well being of all adult, teachers and learners involving parents via information evenings and regular communication, in their child’s learning working collaboratively within school teams and with outside teams such as the North Bolton Cluster ensuring that all new and established staff are highly competent teachers in a wide range of teaching environments
•
•
•
Teachers will enable the school communities by:
• modeling the learning, attitude, behaviours, interactions and communication we expect from learners creating learning experiences which reflect a range of perspectives on the world proactively encouraging parents to support and develop their children’s learning listening to learners voice and allowing learners to influence and shape their
•
• learning working with and for the community to create a vibrant, stimulating environment to suit everyone’s needs using varied learning spaces that may go beyond the traditional classroom
•
•
•
•
Learners will enable the school community by:
• being active listeners who support others and treat them respectfully
• taking pride in themselves, taking personal responsibility for their behaviour and healthy lifestyle knowing and acting as though the local community is their responsibility making regular positive contributions to their community, including charitable activity and thoughtful discussion having a deep understanding of the diverse contributors to their heritage and society having a deep respect of the rights and responsibilities associated with living
•
• in a richly diverse culture understanding how communities impact on their environment adopting sustainable practices
This teaching and learning policy should be read in conjunction with the teaching and learning handbook for staff, which contains more detailed information on all aspects of teaching and learning.

Key Ingredients to Successful Lessons .................................................................................................... 7
The Learning Cycle .................................................................................................................................. 8
Support and Challenge ............................................................................................................................ 9
Differentiation ..................................................................................................................................... 9
Gifted and Talented .......................................................................................................................... 10
Personal Learning and Thinking Skills (PLTS) ........................................................................................ 12
Co-operative Learning ........................................................................................................................... 13
The TASC Wheel .................................................................................................................................... 14
Developing Thinking Skills ..................................................................................................................... 15
Assessment for Learning ....................................................................................................................... 16
Assessing Pupil Progress (APP) ............................................................................................................. 16
Homework............................................................................................................................................. 17
Using New Technologies to Enhance Learning ..................................................................................... 18
Monitoring Teaching and Learning ....................................................................................................... 19
Useful Contacts ..................................................................................................................................... 20
Appendix ............................................................................................................................................... 21
Turton High School Media Arts College Lesson Plan ........................................................................ 21
Using The New Lesson Planning Proforma ....................................................................................... 22
Table for Reviewing Teaching and Learning In Lessons .................................................................... 24

There are many key ingredients to a successful lesson. The ideas below are neither exhaustive or prescriptive but may help to set realistic yet challenging targets and to plan differentiated, learning opportunities.
•
Teachers make use of all available information, both statistical and personal, challenging students to reach at least FFT B estimates and aim for FFT D estimates.
• An arrival activity starts students thinking and sets the learning climate.
•
Learning objectives relate to success criteria and are shared with students
• Tasks take account of needs and learning styles of all students and allow students to set their own targets
•
Varied, active and engaging teaching and learning styles, where students are involved and given opportunities to learn independently
• Learning is ‘chunked’ into manageable steps for all students
• Students are encouraged to share their thinking and ways of working with others. Student conversations are about learning and progress
• The teacher communicates and maintains clear expectations for behaviour throughout the lesson. Students behave well - little time is lost to behavioural issues
• Assessment opportunities throughout the lesson allow teachers to alter the pace and plans of the lesson. Teachers demonstrate flexibility in their approach.
• Students are given constructive, positive feedback on work in progress
• The lesson provides opportunities for progression which increase the level of conceptual challenge, the depth of understanding and the breadth of application of skills
• A variety of homework tasks are set to deepen, extend or initiate learning
• The classroom is a friendly and safe place - relationships are good.
•
The teacher knows his/her subject and strategies for teaching it well; the teaching methods used are appropriate for the content.
• Available resources (time, staff etc) are well used.
•
The teacher allows time to review learning outcomes and give students the opportunity to identify their own progress and set themselves appropriate targets
Outstanding lessons tend to also have some of the following points:
• All students are challenged and make good progress, especially those at the ends of the ability range and those who lack confidence; some make exceptional progress; a lot of ground is covered in the lesson but stragglers are not left by the wayside.
• Enthusiasm and enjoyment pervade the classroom.
•
The teaching is exciting and interesting (for example, through use of stimulating resources or other adults in the lesson); it may be inspired, although it doesn't have to be.

