Teaching and Learning Policy

Reviewed and Approved by Governors: November 2018

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“I am the decisive element in the

classroom. It is my personal approach that

creates the climate. It is my daily mood

that makes the weather. As a teacher, I

possess tremendous power to make a

child’s life miserable or joyous. I can be a

tool of torture or an instrument of

inspiration. I can humiliate or humour, hurt

or heal. It is my response that decides

whether a crisis will be escalated or

deescalated, a child humanised or

dehumanised.”

Ginott 1972

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CONTENTS

Page 4 Rationale

Aim of Policy

Responsibilities

Page 5 Teachers’ Standards

Schemes of Learning

Daily Lesson Planning

Differentiation

Page 6 Differentiation

Page 7 Assessment for Learning to Check Progress

Page 8 Collaborative Learning – Kagan Structures Innovative

Use of Technology

Page 9

Seating Plans

Cover Lessons

Homework

Marking and Feedback

Page 10 Marking and Feedback Classroom

Procedures

Page 11 Presentation of Work

Peak Performance Manual

Page 12

Page 13

Magpie Books

DEAR – Drop Everything and Read

Classroom Environment

Quality Assurance: Subject Reviews

Page 14 Quality Assurance: Book Checks

SLT Walkabouts

CPD

Page 15 Lesson Filming

Appraisal

APPENDICES

Page 16

1. Teachers’ Standards

Page 18 2. Ladybridge Lesson Plan

Page 19 3. Accelerated Learning Lesson Planning

Page 20 4. Literacy Objectives

Page 22 5. SMSC Objectives

Page 24 6. Cover Lesson Sheet

Page 25 7. Homework Policy

Page 27 8. Truly Great Teaching at Ladybridge Lesson Observation Form

Page 29 9. Written Feedback Policy

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Rationale

‘The most important role of teaching is to promote learning and to raise pupils’

achievement. It is also important in promoting their spiritual, moral, social and cultural

development. Teaching should be understood to include teachers’ planning and

implementing of learning activities, including the setting of appropriate homework,

across the whole curriculum, as well as marking, assessment and feedback. It comprises

activities within and outside the classroom, such as additional support and intervention.

‘Good teaching, which includes high levels of expertise and subject knowledge, with

the expectation that pupils will achieve well, enables pupils to acquire knowledge,

deepen their understanding, and develop and consolidate skills.’

OFSTED September 2012

Aim of Teaching and Learning Policy

At Ladybridge, we aim to focus relentlessly on the progress of each individual student,

through quality teaching every lesson, every day, so they can be the best they can be.

Responsibilities All Teachers: to provide high quality teaching experiences for our students

on a daily basis.

Learning Directors: to monitor the quality of the teaching and learning within

their department and to offer support where and when

appropriate.

Senior Leadership Team: to monitor the quality of teaching and learning across the

school and to identify where support and development is

needed.

Governors: to monitor the Quality Assurance processes which are in

place to ensure the school is addressing students’ needs.

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Teachers’ Standards

All teaching staff are expected to work to the Teachers’ Standards (appendix 1),

effective from September 2012, relevant to their status in the school

Schemes of Learning

In order to achieve quality teaching and learning in every lesson every day, each

department’s Schemes of Learning (SoL) should outline a comprehensive journey

through each topic covered in the curriculum for each year group.

Although no one formula for teaching planning is recommended, the Accelerated

Learning Process, which is divided into three stages: starter/connect/activation;

differentiated demonstration; and consolidation (appendix 3) has provided a good basis

for planning for many years at Ladybridge.

Objectives for literacy (appendix 4) and SMSC (appendix 5) are set each lesson.

Numeracy objectives are set if appropriate. Support for the literacy objectives can be

found in the Teaching and Learning folder in Staff Folders.

Learning Directors must ensure that assessments are embedded in the SoL to allow

teachers to make informed judgements about current student progress and convert

these into accurate estimates of outcomes. (Refer to the ‘Assessment Policy’ in the

Teaching and Learning staff folder.)

Directors of Standards are required to review SoL, with respect to assessment,

annually with their colleagues.

Daily Lesson Planning

In order to meet students’ individual learning needs, staff should use their Staff

Planner to note down the differentiated tasks planned to meet the specific individual

needs of the students in each of their classes.

Learning Objectives should be written on the whiteboard or featured at several key

intervals on the lesson PowerPoint.

