Learning Teaching Policy
Ethos and Values
At St.Dunstan’s CatholicPrimary School we provide quality Catholic education and make learning a rewarding and enjoyable experience.We believe in the concept of lifelong learning and, in partnership with the parish and parents, equip children with the skills, knowledge and understanding to support them to grow into happy, confident, caring future citizens. Through the love of God, we foster individual pupil uniqueness and encourage each child to achieve for the good of the community in accordance with our Mission Statement.
Partnership with Parents
St.Dunstan’s values its partnership with parents. We recognise parents as the first educators of their children. Parents’ consultation meetings with teachers are held twice a year to discuss progress and targets for the future. Target Folders allow parents to share success and targets in core subjects. Monthly Open Afternoons are an opportunity for children to share their achievements with parents. At the end of the school year parents receive a full written report of their child’s educational and social progress. An annual Evening of Achievement allows parents to view the school and see the work completed by different classes. Parents are informed about forthcoming learning at the start of each half term and also receive regular newsletters.
Parents are responsible for ensuring that children attend school regularly and punctually. Holidays during term time interrupt the child’s learning and should be avoided. Parents support children’s learning through assistance with homework and informing the school if they or their child have any concerns.
Effective Learning
We define effective learning as the process whereby a child can do something that they could not do before or can demonstrate that they know something that they did not know before. Whenever possible, learning is context based and through a themed approach we strive to ensure that the content is of a high interest factor and relevance to pupils.
We acknowledge that children learn in different ways and recognise the need to develop strategies that allow all children to learn in ways that suit them best. We offer opportunities for children to learn indifferent creative ways including; investigation and problem solving; researching and projects; educational visits; practical and physical activities; designing and making things; role play and presentations. Children develop collaborative skills through planned opportunities to learn in pairs and groups whist individual study skills are encouraged through independent work. Personal development, well-being and economic awareness are encouraged through PSHE and SEAL lessons as well as a variety of fund raising events and links with overseas schools.
Children are encouraged to take responsibility for their own learning, to be involved in reviewing the way they learn and develop their learning power through the use of a variety of strategies such as Guy Claxton’s Learning Toolkit, Bloom’s Taxonomy, Gardner’s Multiple Intelligences and Thinker’s Keys. Self review and peer review strategies are used and key learning objectives and success criteria are reviewed to assess learning.
Effective Teaching
Based upon our definition of effective learning, lessons are thoroughly prepared, with clear learning outcomes.Effective teaching focuses on motivating pupils and building on their skills, knowledge and understanding. A themed approach is used to link areas of the curriculum and each theme begins with a high interest level activity.
We strive to ensure that all tasks are appropriate to each child’s level of ability and build on prior attainment. When planning work for children with special educational needs, targets within the pupil’s IEP are considered.
Teachers work to establish mutually respectful relationships with their pupils. Children are praised and rewarded for good effort building positive attitudes towards the school and learning. All teachers adopt positive reinforcement behaviour management strategies with regard to classroom management.
Teaching Assistants provide valuable support to our teachers and pupils in a variety of ways. The class teacher will seek to maximise their impact by ensuring that the Teaching Assistant has planning in advance of the lesson and has all the necessary information to carry out their role effectively. The Teaching Assistant will ensure that they are familiar with the lesson plans and seek clarification on any points as required, prior to the lesson.
All teachers reflect on their strengths and weaknesses and are actively encouraged to continually improve their practice through continuing professional development.
Assessment for Learning
Assessment is used to identify where pupils are in their learning, what they need to do next and how best to achieve this. It ensures more effective teaching by closer matching of tasks to a child’s needs. Through the use of clear learning objectives and success criteria, the child recognises what they have achieved (promoting self-esteem) and the next steps to be taken to promote sound learning and progress.Assessment for learning helps in the identification of future planning and teaching strategies, and is central to classroom practice.
We believe that Effective Learning takes places when:
Teacher / Learners / Parents / School PolicyThe environment is safe, comfortable and supportive where children feel able to take risks / Encourages pupils to be independent and confident, praising them for their efforts. / Act independently and will always “have a go”. They are not afraid of getting something wrong. / Feel comfortable talking to teachers about their children / Welfare
Curriculum
Expectations are clear, relevant and achievable.
Children will know what success will look like / Explains the learning objective and success criteria and employs modelling techniques. Self assessment techniques are used to raise pupil awareness of achievements. / Understand what is they are trying to achieve and how they will know that they have succeeded. They are able to reflect on their learning. / Share their child’s success and targets through the use of Target Folders. / Assessment
Learning is purposeful and set into a meaningful context / Sets learning into a context relevant to pupils’ own experiencesor linking with the theme / Are able to connect learning with everyday life. / Are encouraged to reinforce children’s learning at school with experiences at home (e.g. maths target sheets) / Curriculum
Children are motivated and engaged in their learning / Plans stimulating and creative lessons. Begins new themes with exciting activities. / Are actively involved in their learning / Are engaged in their children’s learning through regular communication including topic webs and parent information evenings / Curriculum
All children are appropriately challengedand he needs of individual pupils are catered for / Plans differentiated activities including open ended tasks for more able pupils and takes into account IEP targets. / Are involved in work which provides an element of challenge and receive appropriate support / Show awareness through I Can target folders and IEPs / SEN
Gifted, able & talented
The learning environment is stimulating / Creates displays that are used positively as a teaching and learning resource. Classrooms are well organised, managed and tidy. / Are resourceful and use displays to assist with learning / Are able to view learning environments at open afternoons / Display
There is adequate time to think, complete activities and reflect / Incorporates thinking, reflection time and plenary into lesson planning. Ensures activity is achievable in time available. / Are given time to think and reflect on learning. Have satisfaction of completing tasks.
There is purposeful dialogue / Uses variety of strategies to develop use of dialogue in lessons. / Have the opportunity to talk about their learning to a partner, group and whole class. / Literacy
Different learning styles are catered for / Plans lessons usingdifferent teaching styles based on Gardner’s Multiple Intelligences / Are given the opportunity to learn through a variety of styles and in pairs and groups as well as individually. / Support children with projects using variety of learning styles
Open ended and thought provoking questioning / Plans higher order questioning opportunities in lessons. Encourages pupils to develop questioning skills. / Are challenged by questions and are able to ask/answer higher order questions. / Literacy
Curriculum
Prior learning is built upon / Identifies what pupils already know, planninglearning accordingly.
Consistently adds to and monitors learning through the school’s tracking data. / Learn, building on their existing knowledge, understanding and skills. / Are aware of progress through parent teacher meetings and target folders / Assessment
Resources are well organised / Is well prepared for lessons and educate pupils in independent use of resources. / Have access to and use appropriate equipment without seeking permission / Ensure that children have the requisite equipment in school / Subject
Marking and feedback is positive, constructive, instant if possible and related to the learning intention / Provides meaningful feedback both orally and written. Helps learners to identify the next steps. / Values feedback and knows how to use it to move learning forward / Have constructive discussions about their children’s progress and well-being at parent teacher meetings. / Marking
Shelagh Loveder Head of Curriculum Design and Development December 2008