•
All the students are involved in the lesson and all contribute in some form.
• Teaching methods are very well matched to the content and to the learners - some may be original or innovative; for example, content closely linked to students' experiences or to interesting practical situations.
•
The teacher checks progress throughout the lesson; assessment is regular and helpful.
•
Students evaluate their own and others' progress accurately and constructively.
•
All students know how to improve as a result of regular and constructive feedback; where appropriate this is linked to national criteria or examination requirements.
•
The teacher develops students' basic and other cross-curricular skills, for example, literacy, numeracy, independent learning, citizenship, the global dimension and PSHE.
•
Students have easy access to, and make use of, additional resources which they use independently to support or enhance their learning.
• Students go out of their way to help each other; they provide mutual support.
• The classroom is a lively and interesting place; it includes good displays of students' work (representing all abilities), things which give a subject specific flavour to the room, and annotated examples of levelled work used to support learning.
Outstanding lessons don't need to be perfect, and even with a comprehensive list like this, it can be difficult to gauge where the line is between good and outstanding.
When in doubt, the litmus test is whether there is a real relationship between students and the teacher that produces a tangible air of enthusiasm and enjoyment.
Another View…. an outstanding lesson is ‘one that simply couldn't be missed’.
Alistair Smith’s Accelerated Learning Cycle provides a coherent route through lesson planning. The Learning Cycle incorporates much of the recent research into brain based learning into a practical approach to structuring learning experiences. The aim of the process is to re-focus practitioners on the process of learning based on an understanding of how we learn rather than what we learn.
“Our approach to learning and development involves placing the learner at the heart of the experience. We see it as part of our challenge to help move the learner from dependence towards independence. We do so, by combining engaging learning experiences with a coherent learning model and explicit outcomes. Our approach to learning and development uses a learning model which we share openly with our students.” Alistair Smith.

Effective use of the Learning Cycle requires the establishment of a supportive and safe learning environment. The Learning Cycle uses four main processes – connect, activate, demonstrate & consolidate. These do not need to (and probably will not be) the same length and will vary according to task, lesson and grouping.
Differentiation
To differentiate is to provide opportunities for pupils all abilities to show what they know, understand and can do. Differentiation is the process whereby teachers (and
TAs) meet the need for progress through the curriculum by selecting appropriate teaching methods to match an individual child’s learning strategies, within a group situation. Differentiation involves offering pupils tasks which enable them to produce evidence of attainment at their highest possible levels.
Essentially it is simplification, making things simpler, thus allowing the learners to attempt tasks more confidently and with more success. It is our job to do the best that we can to ensure that the learners achieve that success.
To decide the point at which this simplification is needed ask yourself the following questions:

Does the work look interesting?

Is the reading level too high?

Does it need key words highlighting?

Is the language used misleading or confusing?

Is it obvious what the learner is expected to do? No
No
Yes
Yes
Yes
If you match these answers you need to differentiate the work!
There are three ways of doing this: a) Differentiation By Outcome , in which all pupils undertake a common task and differentiation is sought on the basis of the quality of response or outcome b) Differentiation By Task , in which pupils are set specific tasks matched to their ability. The tasks may be differentiated on the basis of inherent difficulty, the amount of structure, or the amount of guidance given, or a combination of all three. c) Differentiation By Teacher Input , in which during the assessment of tasks an allowance may have to be made for the level of teacher intervention.
There are many teaching strategies used to differentiate work. Some common examples include:
1. Grouping pupils in classes by ability. Work can be designed to cover a particular range of levels particular topics.
2. Task management within groups. Pupils are given specific tasks within working groups in order to ensure that they have opportunities to work on different aspects at their level, for example, analysing data, setting up the task, carrying out research etc.