The Ladybridge formal lesson planning template (appendix 2) is used for Subject

Review Lesson Observations and can be found in the Teaching and Learning Folder in

Staff Folders.

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Differentiation

Ensure that tasks within lessons are designed to match the individual needs of the

students in the class, allowing them to make as much progress as possible.

It is important that ensure that no limit is placed on the expectation of students’

achievement.

There is a variety of different ways of differentiating tasks for students. Here are a

few suggestions:

• Ask students to use the Red, Amber and Green (RAG) cards in the PPM to show

their understanding of the new learning in the Activation part of the lesson.

Have different activities linked to the different colours reflecting

confidence/ability in the task. Always check that students have the right task

after 5 mins of working on them, to allow them to change task if it’s too

easy/hard for them.

• Give students individually named sheets with their task on.

• Differentiate from the top down: set all students the same work, modelling the

highest level example, and put support resources in envelopes for students to use

when and if they require, at their own pace.

• Tasks can be directed to different target grades. Always make sure that each

student knows which task you want them to do and check on them, after

working for 5 mins on the task, to allow them to change task if it’s too easy/hard

for them.

• Use different coloured sheets for each task.

• Number the different sheets.

• If the More Able students in the class have demonstrated complete

understanding of the new learning in the Activation section, give them the

information on the next task and ask them to either do it or prepare a

presentation for the rest of the class on it. (This opportunity does not present

itself on a daily basis, but when it does it can be very effective.)

• Provide a glossary to help students with difficult words in a text.

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• Provide writing frames/sentence starters for support.

• Always provide an extension task for the More Able, in order to ensure they

continue to make progress.

Consult LSAs on appropriate levels of differentiation for students who need support.

LSAs will differentiate work for lower ability students if given at least a week’s

notice.

Assessment for Learning to Check Progress

Students’ understanding needs to be systematically and effectively checked throughout

lessons in order to gauge how much progress they are making.

There is a variety of different Assessment for Learning (AfL) strategies which can be

used at different points in lessons. Here are a few suggestions:

Questioning and dialogue

• In order to ensure that all students are thinking about the answer to a question,

rather than ask for ‘hands up’, use a random name generator (an electronic one

is on the desk top in each classroom), names in a bag or on lolly sticks or name

the student you want to answer the question. Allow thinking time before taking

the answer.

• Give students a chance to engage in collaborative activities before asking for

answers, eg Rally Robin or Think Pair Share from the Kagan Structure.

• Different types of quizzes, including using the Interactive White Boards are

often a fun way to begin or end a lesson

• Refer to the Active Questioning folder in the Teaching Tuesday section of the

Teaching and Learning folder in the Staff Shared area.

• Use the Pose, Pause, Pounce, Bounce strategy to explore a question in more

depth with several students.

Self and Peer Assessment

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• Students can self-assess using the RAG cards in their PPM at different points in

a lesson. They may be asked to hold them up for the teacher to determine whole

class progress or they may have them on the desk, reflecting their confidence

with a task, while they are working. In both cases, the teacher is able to make a

judgement on progress and plan to intervene, if necessary.

• Peer Assessment of extended tasks, relating to success criteria, is a very useful

tool for helping students to understand how their own work is marked. Usually,

students will be asked to identify what their partner has done well and what they

need to do to improve. Increasingly, students are also asked to make a comment

on the Quality of Written Communication/SPaG (spelling, punctuation and

grammar), which enables them to focus on the literacy aspects of a task.

Collaborative Learning – Kagan Structures

Collaborative activities help to engage students in the process of learning together.

The Kagan Structures section in the Teaching and Learning folder has many

interesting strategies for engaging students in collaborative activities.

Innovative use of Technology

Staff are encouraged and supported to make use of new technology in order to achieve

quality teaching and learning in every lesson every day. This may take the form of

innovative use of Interactive Whiteboards, Visualisers or Video recording and

feedback using the ipad cameras.

Resources are shared using the school network and the Moodle VLE:

• Moodle can be used to set homework and allow students to extend their

classroom learning through additional, guided on-line learning challenges and,

through assessment tasks such as quizzes and test papers, students can test and

embed their learning.

• Each department has a Moodle Champion, who meets regularly with the

Moodle Lead teacher to develop and share best practice. This is then cascaded

at department meetings.

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SAMLEARNING is also a very useful tool, which enables the setting of homework

and revision tasks for students. Details of access to this are in the Peak Performance

Manual.

