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Alexandra Junior SchoolAlexandra Junior SchoolAlexandra Junior SchoolAlexandra Junior School

Teaching and Learning Policy

Last reviewed: Autumn 2014

To be reviewed: Autumn 2017

By whom: Headteacher and School

Improvement Committee on behalf

of the Full Governing Body

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Alexandra Junior School

Teaching and Learning Policy

Contents

Page

1. What is ‘Learning’? 2

2. Aims and Purpose 3

3. The Key Elements of Teaching and Learning at AJS 3

4. The Learning Environment 5

5. Marking and Feedback 7

6. Presentation and Recording 12

7. Planning 12

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Teaching and Learning Policy

This policy is the central documents for us at AJS because it represents the core business of our school.

The contents of this booklet are designed to help all of us to promote excellent learning.

1. What is ‘Learning’?

Learning is our core business. There have been many attempts to define learning, but most have found

this very challenging. At AJS we believe in the central importance of our school developing a common

and shared understanding of the word ‘Learning’ which is meaningful to our school community, and

applicable to our particular context.

At AJS we see learning as a fluid, developmental process:

In simple terms, Learning is the ‘hardwiring of frequently repeated experiences’.

LearningLearningLearningLearning

making sense of

information and

experiences

on-going; life long process

gaining skills and

knowledge at a level just

beyond current

understanding

positive emotional /

physical / social

experiencepupils

understanding what it means (and how) to

learn (metacognition)

building on existing

understanding

consolidating

and applying

learning to different situations

retaining, remembering

and using learning

“What is needed is a culture of success backed by a belief that all can achieve.”

Black and Wiliam, 2001

We learn:

10% of what we READ

20% of what we HEAR

30% of what we SEE

50% of what we SEE and HEAR

70% of what is DISCUSSED with OTHERS

80% of what is EXPERIENCED PERSONALLY

95% of what we TEACH TO SOMEONE ELSE

William Glasser

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2. Aims and Purpose

Our drive is to secure excellent learning outcomes for all children. Continued and sustained improvement

is dependent on improving the quality of teaching and learning on a daily basis.

We expect that all pupils are provided with high quality learning experiences that lead to consistently

high levels of pupil engagement, and good to outstanding progress.

By adopting a whole school approach to teaching and learning, we aim:

• to provide consistency of teaching and learning across all classes • to enable teachers to teach as effectively as possible • to give children the skills they require to become effective lifelong learners • to provide an inclusive education for all children • to learn from each other, through the adoption of a collaborative, enquiry based approach to

teaching and learning, where good practice is shared.

There is no single recipe for improving teaching and learning in a school. However, this policy outlines

some of the key elements which are central to raising standards in teaching and learning. It also sets out

the elements of a high quality lesson.

When reading this policy, it is important to remember that this broad template for teaching and learning

should also incorporate:

• Spontaneity • Creativity • Imagination • Individuality

3. The Key Elements of Teaching and Learning at AJS Key elements and principles of teaching and learning across our school – a practical guide!

All lessons should include the following key elements to ensure high quality teaching and learning. New

teachers to our school will receive training/support to ensure they fully understand these elements and to

enable them to embed them in their everyday practice.

• Learning questions are shared orally and displayed in child friendly language. • Learning questions are very focused on the specific skill or knowledge that the teachers intends

the children to learn and are not a statement of the independent activity i.e. ‘Can I write a

story?’ is the activity and not an appropriate learning question. ‘What techniques can I use to

create suspense in my story?’ or ‘Can I use short sentences to create suspense?’

• Children write the learning questions in their book or have it displayed in their book with a pre-

printed sticker.

• When marking children’s work, the main focus is on meeting the learning questions. Evidence of

meeting the learning question is highlighted or positively commented on.

• All pupils are clear about how they will achieve the learning question. Success criteria support this.

• Success criteria are used more often at the start of a block of learning, to support the children’s understanding of the process, skills or knowledge required. Towards the middle/end of a block of

learning, success criteria will be less detailed or not used at all, in order to allow children to apply

the process, skills or knowledge with greater independence.

• When used, success criteria are displayed for the children to follow during the lesson or drawn up with the children, e.g. Steps to Success.

• Although planned carefully by the teacher, success criteria are often developed with the children in order to support their understanding of the ‘steps to success’ for the lesson

• Often children’s work is used to illustrate the success criteria in action.

All lessons have … clear learning questions

Some lessons have… well planned success criteria or ‘steps to success’

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• All learners are challenged appropriately. • Planning shows clear differentiation. • Children are taught how to select appropriate resources e.g. hundred square, word bank, so

that they are able to successfully access the curriculum.