3. Use of extension and support materials. A common tasks is tackled but includes the provision of materials to support the less able and to stretch the more able. Better motivated pupils can also be extended through homework tasks.
4. Use of supported self study. Pupils are provided with a variety of ways of reinforcing or extending work covered. This could include the use of reference books/library self study units, which direct pupils to resource materials and, when supported by the teacher, use of computer aided learning etc.
5. Use of TA help. This is of particular relevance within a mixed ability group. TA help can be used to assist both the less able and more able pupils. Let your TA know what the learning objectives are for the lesson so they can help guide the student towards the right outcome. Remember the TA will not necessarily be a subject specialist – give them the SoW and worksheets in advance and explain what you expect the students to do.
6. A common project given to a group will be tackled at different levels by different pupils according to their ability.
7. Using open ended tasks. A strategy which allows pupils to tackle a common task, but show differentiation by the outcome they achieve.
8. Using pupils’ ideas as the starting point.
9. By task. Tasks can be designed to target a limited range of levels so that a carefully prescribed task is given to pupils of different ability.
10. Graduated materials. Materials contain separate sections that are graded in difficulty. This may tax all pupils and can also allow less able pupils to complete one section fully enough to gain satisfaction.
For more support with differentiation speak to the special needs department.
Gifted and Talented
We believe in meeting the needs the needs of all pupils, irrespective of their ability.
Our most able students flourish in an environment that appropriately stretches and challenges, encouraging pupils to think for themselves and pursue their own interests. The personalisation of learning is key to allowing all pupils to meet their true potential.
Gifted and talented young people need to:
• have a stimulating environment, with access to high quality resources;
• know that they can ask searching questions and get a considered response
(even if it’s ‘I don’t know, how can we can find out?’);
• receive appropriate encouragement and praise;
• be recognised as individuals with strengths and weaknesses; and
• be able to hold meaningful discussions with the teacher, other adults and other able young people.

Outstanding provision for Gifted and Talented students will be characterised by:
• lesson plans which accommodate the needs of gifted and talented students, recognising and building on what learners already know, avoiding unnecessary repetition and setting out appropriate objectives which help to develop higher order thinking skills;
• a classroom culture of high expectations and aspirations, in which it’s ‘cool to be clever’ and where all sorts of talents and abilities are valued;
• presenting the curriculum as a series of problems to be solved rather than a body of knowledge to be absorbed;
• the use of varied teaching approaches to make learning an enjoyable and challenging experience, matching tasks to learners’ maturity and preferred learning styles:
• encouraging independent thinking and open inquiry;
• selecting and using questions that stimulate higher order thinking;
• encouraging and supporting students in asking their own questions;
• modelling and requiring the students to use effective problem solving techniques

PLTS are central to the success of all our students and the effective development of
PLTS is necessary to create effective lifelong learners. Pupils are introduced to the
PLTS through the induction module of L2L during the first half term of Y7. They then complete four cross curricular projects which further raise awareness of the importance of the PLTS. Departmental schemes should highlight opportunities to discuss and develop these key skills. The QCA wording has been simplified to improve access to the PLTS. These are displayed in all classrooms as the PLTS ladder and are summarised below. SEN pupils are supported by use of
Communicate in Print PLTS swing tickets.
Independent enquirers can:

Plan carefully

Make informed decisions

Look at things from different angles

Think of solutions to problems

Give reasons for opinions
Creative thinkers can:

Ask questions

Generate imaginative ideas

Experiment

Be flexible

Be open to new experiences
Reflective learners can:

Think about strengths and weaknesses

Set goals and targets

Review progress

Respond positively to feedback, criticism and praise

Share ideas with different people
Team workers can:

