Teaching and Learning Policy This is one of the College’s keystone policies which sits above more detailed and technical policies. Like all such documents, it will have most benefit if those concerned work to apply it together, as well as individually. Ultimately, the teaching, pupil and parent bodies share responsibility for its application. Heads of Departments, Key Stage Coordinators and Subject Coordinators are accountable for monitoring and improving the quality of teaching and learning in their areas of specific responsibility. The Academic Leadership Group is responsible for directing, supervising, appraising, re-sourcing and supporting this work and for the professional development of staff. As subject and class teachers, our mission is to encourage, enhance and facilitate learning, in the broadest sense of the word. Some elements of our work will be formal and orthodox, common to any good school, and particular to our subject, while others will properly derive from the distinctive academic ethos and Core Values/Golden Rules that we look to cultivate at King’s College which enshrine our desire to educate the whole child. Our influence for the good is greatly enhanced when we model a passion for learning ourselves and we should remain mindful that learning does not take place exclusively within the classroom. The aims of our teaching are summarised as follows:          

To deliver the formal British curriculum effectively, acquiring appropriate skills and knowledge To help students enjoy and succeed at learning academically, exploring and extending their academic and intellectual potential and in so doing to become ‘learners for life’ To nurture students’ self-confidence and social skills To help them practice cooperation and collaboration with others, based upon tolerance, mutual appreciation, empathy and respect To cultivate their literacy and articulacy To nurture the Core Values (Secondary) and promote the Golden Rules (Primary) To practice making choices and decisions as individuals and within groups To cultivate breadth of outlook, tolerance, independence and open-mindedness so that students are equipped to succeed in a rapidly changing world To learn the virtues of: dedication, good humour, tenacity, endeavour, application, commitment, patience, initiative, rigour and self-discipline To develop in them the means of balancing activities and time between study, leisure and recreation

The elements of EFFECTIVE TEACHING include:   

                     



Clear planning and structure Explicit aims and goals, which are shared with classes Regular and timely assessment of learning (both summative and formative) inline with the Departmental/Key Stage Assessment and Whole School Assessment policies and the development of a culture where individual feedback is regularly given, leading to the creation of specific targets which are agreed, shared and recorded The employment of a variety of teaching styles and techniques, as appropriate Appropriate elements of pace and challenge Confident classroom management with high and consistent expectations of behaviour Differentiation, grounded in an understanding of the needs of individual students Structured homework which enhances learning Good relationships with students which cultivate a collaborative and cooperative atmosphere, one in which exploration and making mistakes is seen constructively A stimulating learning environment Regular review methods, evaluation of progress and pupil feedback as part of a culture of improvement Effective use of resources, such as ICT, to enhance the learning environment The encouragement of active learning The patient support of individuals who need help A healthy dialogue with tutors, Coordinators and the Head of Boarding Close liaison with Learning Support and EAL Department, where appropriate Good teamwork with departmental colleagues, sharing resources, initiatives, problems, Schemes of Work, etc. Taking an interest in the wider lives of students in the boarding community, so as to better motivate and connect with them Upholding the College’s expectations, including in matters of conduct, uniform and relationships Making opportunities for learning to be topical Making opportunities to stimulate students’ spiritual, moral, health, personal and social development Encouraging students’ initiative and independence The public displaying of strong, up-to-date examples of high quality work by pupils to act as exemplar pieces Managing and simplifying material to facilitate assimilation of essentials The discerning use of the College’s rewards and sanctions systems and Code of Conduct to maximise the potential for the positive reinforcement of good learning behaviours and the negative reinforcement of poor learning behaviours The appropriate sharing of information with parents and via the College’s ClaSS database and central information/communications system

EFFECTIVE LEARNING takes place when students:             