GCSEpod is a great tool for setting homework across every subject. Video support for topics helps to consolidate classroom learning and prepare for the homework tasks set by staff.

Seating Plans

Students must be aware that the teacher is in charge of where they sit in the classroom.

Students can be seated boy/girl alphabetically or, for group work situations, teachers may create seating plans which support individual student needs eg in same/mixed ability groups.

Staff should create a seating plan for each of their classes, identifying the PPG

students by shading them in yellow.

Seating plans need to be saved to the Seating Plan folder in the staff shared area and

updated when changes are made. Supply teachers are given the plans from this folder

for the classes they will be teaching so it is important that they are up to date and

accurate.

Cover Lessons

Staff have a duty to set work when out of school on a known absence.

Work should be left on the teacher’s desk, where possible, with a second copy with the

line manager.

Instructions for the lesson should be kept simple and straight forward, but still

challenging, using the school’s ‘Cover Lesson’ pro forma (appendix 7).

A seating plan of the class should also be left with the plan.

Homework Homework must be set at least once per week (according to the timetables distributed

at the start of the academic year) for all year groups in order to develop independence

and good, strong study habits from the start of Yr 7.

Students should record their homework in the diary section of their PPM.

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Staff should adhere to the published homework timetables and set appropriately

challenging homework for all students according to the Homework Policy (appendix

7).

Marking and Feedback

The DHT (Teaching, Learning and Assessment) will lead the monitoring of the written

feedback to students through the Departmental Written Feedback Policies. These

policies include a common set of the following agreed ‘non-negotiables’:

A Timely feedback of assessed pieces, which the students will then be asked

to improve upon.

B ‘What Went Well’ or similar comments to acknowledge student

achievement.

C H2I (How to Improve) or EBI (Even Better If) comments which are

specific, challenging and linked to the objective/s being assessed.

D Supporting automaticity in literacy via a Quality of Written

Communication (QWC) sticker focusing on the following: capital letters,

full stops, apostrophes, paragraphs, homophones, verb agreement eg

was/were.

Students will be made aware of the marking and grading criteria for assessment

activities by subject teachers.

Written Feedback comments/codes will focus on reviewing work and outlining areas

for development in line with the departmental Written Feedback Policy.

There will be five Book Checks throughout the year where Learning Directors (LD),

along with their SLT Line Manager, will review the students’ books from each

member of the department. Following the Book Check, triangulation will take place

where Student Voice will be invited with regard to the findings from the Book Check.

The LD will then complete a Written Feedback Report on each member of staff in the

department along with a report on the triangulation exercise with students.

SLT Line Managers complete a Written Feedback Report on the LDs they Line

Manage.

A copy of all Written Feedback Reports and the triangulation report should be sent to

the DHT (Teaching, Learning and Assessment).

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Classroom Procedures

Staff should be punctual to all lessons, greeting students at the door and setting a

positive tone for the lesson.

Students should bring their Peak Performance Manual (PPM), their Magpie Book,

reading book and their equipment to each lesson and place them on the desk at the start

of each lesson.

Students must sit where requested by the member of staff – see Seating Plans section

on page 9.

Staff should have the highest expectations of students throughout the lesson, in both

effort and behaviour.

Eating and drinking in class is not acceptable, except for bottles of water.

Unless there are medical reasons for doing so (sanctioned by a note from the school

office), students should not need to go to the toilet during a lesson. A Toilet Pass

should be given if it proves necessary. Any student needing to leave the classroom, eg

to go to the library, should be given an ‘Out of Lesson’ pass by the teacher. Students

may be sent back to the classroom if they do not have a pass.

There should be an orderly end to each lesson, with students not being released before

the end of lesson bell. Early dismissal impacts on other classes around school.

Staff should check that uniform is neat and tidy before exiting students from lessons.

Top buttons must be fastened, ties properly worn, shirts tucked in under jumpers and

blazers worn. Students should be encouraged to take pride in their appearance in their

school uniform.

Should poor behaviour interrupt learning at any point in the lesson, the Behaviour

Policy must be followed.

Presentation of Work

Students should be encouraged to take care with the presentation of their work at all

times.

The PPM has a Presentation of Work Checklist which students should be made aware

of and take care to follow.

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Peak Performance Manual

All students and staff are given a Peak Performance Manual (PPM) at the beginning of

the academic year.