Work sensibly with others

Be responsible for roles in group work

Change to suit different roles and situations

Show fairness and consideration to others
 Be supportive of other people’s learning
Self managers can:

Be organised and manage time well

Be aware of emotions and how this affects learning

Take responsibility for learning

Show initiative and seek new opportunities

Respond positively to challenges
Effective participants can:

Discuss issues sensibly

Consider different points of view

Get involved in school life

Value others and build good relationships

Understand and respect the rights of others

Cooperative learning can be either paired or small group work. It is an important aspect of helping to develop pupils’ social skills such as team working as well as deepening and consolidating their understanding. Most pupils enjoy the opportunity to work with their peers and paired or group work can provide learners with a safe environment to test out ideas and refine their thoughts. Good working relationships with others are a pre-requisite for effective AfL and indeed most forms of employment.
Kagan Structures can be used to organise paired / small group work. Spencer Kagan bases his structures on the following “fundamental formula”:
CONTENT +
(the WHAT of teaching)
STRUCTURE +
(the HOW of teaching)
= ACTIVITY
(a learning experience)
A summary of a range of relatively straightforward structures is included below:

The following checklist might be useful when preparing to undertake more extended group work with pupils:

Are ground rules / agreed expectations clear?

How are pupils to be grouped?

Would it be helpful for roles to be allocated within the group?

Have opportunities for PLTS been clearly signalled to pupils?

Is the expected outcome clear?

Has the success criteria been shared (or even co-constructed) with pupils?

How will pupils work be assessed? (teacher? Peers?self?) Has this been made clear to pupils?

Is there structured time for reflection?
The TASC ( T hinking A ctively in a S ocial C ontext) was designed by Belle Wallace to encourage learners to be more independent & creative. It provides learners with a scaffold they can apply to different situations. The TASC wheel is an inclusive tool in that learners of all abilities can access across the key stages. It makes learners aware of the thinking skills & problem-solving strategies they are using. It can be used effectively as part of both group and independent work. Each classroom has a copy of the TASC wheel displayed to remind staff and students of the different stages.

We aim to make all classrooms ‘thinking classrooms’. In a ‘Thinking Classroom’ teachers encourage thinking by:

Setting challenging tasks that encourage students to strive to think through a problem or issue which may have no single correct answer

Planning learning objectives that encourage students to transfer understanding across a range of subjects
 Identifying and sharing ‘big concepts’ across the curriculum

Sharing a common language for learning

Encouraging students to build on what they already know in order to make sense of new information

Planning for students to think together and ask questions

Helping students make connections between the thinking involved in the task and other contexts in order to encourage the transfer of knowledge and skills
 Intervening in the learning process by asking questions that extend students’ thinking

Allowing students time for reflection

Using the TASC wheel (see above)
TO MAKE JUDGEMENTS ABOUT KNOWLEDGE
TO CREATE NEW IDEAS OR THINGS
TO TAKE INFORMATION APART
TO USE INFORMATION
TO UNDERSTAND INFORMATION
TO FIND OR REMEMBER INFORMATION interpret, justify, decide, criticise, judge, solve, rate, assess, appraise hypothesise, predict, create, invent, produce, modify, extend, design, formulate, develop, build, compile study, combine, separate, categorise, detect, examine, inspect, discriminate, take apart, generalise, compare, analyse, scrutinise try, diagram, perform, make a chart, put into action, build, report, employ, relate, draw, construct, adapt summarise, relate, experiment, simple comparisons, demonstrate, explain, reward, discuss tell, uncover, show, list, locate, repeat, define, explain, investigate, recall, name, point to
B l o o m
‘
S
T a x o n o m y

Staff should be aware of Bloom’s Taxonomy and actively consider how to incorporate higher order thinking skills into lessons through skillful questioning and thoughtful task selection. Students should be encouraged to value higher order thinking skills.