• Pupils are actively engaged during all parts of the lesson – teachers take into account children’s

concentration span and ensure pupils are not sitting passively for long periods.

• Teachers do not rely exclusively on ‘hands up’ as a strategy for answering questions, giving

opinions, or gaining an assessment of children’s current understanding. Teachers often use ‘no

hands up’ lessons or questions, where all children are required to actively think about a response,

and the teacher is then able to ask any child for their answer/response.

• Opportunities for discussions with a Talk Partner are regular features in all lessons. Pupils are

trained to use appropriate body language when engaged in discussion with a partner. Teachers

use behaviour management signals to make the processes as efficient and effective as possible.

We use 2 main talk partner strategies:

• Think Pair Share - This strategy is normally used when a more “in depth” answer is required, often

in response to a more open ended question or when children are asked to clarify their

understanding with a partner. The “think” element is important. Children then, usually, physically

turn to their partner for a discussion and then turn back to the class to “share”.

• Turn to Your Partner is the quick response strategy and does not take as much time. Children just

turn their heads towards their partner and share the answer to a question or quickly give their

opinion.

• Mini whiteboards are used for short bursts of activity, to develop understanding, practice new

learning, and to ensure children are active and engaged during the lesson.

• A variety of resources, visuals, artefacts and auditory input are all used creatively as a way to

enhance learning.

• Assessment for Learning (AfL) is embedded in everyday practice and is used to inform teaching and learning.

• Feedback may be verbal and immediate or given through marking. • All pupils are clear about how they need to improve because of the targets they are set or the

improvement points they are given.

• Class targets are set at least half termly for Maths and Writing – these are displayed in ways that are easily accessible to the children e.g. on tables during learning

• Marking is linked to the learning question and identifies next step prompts. • Pupils are given regular time to address issues raised in marking feedback.

Peer assessment and self-assessment strategies are an integral component of formative assessment. They

should be ongoing and embedded in the teaching program. Strategies can be informal and respond to

student response in class; or pre-planned and more formal in their nature.

“Once learning intentions are established and shared with children, the self-evaluation during and especially at the

end of the lesson should be children’s reflective comments about their learning, followed by teacher summary,

unravelling misconceptions and providing links with future learning. Times when the class share their work are, in many

ways, a waste of opportunity for self-evaluative thinking.” (Clarke, Hattie 2009)

For peer assessment and self-assessment to be effective, teachers teach the skills first and provide the

necessary tools. Teachers:

• ensure children know the outcomes being assessed

All lessons are … clearly differentiated to enable all pupils to access learning

All pupils are … actively engaged in learning

All Pupils receive … regular and clear feedback which enhances learning

Learning is enhanced through … self and peer assessment

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• teach the marking criteria you want the children to use

• model responses and appropriate assessment comments for the children

• use model sentence starters.

ICT is used to enhance learning wherever possible. ICT is nearly always used during the main lesson to

engage children and in the plenary to consolidate learning. Children also regularly use laptops as part of

their learning. The use of ICT is highly visible and effective in all the teaching and learning contexts across

our schools and teachers are continually searching for ways to use technology as a learning tool.

• Additional adults are clearly directed to support learning. • Teaching Assistants are fully and actively engaged with pupils on the carpet and tables during

lesson times.

• They are clear about who they are supporting and why. • Planning is shared in advance with Teaching Assistants. • They sit next to the pupil/pupils they are working with, quietly engaging the pupils, explaining the

task or using other resources, e.g. number line, to facilitate learning.

• They are involved in assessing pupil’s learning, recording observations and feeding back assessments to the teachers about the child’s understanding.

• Teaching Assistants have a good understanding of the standards and progress of the children in their classes which supports the work they do in class.

4. The Learning Environment

The surroundings in which children learn can greatly influence their academic performance and well-

being in school. The better the school looks, the more it inspires the people inside it – a well-cared for

classroom can make pupils feel that what they achieve and how they themselves are perceived is

important.

We aim to ensure that all classrooms, group learning areas and whole school areas are spaces that

everyone can use to learn and be proud of.

All classes should have:

The Learning Wall must include:

• Key vocabulary.

• Visuals to stimulate thinking such as calculation model.

• Children’s models e.g. a ‘Golden’ sentence.

The Learning Wall could include:

• The title of the topic. • A large topic web which demonstrates ‘the learning journey’ and is continually being ‘updated’

as new learning happens.

• Children’s work.

The Maths Learning wall could include:

• Number/calculation aids such as a large 100 square and a large number line.

• Key Maths vocabulary.

• Models and images linked to current work.

• Key facts, e.g. number bonds or multiplication tables.

• Thought provoking questions or problems.