Staff should use their PPM to take down notes to pass onto their Learning Groups in

Staff Briefings.

The PPM contains lots of essential school information as well as support pages for

several different subject areas, making the PPM an essential learning tool for all

students.

Literacy resources are also contained within the bespoke Ladybridge pages of the

PPM. These have been designed to support improvements in spelling, punctuation,

reading, writing and speaking and listening. Staff in all subject areas are encouraged

to direct students to the literacy pages when appropriate in order to support the

development of literacy skills across the whole school.

The homework timetable needs to be filled in by all students, once the timetable is

released at the beginning of the academic year. All staff should ask students to write

the details of their homework in their PPM.

Students should place their PPMs on their desks at the beginning of every lesson.

The PPM should be used regularly to praise students for good work and for

communicating with parents.

Magpie Books

It is the school’s policy that every student has a Magpie Book, that it is with them in

school every day, and that it is placed on the desk at the start of every lesson,

alongside the PPM. It is important that Learning Coordinators and teachers check that

students have their Magpie Book with them in school, as part of their essential

equipment, and that they are using it appropriately.

Magpie Books should be used by students to collect new and interesting pieces of

vocabulary and written phrases that can then be revisited and included in other pieces

of writing. This is not just a resource to be used in English: vocabulary should be

collected from, and used in, a student’s lessons across the curriculum.

These should include:

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• ‘Word of the Week’: to be explored and written down in Learnacy and then

revisited in lessons throughout that week;

• Key vocabulary that is explored and discussed in lessons;

• Interesting and ambitious words and phrases that other students introduce in the

lesson;

• Any words that students ask you the meaning of.

The Magpie book is not a spelling book where students can copy lists of words to

be learnt for tests. However, it would be helpful for students to copy down any

corrected spellings that they have been asked to copy up as part of their written

feedback in their exercise books.

If students fill their book and are given a new one, they must retain their old book as it

will become an invaluable resource. Similarly, at the start of a new school year,

students should carry on with the previous year’s book and not be given a brand new

one automatically.

DEAR – Drop Everything and Read

In order to encourage and value reading, DEAR sessions are timetabled for 20 minutes

twice a week for all students in Yrs 7 - 9.

Learning Coordinators should make sure that all their students have a reading book in

their bag every day.

The bell will be rung at the beginning of the DEAR session, which will always be in

the last 20 minutes of a lesson.

Students should not be sent to the library to get a book during the DEAR session.

In order to be positive role models, staff are expected to read their own book during

the DEAR session.

Staff should avoid planning assessments during DEAR sessions. The DEAR sessions

are all on the School Calendar to support with this.

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Classroom Environment

Inspiring, motivating and engaging displays in classrooms reflect the pride we have

for our school and our students, and contribute positively to the learning environment.

Displays should be kept tidy, up-to-date, stimulating and relevant.

Quality Assurance

The Teaching and Learning Quality Assurance process involves an annual Subject

Review for each subject area, five Book Checks throughout the year and daily SLT

Walkabouts

Subject Reviews

• The Director of Standards and Line Manager conduct a thorough analysis of the

department covering the following areas:

Achievement Data

Quality of Teaching

Schemes of Learning

Environment of the Department

Student Voice

Leadership and Management

• Lesson observations conducted within the Subject Review will be judged using

the Truly Great Teaching at Ladybridge observation pro forma. (appendix 8)

• Lessons will not be graded.

• Staff will be given feedback on areas of excellence and areas for development.

• Bespoke CPD will be organised for staff to support them in their areas for

development.

Book Checks

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• At each of the five Book Checks, the Director of Standards writes a report on

the standard of marking for each member of their department.

• The Written Feedback Reports are sent to the Deputy Headteacher with

responsibility for Teaching, Learning and Assessment.

• LDs are encouraged to use department meeting time to conduct a book sharing

to engage staff in discussion regarding departmental marking policies.

SLT Walkabouts

Brief periods spent in classes on walkabout will give SLT an opportunity to support

colleagues and show an interest in students’ learning.

Realistically, it is only on rare occasions that members of SLT have been able to visit

all classrooms in the school in one period.

The SLT Walkabout timetable will be focused on visiting line management areas

followed by as much of the rest of the school as is possible in the time period.

department zones.

CPD

The CPD programme changes its focus, in line with school priorities, on an annual

basis.

A combination of training days and Teaching Tuesday sessions are used to facilitate

staff training. These are compulsory for all teaching staff.