Students receive regular developmental and motivational feedback in a variety of ways to enable them to progress
•
Feedback will sometimes include quality written comments which recognise the strengths of a piece of work and identify targets for improvement in a constructive, personalised way
•
Students are able to act upon the advice they are given to improve their performance
• Frequent opportunities are taken within lessons to provide immediate verbal feedback
•
Students are encouraged to judge the success of their own work and set themselves targets for their own improvement
• The language of subject progress is shared with students
•
Students are made aware of the criteria for progression between levels or grades and are enabled to interpret these criteria in a meaningful way
• Students are encouraged to critically, but supportively, judge the performance of others within their group
• Levels of work are modelled through display and explanation
• Within departments there will be opportunities for marking to be standardised across a year group
•
Students are frequently asked open questions and given thinking time before answering
APP is a structured approach to pupil assessment in Key Stage 3 to support teachers with:
• making judgements about their pupils’ attainment, keyed into national standards
• developing and refining their understanding of progression in science
• gathering diagnostic information about the strengths and areas of development of individual pupils and groups of pupils
• tracking pupils’ progress over time to inform the planning of teaching
• planning teaching that is matched to pupils’ needs
• supporting the transfer of meaningful information at key transitional points, e.g. from Key Stage 2 to Key Stage 3
• facilitating the setting of meaningful curricular targets that can be shared with pupils and parents.
APP can be considered to take place at three points in a students learning:

Day to day assessment
• Learning objectives made explicit and shared with pupils
• Peer and self-assessment in use
•
Pupils engaged in their learning and given immediate feedback
Periodic Review
•
Broader view of progress across subject for teacher and learner
•
Use of national standards or assessment criteria in the classroom to identify the level of students’ progress
• Improvements to medium-term curriculum planning
Transitional Points
• Formal recognition of pupils’ achievement
•
Reported to parents/carers and next teacher(s)
•
May use external tests or tasks
A Summary of the role of APP and AfL in Lesson Planning
Plan for progression from learning objectives
(Secondary
Framework and planning toolkit)
Collect and feed back to pupils evidence of their progress during engaging day-to-day teaching and learning
(AfL)
Review a range of evidence for periodic assessment (APP)
Adjust planning, teaching and learning
(referring to Secondary
Framework)
Make level-related assessment using
APP criteria
Homework should be set twice a week for core subjects and once a week for foundation subjects at KS3. One piece of homework is expected to take around 30 minutes. Sufficient time should be given for students to complete the homework and to develop their time management skills. Extended pieces of homework can be set which are completed over a few weeks. Homework could extend work done in class, extend the breadth of subject coverage or initiate new ideas. Homework does not all have to be written or worksheet based.
Suggested Homework Ideas
Research careers related to the subject
Watch an appropriate TV programme and comment on it
Make a model
Canvass opinion from relatives and friends on a topic
Visit a place of interest
Prepare a presentation
Revision

At KS3 students are given homework in English (Y7 & 8 only), History, Geography and RE as part of the Humanities Homework Challenge. This is an extended project-based piece of work to be completed over several weeks on a published rota system. Students are expected to spend a minimum of two hours per week planning, researching and completing their work. Such tasks give students the opportunity to develop independent enquiry skills, as well as demonstrating their creativity and ability to direct their own learning. Details of this task will also be available on the VLE via the school website (without password requirement) to enable parents to view the tasks set and support on offer. The library is a valuable resource for all learners but is particularly important for KS3 students completing their Homework Challenges. Y7 groups are taken to the library in their first term by their English and History teachers to help students become familiar with the library and encourage independent use of the facility.
At KS4 students should have 45 minutes homework a week per option subject
(2.5hrs teaching). At times this homework may be coursework related.
At KS5 students should spend 5 hours a week per subject on study outside the classroom. Some of this time should be teacher directed and some used as self study time for extended reading in the subject area.
Homework can present an opportunity for students to develop peer and self assessment skills.
Internet Safety
Internet safety is taught by all staff every time students use the internet in lessons.
In addition there are internet safety units taught in learning 2 learn and in tutorial time. Students need to be aware of the ease at which information can be shared on the internet and how to control who you share information with. In addition students need to be taught how to evaluate the reliability of information on the web and how to accurately reference sources used from the web.
The Learning Platform
Staff and students can access the learning platform via the school website www.tmac.uk.com
. All staff and students have a personal log in. Turton High
School use a learning platform hosted by Uniservity.
The learning platform can be used to set tasks for classes or individuals, create wikis, forums, quizzes, blogs and to share electronic resources. Each subject area has pages on the learning platform and each department decides how to populate the pages. The learning platform allows remote access from the internet 24/7.
To create resources on the learning platform staff need access rights to each page.
Please see the VLE technician or the Deputy Head for Learning about setting up access rights.