Learning is enhanced through … the use of ICT

Learning is enhanced through … the effective use of additional adults

A Learning Wall linked to the topic they are studying.

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The Writing Learning Wall could include:

• A focus on VCOP (vocabulary, connectives, sentence openers and punctuation), based on the Big Write whole school intervention.

• A word bank of children’s collected vocabulary.

• Key spelling patterns.

• High quality or ‘Golden’ sentences demonstrating a key bit of learning such as use of adjectives,

punctuation, interesting subordinate clause.

• Thought provoking questions.

• Should include a model of cursive handwriting script

Careful consideration is given to how to make the learning wall a focal point in the class. It should be an

immediate point of interest in the classroom and all children should be confident talking about ‘the wall’.

Learning Walls are not permanent displays. They should change in line with the progression of the

learning in the class.

The Maths display should include:

• Children’s work such as problem solving, investigations, shapes/nets, graphs and charts with key

vocabulary and questions.

• Displays can also include the process that children went through and some indication of

children’s thinking/learning i.e. in speech bubbles.

The Writing display could include:

• Writing produced in cross curricular topics such as History.

• Writing from children of differing abilities.

• The writing should be the child’s best effort.

• Some indication of the stimuli.

• Thought provoking questions.

Whole School Environment

Whole school displays give a very strong message to our school community. They are changed half

termly and can and should be a celebration of children’s work. These highly visible displays need to be

planned carefully and thought given how to display children’s work in the most creative, stimulating and

engaging way possible.

Different teachers have different likes/dislikes about how to organise their classrooms. However, to ensure

a sense of security and consistency across the school, the points below need to be taken on board in all

classes.

• The ARC (school values of Achieve, Respect and Care) and some display of what they mean to

the class are on display in all classes.

• The Behaviour Ladder is clearly visible and each class has a time out space.

• Group/individual targets are visible and easily accessible to pupils during learning time.

• Classrooms are tidy and well organised. Pupils take responsibility for ensuring their classroom is a

pleasant and safe place to learn.

• Pupils are taught to respect equipment and resources.

• Basic equipment (pens/pencils/rulers...) is easily accessible at all times – pupils do not have to

waste time finding rulers/pencils etc.

• Children’s books are easily accessible. The pupil’s name and class are marked clearly on the

front of the book, word processed, not handwritten.

• All trays are clearly and neatly labelled.

• Groupings, e.g. Maths groups are on display in the class.

A Maths display and a display showing children’s Writing (Literacy or cross curricular).

General Classroom Organisation

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• Displays are a learning resource – they are not just a reflection of previous learning. All displays

are labelled and changed regularly.

• A model of the school’s handwriting script is displayed in the class (continued cursive).

5. Marking and Feedback

a. Effective Marking and Feedback - introduction

At AJS we have a culture of success, backed by a belief that all children can achieve. Children need to

know where they have been successful and what they need to do next in order to improve. We think of

marking in terms of feedback about a child’s learning and believe that effective feedback is a key

feature in ensuring good or better progress for every child. This feedback may take a number of forms –

oral, written, formal and informal, and may be given on a group or individual basis. Effective marking

influences and encourages children and gives them the confidence to take the next learning step.

Quite simply, effective feedback leads to better learning outcomes.

Over a period of time, a range of marking and feedback strategies will be used in all children’s books.

Teachers will decide which marking strategies to use and when, in line with our agreed framework.

Curriculum leaders and senior leaders will regularly moderate these judgements to make sure marking is

consistent across classes and is having an effective impact upon the learning journey.

b. Basic Principles • Teachers and support staff should take every opportunity to give feedback on learning

during the lesson with children. This can be written marking or verbal feedback.

• Marking must be specifically affirming or lead to improvement or clarification.

• Work should not be returned to a pupil without being acknowledged in some way.

• All adult comments must be clearly legible and follow handwriting policy of school. They should be easy to understand.

• Pupils are given time to read and act on comments.

• Pupils are taught how to improve their own work and that of their partner. Self and peer assessment are vital.

c. Non-negotiables for Feedback • All learning is marked in a brightly coloured pen (not green).

• All learning is marked or acknowledged. If the learning has been peer/self-marked the teacher can acknowledge, but this must not happen more than once per week in English

and Maths.

• Marking should as a minimum feature a positive comment. Comments on pupils’ work should be mostly positive and encouraging. Use careful language about difficulty:

emphasise that difficulty means new learning is taking place.

• Effective marking will also be linked to the learning question and/or success criteria/targets as this is a key feature of AFL.

• Marking should ALSO pick up on other key areas for development for that child, such as generic improvements (e.g. using paragraphs), repeated mistakes (e.g. not checking

writing), presentation, handwriting, spelling, punctuation etc.