Each member of staff is assigned to a Teaching Tuesday group, led by one of the

Teaching and Learning Leadership Team members. These sessions focus on current

CPD issues once per half term.

Refresher CPD sessions in a variety of areas are held each Monday after school. The

details of the nature of each CPD session are issued at the beginning of the year.

Please inform Leanne Mckeon beforehand if you wish to attend any of the sessions as

larger numbers may necessitate a change of location for the training.

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The Staff Bulletin Teaching and Learning page offers staff an opportunity to share a

strategy that has had a positive impact in their classroom. Staff present their page in

the Teaching and Learning Staff Briefing every second Friday

Lesson Filming

Resources for staff to film themselves teaching are kept in the IT Technicians’ office.

These resources have been bought for the purpose of developing the quality of

teaching and learning.

The lessons filmed by staff are entirely confidential to each member of staff and no other member of staff may view their filmed lessons without the member of staff’s permission.

Staff do not need to share their lesson observations with anybody.

To book the lesson filming equipment out, go to Bookable Resources in Public

Folders.

Appraisal

Teaching staff: All teaching staff are allocated three targets, which will universally

be based on securing progress and honing classroom practice. Each target will be

matched to the revised Teachers’ Standards and the success criteria identified.

Responsibility holders have a fourth target which is bespoke to their area and

responsibility.

Support Staff: All support staff are allocated three targets which contribute

effectively to the school’s key priorities.

Reviews: Two reviews throughout the year will ensure staff are supported to

complete the cycle.

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Appendix 1 TEACHERS’ STANDARDS PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest

possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject

knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive

professional relationships; and work with parents in the best interests of their pupils.

PART ONE: TEACHING

A teacher must:

1. Set high expectations which inspire, motivate and challenge pupils

• establish a safe and stimulating environment for pupils, rooted in mutual respect • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils

• be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’

interest in the subject, and address misunderstandings • demonstrate a critical understanding of developments in the subject and curriculum areas, and

promote the value of scholarship • demonstrate an understanding of and take responsibility for promoting high standards of literacy,

articulacy and the correct use of standard English, whatever the teacher’s specialist subject • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well-structured lessons

• impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the knowledge and

understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, using approaches which enable pupils to be taught

effectively

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• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how

best to overcome these • demonstrate an awareness of the physical, social and intellectual development of children, and know

how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, including those with special educational needs;

those of high ability; those with English as an additional language; those with disabilities; and be able

to use and evaluate distinctive teaching approaches to engage and support them. 6. Make accurate and productive use of assessment

• know and understand how to assess the relevant subject and curriculum areas, including statutory

assessment requirements • make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to

respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good

and courteous behaviour both in classrooms and around the school, in accordance with the school’s

behaviour policy • have high expectations of behaviour, and establish a framework for discipline with a range of

strategies, using praise, sanctions and rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to

involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when

necessary.

8. Fulfil wider professional responsibilities

• make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when to draw on

advice and specialist support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional development, responding

to advice and feedback from colleagues • communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The

following statements define the behaviour and attitudes which set the required standard for conduct

throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within

and outside school, by:

• treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing

proper boundaries appropriate to a teacher’s professional position • having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

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• showing tolerance of and respect for the rights of others • not undermining fundamental British values, including democracy, the rule of law, individual liberty

and mutual respect, and tolerance of those with different faiths and beliefs • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might

lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in

which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their

professional duties and responsibilities.

Appendix

2

Ladybridge High School Lesson Plan

Teacher: Date:

Period: Year:

Set:

LTG Range: Group Size: Boys: Girls:

Support:

G & T:

Unit of Work:

We Are Learning to...

Big Picture Why?

What I’m

Looking For ...