Students are taught how to use the learning platform in Learning 2 Learn lessons in year 7 and ICT lessons in years 8 and 9.
Other new technologies
Stu dents can utilise their ‘pocket technology’ in lesson time to enhance learning.
This maybe using a camera or video on a phone to record work for uploading to the learning platform, or may be using the internet to gain information. Twitter can be used to comment on the lesson as it progresses or to ask questions of a teacher,
Youtube can be used for educational video clips shown by staff. Google docs allows several people to work on the same document together – all these are free to access.
As a school we also subscribe to samlearning.
Log ins are:
Centre ID: BL7 TH
User ID: teacher
Password: t3ach3r
Once logged on as a teacher you can:

Create a personalized login which allows you to set work for classes to do and this records their progress automatically. Create a login using the link on the homepage.

APP activities available for Maths and Science

Look at the progress of your classes.
Samlearning can be useful for homework. We will continue to reward the highest pupil users of samlearning – it does seem to improve their grades. Pupils have a page in their planner reminding them how to log in.
For your reference pupils log in as:
Center ID: BL7 TH
User ID DOB as ddmmyy followed by initials eg 010196ab
Password: same as user ID. This can be reset
– ask if necessary.
Parents can access information about their child(ren) via the SIMS learning gateway.
Staff can access SIMs remotely via the SIMs learning gateway online link on the school website.
Heads of department are responsible for monitoring teaching and learning in their department. They complete the departmental self review each year, which explains the monitoring process in more detail. All teaching staff should have a lesson observed at least once a year by their line manager or elected representative. In addition a lesson may be observed for performance management. Each term the head of department meets with the senior leadership line manager for a review meeting and a learning walk is completed by the leadership line manager during learning focus week.

In addition all teaching staff should conduct at least one peer observation on a fellow teacher during the academic year.
Cathy Bach – Deputy Headteacher (Learning)
Charlie Taylor – Senior Deputy Headteacher (Curriculum and Timetabling)
Sam Gorse
– Deputy Headteacher (Caring)
Kate Johnston – Teaching and Learning Lead Teacher
Clare Frackelton – Gifted and Talented Coordinator
Sue Dickinson - SENCo
Jan Parker-Brooks – HLTA
Bill Tomlinson – Head of Enterprise and Careers
Lindsay Outterside – Head of Citizenship, PSHEE and L2L
Vicky Graham- Head of L2L and 2 nd
Iain Wilson – VLE Technician
in Citizenship and PSHEE.