• All adult comments must be clearly legible; easy to read and follow the handwriting policy of the school. They should be easy to understand.

• The marking stamps should be used children’s books.

‘Marking has the potential to be the most powerful,

manageable and useful diagnostic record of

achievement.’

S Clarke, 2001

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• Pupils should peer or self-assess or respond to next step comments in green pen. Pupils are taught how to improve their own learning and that of their partner.

d. How often should detailed and acknowledging feedback be given? • Minimum feature is a positive comment

• All work should be acknowledged by the teacher

• If the main feedback is peer or self-assessment, this can only be once per week.

• Detailed marking minimum is twice per week for Writing and Maths, plus the Big Write

e. Marking and Feedback Strategies The table below outlines a range of the most common marking and feedback strategies that we

use at AJS. Teachers make professional judgements about which strategies to use. These

decisions are based on a judgement about which strategy will most effectively move children’s

learning on to the next step.

Marking and feedback can be categorised into four categories:

1. Celebrating success

2. Learning improvements

3. Secretarial or organisational improvements

4. Self and peer assessment

Purpose Description Example

1. Celebrating success

Use of the thumbs

up marking stamp

with a positive

learning or attitude

related comment.

I. Building confidence and

celebrating

success.

i. Helping a child to understand

what they have

achieved.

ii. Acknowledging and reinforcing

positive leaning

habits

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2. Learning Improvements

i. A comment to help the child

understand how

to achieve the

learning

question or

success criteria

Comments against

success criteria, or

VCOP grid in Big

Write books. A

comment in

response to a child’s

self review

indicating their

difficulty in the task.

V - great use of vocabulary

C - �

O - � P - use a comma after your adverb starters e.g.

Slowly, I walked ...

ii. A comment that indicates the

next learning

step

iii. A learning prompt –what

the child could

do next time

iv. A task to help the child

achieve the

learning

question or

success criteria

v. A task to challenge or

move the

learning beyond

the learning

question or

success criteria

vi. A task to improve or edit

a piece of work

vii. A comment related to the

learning target

Use the ‘next step

footprints’ stamp.

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3. Secretarial or organisational

i. Presentation or reference to

repeated

mistakes

ii. Learning habits, style or effort

Comments on

repeated spelling

mistakes,

punctuation,

presentation &

handwriting or

quality/quantity of

work.

4. Peer and self assessment

i. Simple signs or symbols to

indicate

evaluation of

own learning/

understanding

ii. Open ended reflection on

learning

(green pen = child’s assessment;

blue pen = teacher’s assessment)

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10

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iii. Learning answers (L.A.)

iv. Structured reflection on

learning

v. Peer assessment Children commenting

on

achievements

and next steps

for their peers;

2 stars and a

wish

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6. Presentation and Recording

A child’s books should be highly prized. They show the child’s learning journey, and are a significant

source of evidence for the child’s progress and attainment. Therefore, teachers and support staff should

be consistently communicating very high expectations for presentation and recording.

In all learning:

• Children must be encouraged to take pride in caring for and looking after their books, as well as presenting learning effectively.

• The pupil’s name and class are marked clearly on the front of the book, word processed, not handwritten.

• Children should be actively taught cursive handwriting, so that all writing in books is cursive. Adults should model cursive handwriting, including in marking and feedback in books.

• There should be a consistency in the standards of handwriting across all of a child’s books i.e. high quality handwriting should be the expectation in all books, not just in literacy books

• All learning in books should be dated, and the learning question(s) written or pre-prepared on labels.

• Any work stuck in books should be trimmed to fit the page without overhang. Work should not be folded and stuck in. Teachers should not be overly reliant on photocopied work sheets.

• There must be no graffiti or scribbling in books or on covers. Mistakes should be crossed out neatly.

• Feedback and children’s ‘green pen marking’ in books should clearly follow the school’s marking and feedback policy.

7. Planning

The planning cycle is as follows:

Long term planning

�

� Whole school curriculum overview

Medium term planning

�

� * Curriculum web (half termly or termly) * Planned progression of learning across

the term/half term

Short term planning � Weekly annotated planning

• Each teacher must have a physical or electronic planning folder.

• All planning should be saved on the shared network in the correct term and year group folder.

• Medium planning must be shared with parents and carers by the end of the first week of term.

• All short term planning should be annotated daily (AfL; planning changes/amendments to support children’s learning) and handed in to the office on the following Monday (retrospective).

• Short term planning should clearly show differentiation, Teach Groups, and an indication of who support staff should be working with.

• All planning should be shared with support staff.