SMSC Objective

Literacy Objective

Numeracy Objective

WORKING AT ... Differentiation

Task Resource LSA support

Grouping HOTS

AfL Self assessment

Peer assessment

Questioning Groupings

Whole class Pairs Individual Groups

Ref. to PPM

Target

1 2 3 4 5 6 7 8 9

Target 1 2 3 4 5

6 7 8 9

Target 1 2 3 4 5

6 7 8 9

Must

Should

Could

Resources

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Appendix 3 Accelerated Learning Lesson Planning

Providing a relentless focus on the progress of each individual student

Arrival

Staff arrive on time in order to set up, meet and greet students

Seating plan in place which encourages students to work rather than socialise – students’ targets and groupings labelled on plan

Students place their PPM and pencil case on their desks in readiness for the lesson

Learning Objectives

Learning Objectives shared with students in student friendly language using WALT (We are learning to), BP (Big Picture) and WILF

(What I’m looking for)

SMSC and literacy objectives shared each lesson; numeracy objectives shared when appropriate WILF should be differentiated

appropriately

Learning objectives referred to regularly throughout the lesson

Starter/Connect

and Activation Activities

Short and engaging

Connects with the previous lesson’s learning or stimulates curiosity in current lesson

New learning explained clearly and modelled to students

Tasks and explanations re-shaped if students are unclear

Success Criteria shared

Differentiated Demonstration

Students apply what they have learnt in their own work independently of the teacher

Tasks differentiated to meet the needs of ALL learners, including providing an extension task for Able students

Teachers and LSAs work in partnership to support student learning

Consolidation

Consolidation activities are related to the learning objectives and are used to gauge individual student progress

Activities involve ALL students

Students reflect on what they have learnt, how they have learnt and how they can use their learning in other subject

areas

Homework Homework given at an appropriate time in the lesson, building on what students have learnt in the lesson

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Assessment for

Learning to

gauge Student Progress

A variety of assessment opportunities used throughout the lesson to systematically check student progress eg use of RAG cards,

thumbs up, Self/Peer Assessment, quality questioning of students, use of visualiser/ipad to display students’ learning

Department marking policies along with QWC (Quality of Written Communication) comments used when marking books followed by students’ corrections

Appendix 4 LITERACY OBJECTIVES

WRITING: Word Level WRITING: Sentence Level WRITING: Text Level

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To be able to:

• spell all words correctly

• spell key words correctly

• spell high frequency words correctly

• use a range of strategies to improve

spelling

• use apostrophes where appropriate

• use a dictionary effectively

• use a thesaurus effectively

• begin names of people, places, days

and months with a capital letter

To be able to:

• begin a sentence with a capital letter

• end a sentence with a full stop

• agree verbs correctly – eg we were/I

was

• use commas correctly to separate

clauses

• use apostrophes correctly

• punctuate speech appropriately when

writing conversation

• use a range of punctuation – eg

question marks, exclamation marks,

colons, semi-colons

• write complex sentences

• use connectives to add detail

• use a variety of connectives

• vary the position of connectives

within sentences – eg begin a

sentence with a connective

• organise sentences into paragraphs

• use topic sentences to begin

paragraphs

• develop use of figurative language –

eg similes, metaphors,

personification

• write using Standard English

To be able to:

• plan a piece of writing effectively

• edit/proofread writing effectively to

correct mistakes

• use PEE chains effectively

• develop skills in writing to advise

• develop skills in writing to analyse

• develop skills in writing to

discuss/argue

• develop skills in writing to evaluate

• develop skills in writing to explain

• develop skills in writing to inform

• develop skills in writing to instruct

• develop skills in writing to persuade

• develop skills in writing to recount

• develop skills in narrative writing

• write a formal letter

• write a newspaper report

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LITERACY OBJECTIVES

READING SPEAKING AND LISTENING

To be able to:

• use skimming to get a basic understanding of a text

• use scanning to find particular information in a text

• closely read a text to gain a detailed understanding

• use inference to work out meaning from clues in a text

• use empathy to understand people’s feelings and behaviour

in a text

• quote from a text effectively

• make notes about a text effectively

• annotate a text effectively

• choose the right book to read independently

• read independently for pleasure

• read a range of books, both fiction and non-fiction, for

pleasure

• understand and analyse poetry

• understand and analyse a story

• understand and analyse a persuasive text

• understand and analyse a newspaper report

• understand and analyse an image

To be able to:

• make an individual presentation to an audience effectively

• feedback to whole class after group discussion effectively

• use the PEE structure to develop your points

• make eye contact with the audience

• speak clearly and confidently

• engage in group discussion effectively

• explain ideas effectively to others

• listen carefully to others’ opinions and contribute relevant

ideas of your own

• know when it is appropriate to talk and when to listen

• respond appropriately to others, being polite and

wellmannered

• speak using Standard English when appropriate

• engage in role play effectively

• keep in character during role play

• show understanding of your role using appropriate actions

and choice of speech

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Appendix 5 SMSC OBJECTIVES

Social Development Objectives

• To work as a team

• To work cooperatively

• To recognize and respect social difference.