Turton High School Media Arts College Lesson Plan
(including links with prior learning) :
: (We are learning to...)
support & challenge
...)
: (We will be able to
Independent Enquirer Creative Thinker
Team Worker Self Manager
Citizenship Enterprise Cross Curricular
Links
Reflective Learner
Effective Participant
Functional Skills
& engage with the learning
(& approximate timings
/ resources including new technology)
- introduce new learning
Learners
& develop their understanding
– create opportunities for learners to review,

reflect & evaluate learning. This may include homework.
Using The New Lesson Planning Proforma
Creating a positive learning environment:
elonging
– learners want to feel part of the shared experience – involve them!
spiration – learners want to know they can improve their worth – sell the benefits.
afety – learners want to know they are safe – create a ‘no-put-down’ zone.
dentity
– learners want to know they are recognised – value their individuality.
hallenge – learners need to be stretched – extend their comfort zone.
uccess
– learners want the satisfaction of success – catch them improving!
Context of the Lesson o What’s the bigger picture? o What has come before today? o Where does this lesson fit in with the medium term teaching objectives (as set in the SoW, for example)?
Learning Objectives o Statements which the teacher intends the pupils to learn. o For ease in terms of creating Learning Objectives, these should start from the mental phrase “we are learning to” but does not have to be stated. o Learning Objectives fit into 1 of 3 sets:
Acquiring/Applying knowledge – factual information.
(eg) “To know…”
Acquiring concepts – abstract ideas, laws, principles, how processes occur.
(eg) “To understand…”
“To evaluate…” “To
Acquiring new behaviours/Learning new skills – these can be subject specific or broader ones to meet cross-curricula requirements.
(eg) “To be able to…” compare…”
Learning Outcomes o Having a shared understanding of what is to be learned (the Learning
Objectives), pupils need to know what they are able to do after they have learned it. o Either orally or in writing, Learning Outcomes focus pupils how they can recognise achievement in this lesson.
Success Criteria
These are particularly beneficial for more extended pieces of work and obviously link well with good AfL practice. o What does “good” look like? o Pupils need to know what is expected in order to achieve the Learning
Objectives and Learning Outcomes. o Teacher may say, “What do you need to remember to do/include in order to…
[achieve the Learning Objective]? o “What I am looking for…” (WILF…) can be a useful mental starter.
The Phases

These are based on Alistair Smith’s 4 part Accelerated Learning Cycle. In the broadest terms the middle part of the 3 part lesson has been split in two. The Learning Cycle helps to focus on pupils’ learning and the opportunities for learners to develop and demonstrate their understanding. Ideas for different activities that could be used in each stage can be found separately in the Learning Cycle booklet.
this is the stage when the topic or unit of work to be completed is put into context. The bigger picture and the “WHY” are explored. (WIFM – What’s in it for me?) Knowledge/skills/ understanding are connected to what has gone before and what will come after. It builds on what the learner already knows and understands.
The activate stage is the input. The activate section should provide opportunities for VAK activities, teacher modelling or demonstration. This part of the lesson is essentially the new skill, information or stimulus that students will be demonstrating an understanding of in the next phase of the learning cycle. It should inspire, inform, input, outline.
The demonstrate phase is the opportunity for learners to demonstrate the new knowledge, understanding or skills they have acquired. This section allows learners to reflect on the fact that progress has been made. Ensuring this is accompanied by mini – plenary, or a linking back to the connect phase of the cycle makes it easier to show progress.
The consolidate phase emphasises reviewing, recalling and rechecking. In order to maximise long term retention then it is essential that strategies are used that allow students to remember and reflect on what they have done or achieved during the learning cycle.