• To understand the importance of core values and social ideals, including democracy,

human rights, the law, social justice, tolerance and a commitment to dialogue and

understanding.

• To begin to value (or to develop your value) of diversity and equality in society,

including age, disability, ethnicity, gender, religious or non-religious beliefs, sexual

orientation and other characteristics.

• To begin to build a sense of responsibility

• To consider the importance of rights and responsibilities and to develop a sense of

social and civic conscience.

• To develop an awareness of environmental issues and the importance of climate

change.

• To reflect on the role and value of leadership, participation and volunteering.

Moral Development Objectives

• To consider what is of value, including issues of right and wrong.

• To develop an understanding of ideas, such as justice, honesty and truth.

• To reflect on other peoples’ ideas on moral thinking.

• To explore the influence our family, our friends or the media have on our values or

morals.

• To develop the ability to apply insight to significant social, moral and political issues

affecting individuals and communities.

• To reflect on the impact your actions will have upon yourselves and others.

• To gain the ability to be able to justify your views or actions in the face of criticism.

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Spiritual Development Objectives

• To discuss and reflect on key questions of meaning and truth

• To reflect on the importance of concepts, experiences or beliefs

• To develop a personal view on …(whatever the topic is that is being covered in that

lesson)

• To develop a sense of belonging

• To develop your curiosity about life

• To develop a sense of wonder at the universe and the world in which we live

• To be able to discuss/debate ultimate questions

• To develop an understanding of feelings and emotions which give cause to reflect and

to learn

• To gain an understanding of difference and to respect individuals or groups

• To explore the values and beliefs of others and how these impact on their lives.

Cultural Development Objectives

• To recognize, explore and understand your own cultural assumptions and values,

including religious and non-religious ones.

• To gain an understanding of cultural diversity through contact with attitudes, values

and traditions of other cultures, including religious and non-religious ones.

• To encourage a historical perspective by relating contemporary values to the

processes and events that has shaped them.

• To gain an understanding of the evolutionary nature of culture and processes and

potential for change.

• To gain an understanding of the arts and creativity in human life and the heights of

human achievement.

• To reflect on the role of performance for building self-confidence and identity

through….(sport, dance, drama, public speaking)

• To build a sense of belonging

• To gain an understanding and appreciation of traditions and values. • To gain an

understanding of cultural imagery

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Appendix 6 Cover Lesson Member of Staff: .........................................................................................................

Subject: ...................................................................................................

Date: .......................................................................................................... Class:

..........................................................................................................

Room: ...................................................................................................

Period: ...................................................................................................

Details of the lesson:

Homework is any work or activity which students are asked to do outside lesson time, either on their own or

with parents or carers.

The Purpose of Homework

To encourage students to develop the confidence and self-discipline to work on their own, an

essential skill for adult life.

To consolidate and reinforce skills and understanding.

To extend school learning, for example through additional reading.

To enable students to devote time to particular demands such as GCSE Controlled Assessment

preparation or project work.

To support the home/school relationship.

The Amount of Homework

The school has a fixed homework timetable with time allocated for different subjects on different evenings.

Students will need to learn to manage their time so that they do their homework each evening.

At Ladybridge High School, we suggest that students spend the following amount of time on their homework:

Yr 7 & 8 20-30 minutes per subject Yr 9 25-35 minutes per subject Yr 10 & 11 40-50 minutes per subject

Homework will be differentiated where necessary to take into account individual needs.

Types of Homework

Homework might include such things as:

Appendix 7

Ladybridge High School

Homework Policy

Writing assignments.

Learning assignments.

Preparing an oral presentation.

Reading in preparation for a lesson.

Finding out information/researching a project.

Reading a library book.

Background research.

Becoming aware of current affairs.

Practise playing a sport, a musical instrument or sketching.

Using SamLearning, Moodle, GCSEpod or any other websites to aid revision.

It is important that students should have frequent and increasing opportunities to develop and consolidate their competencies as independent learners.

25

32

Organisation of Homework

All students have a Peak Performance Manual which they should carry with them at all times to record their

homework. Learning Co-ordinators and parents/carers are asked to check and sign these on a weekly basis.

School’s Responsibilities

The subject teacher is responsible for setting appropriate homework and marking it regularly. S/he

should check that students are recording details of homework set in their PPMs.

In Years 7-9 homework should be set to ensure that there is more than one night in which to do it.

This allows students to plan their time, participate in out of school activities if they wish, and still be

able to do their homework.

Learning Directors are responsible for ensuring that all teachers in their department are setting

appropriate homework regularly and marking it.

Parents’/Carers’ Role in Homework

Parents/carers should support students with their homework but accept that their role will become less

and less important as students become more responsible and independent.

Parents/carers should try and provide a reasonable place where students can work or encourage them

to make use of the school’s facilities.

Parents/carers should encourage students to meet homework deadlines.

Parents/carers should make it clear to students that they value homework and support the school in

explaining how it can help them to progress.

Parents/carers should encourage students and praise them when homework is completed.

Students’ Responsibilities

Students should always carry their PPMs with them. Students should record the homework set even if they have written it in detail in their exercise

book.

Students need to accept that deadlines must be kept.

If students are absent, they need to find out what work has been missed and catch up on

it. Being away on the day that homework is set is not an excuse for not doing it.

Problems with homework should be resolved before the deadline. If necessary students should see the

member of staff concerned for help.

Students should take pride in doing their best.

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Truly Great Teaching at Ladybridge Lesson Observation

Student Voice

Key Strengths

Areas for Development

Signed: ................................................. Teacher: ............................................ Date: .............

Signed: .................................................. Observer: .......................................... Date: ............

36

Appendix 9 Ladybridge High School Written

Feedback Policy

Aim • To ensure students know how to improve in (insert name of department) in order to

achieve the best possible progress. • To ensure students know how to improve the Quality of Written Communication.

Class Teachers’ Responsibilities: • Mark students’ work according to the following, agreed, ‘non-negotiables’:

- Timely feedback of assessed pieces, which the students will then be asked to

improve upon. - ‘What Went Well’ (WWW), or ‘’, to acknowledge student achievement. - ‘How to Improve’ (H2I) or ‘Even Better If’ (EBI) comments which are specific,

challenging and linked to the objective/s being assessed.

• Quality of Written Communication - It is all teachers’ responsibility to support the development of automacity in

literacy. - After each assessment, use the Quality of Written Communication sticker, or

similar, below to highlight areas the student needs to work on.

Quality of Written Communication Spelling, Punctuation and Grammar

Well done, you have produced accurate work!

Areas to improve: Full stops – PPM pg 61 Capital letters – PPM pg 61 Correct use of apostrophes – PPM pg 69 Divide writing into paragraphs – PPM pg 55 Homophones eg. to/two/too – PPM pgs 64-65 Verb agreement eg. was/were – PPM pg 64

- Spelling mistakes – put an S through the incorrectly spelt word and encourage

students to find the correct spelling and write it in the margin.

• Ensure that the Presentation Checklist in the Peak Performance Manual is adhered to. • Examine the students’ books/folders to ensure work is completed and standards are met. • Gain an overview of how students are progressing to inform future intervention.

• Departmental Additions: (insert departmental additions below) Learning Directors’ Responsibilities:

• Ensure consistency across the department by carrying out regular Book Checks. • Discuss departmental marking practice following each Book Check feedback and

implement recommendations where necessary. • Ensure that the work produced by students matches the standard of achievement

expected. • Ensure that Schemes of Learning are being adhered to.

SLT Responsibilities:

• Monitor the quality of marking and observe consistency across subjects with regard to

standards by working with Learning Directors on the Book Check. • Check that cross-curricular issues, such as the Quality of Written Communication,

presentation and improvement of work, are being addressed by all departments.

Written Feedback Review

Teacher: Dept: Date:

Marking Non-Negotiables

Yes

Sometimes

No

Is there timely feedback of assessed pieces of work?

Has ‘What Went Well’, or a similar comment, been used to

acknowledge student achievement?

Are H2I/EBI comments specific, challenging and linked to the

objective/s being assessed?

Is there evidence of students correcting/improving their work

following feedback?

QWC: are students given appropriate guidance to correct their

errors in spelling, punctuation and grammar?

Is the work set out clearly and neatly as per the Presentation of

Work checklist in the PPM?

Departmental Additions

Are departmental additional requirements evidenced?

Review Feedback

38

Key Strengths:

1.

2.

3.

Areas for Development:

1.

2.

3.

Signed: ................................................. Teacher: ............................................... Date:

.............

Signed: .................................................. Line Manager: ................................... Date: .............