Context
Table for Reviewing Teaching and Learning In Lessons
Objectives,
Focusing
All pupils know that there are
ASSESSMENT FOR LEARNING FOCUS
Developing
Most pupils are clear about what they
Key evident partially evident
Green yellow
Establishing
All pupils have a clear understanding of what they are trying to
Enhancing
All pupils routinely determine and use their own outcomes, success criteria. learning objectives and are aware that there are learning outcomes.
are trying to learn and understand how they can achieve this. learn and link this to clear learning outcomes.
Most pupils can, with support, contribute to determining the success criteria. success criteria to improve.
All pupils understand what they are trying to learn and confidently discuss this using subject
Wider Learning
Context
Some pupils can make links to previous learning.
Many recognise how the lesson builds on earlier learning.
All pupils can relate their learning to past, present and future learning in the subject and most can relate this learning to subjects. terminology.
All pupils understand how the learning relates to the key concepts and skills they are developing.
Responses are typically extended , demonstrate high level thinking and support their views.
Contribution towards discussions
Some pupils are confident enough to contribute orally and discuss their learning.
During discussion work, most pupils listen actively to others. Many are confident enough to contribute and can learn from their peers during focussed discussion.
All pupils use discussion work to develop their learning. There is evidence that pupils are willing to share their ideas and develop their learning in conjunction with others.
Pupils listen with confidence to a range of views and are able to challenge or accept these constructively.
Pupils value talk for learning and consciously use it to advance their thinking.
There is a classroom buzz: pupils initiate and lead whole class discussions; group discussions are self-determined and governed.
Reflection on
Learning
Some pupils are able to assess the quality of their work in relation to the learning objectives and outcomes.
Most pupils make progress in relation to the learning objectives.
All pupils are clear about the success criteria and can, with support, use these to judge the quality of their own and others work and identify how best to improve it.
All pupils make progress in relation to the learning objectives and outcomes and can reflect upon this process.
All pupils independently identify and take their next steps in learning to make good progress.
Objectives
Outcomes and
Success Criteria
Wider Learning
Context
Opportunities for discussion
Reflecting on
Learning
Lesson planning and identified tasks are linked to the learning objectives which are shared with pupils.
Planned opportunities enable pupils to discuss their learning
(prior, present, future).
Classroom ethos supports positive interaction.
Teacher provides opportunities for class/group discussion.
Pupils are encouraged to listen, contribute and learn from each other.
Progress in relation to the learning objectives is reviewed during the learning episode and is evidence at a key point in the lesson, i.e. during plenary.
Most pupils can, with support, identify some strengths and weaknesses in their work and can suggest how to improve it.
Most pupils make progress in relation to the learning objectives and can demonstrate features of a good learning outcome.
The lesson is planned to appropriately challenging learning objectives. The teacher explains the learning objectives and the learning outcomes and checks pupils’ understanding of them.
The teacher ex plains what ‘good’ looks like.
The teacher places emphasis on the value of what is being learned and clear links are made to past and future learning episodes. (Bigger picture – progression).
Opportunities for structured discussion are provided. Teacher uses specific strategies to improve the quality of dialogue and build learners’ confidence.
Progress is regularly reviewed with pupils throughout the lesson and is linked to learning objectives and learning outcomes.
Planned opportunities allow the teacher to assess learning leading to targeted feedback to inform next steps.
Planned opportunities allow pupils to explore the objectives and outcomes.
Pupils are encouraged to use success criteria (which focus on small steps of progression in key concepts and skills) to support learning and in helping to identify next steps.
Pupils sometimes determine the success criteria themselves.
The ‘bigger picture’ is explored with pupils. Links are made to other topics, other subjects and skill development. (Big picture
– Curriculum)
The teacher uses skilful questioning, appropriate resources and engaging activities to focus and sustain planned dialogue.
Explicit strategies are used to develop pupils’ skills and confidence in order to accelerate learning and develop independence.
Regular reviews of learning involves both the teacher and pupils. Reflection focuses on progression in key concepts and skills.
Pupils are supported in using success criteria to identify targets/next steps.
Teaching is flexible and exhibits an ability to respond to the pupils’ learning needs.
The teacher begins to encourage pupils to reflect on how they learn effectively.
Pupils are able to use AfL to develop their independent learning.
The teachers plan lessons informed by a detailed understanding of standards and progression in key concepts and skills (including cross curricular).
The teacher skilfully orchestrates whole class and group diaglogue as an integral feature of the lesson to accelerate learning and develop pupils’ independence.
The teacher only intervenes in discussions in response to critical learning moments.
Pupils and teachers work together to explore how pupils can learn most effectively and how to apply the methods.