Understand how they can make progress Extend their subject knowledge and deepen their understanding Develop positive attitudes towards learning – theirs’ and others’ Learn how to question, think critically and solve problems for themselves Accept responsibilities for their studies, including setting their own academic goals Endeavour to develop skills of research, analysis, reflection and enquiry. Make discerning use of evidence Ultimately recognise the problematic nature of much knowledge Learn collaboratively and co-operatively, as well as independently Make best use of the resources available Take care of, and pride in, the appearance of and quality of their work Feel valued as individuals Remain open-minded towards new ideas and challenges

EFFECTIVE CLASSROOM MANAGEMENT means staff establish a clear framework for classroom discipline to manage learners’ behaviour constructively, to manipulate the environment to maximise learning potential and to promote pupils’ self-control and independence. 1.

The physical environment.

A classroom should be visually appealing and stimulating. Pupils should feel welcome in the room and sense that it is a place for working. The room should be laid out to suit the activities taking place and the groups taking part. Staff should also use a seating plan that lends itself to the group and task. 2.

Setting the correct tone.

Pupils will learn behaviour from those around them and thus staff should expect to be role models. It is crucial that staff are in the classroom in good time to ensure they are fully prepared to teach the lesson. A well used classroom management technique is that of welcoming individual pupils in to the room by name and perhaps exchanging brief comments with pupils. 3. Setting out and sharing clear aims and goals. For lessons or sections of work, so that students have a sense of purpose and can evaluate progress. These are not simply matters of content. Be clear what it is students are learning how to do: questioning, note-taking, listening, comparing, analysing, etc. 4. Ground rules and boundaries. Rather than expecting pupils to remember a whole list of dos and don’ts, the Code of Conduct, Core Values and Golden Rules set out very clearly the College’s principles in regard to the learning atmosphere. The important thing is to be consistent and insist on the same from all pupils at all times. All children will feel secure if they

know where the boundaries are, it will confuse them if the boundaries move. There are sanctions and rewards and pupils need to be clear about how and why they are used. Both they and their parents rely upon staff to use them fairly and appropriately. 5. Working relationships. All the above will help build good working relationships with pupils. Always encourage direct eye contact with pupils and reinforce good behaviour rather than give attention to poor behaviour. Remember to respond rather than react, consider your knowledge of the individual and what boundaries have been established. 6. Getting to know your students individually. This can be done by both using records like VA data, pupil records, learning support profiles and by talking professionally to colleagues such as fellow subject/class teachers, coordinators and tutors. 7. Setting homework/prep. The setting of homework should have its own dedicated space in a lesson and should not be a rushed “after thought”. It should follow the set Homework Timetable (where applicable) for the year group. The collecting of homework should also be planned and managed and not give individuals the opportunity to be deceitful. The handing back of homework is also an important feature of a lesson. You should assume the pupil has done their best to complete homework to a good standard and hence have a genuine interest in what you are going to feed back to them. If you do not give appropriate importance to their work and show you value it they may well not put in the same effort in future 7.

Making learning active.

Pupils will feel good about a lesson if they feel they have achieved something hence a plenary element that reinforces what has been learnt can be very useful. A good plenary discussion will send pupils away from the lesson assimilating what they have just learnt. It can also help a teacher make an assessment about how to proceed in the next lesson. 8.

Varying the dynamics.

Experiment with small group, pair work, student presentation, brainstorming, peer appraisal, buddy working, research tasks, open-ended and closed. 9.

Encouraging individual thinking.

Allow students to express opinions, encourage them to make judgements and to think critically about knowledge and issues. 10. Summative and Formative assessment.

Consistently update your assessment of what students can or can’t do, sharing it with them constructively. Consider outcomes and assess them critically but constructively. Work completed in class and at home should be marked regularly (according to the College’s Assessment Policy and departmental policies) with appropriate feedback given to individuals via varied mediums. Pupils should always know (1) what they have done well; (2) what they need to improve upon; (3) how they should go about making that improvement. Goals and targets should be made regularly using the SMART principles. Overall, the educational experience at King´s should promote a genuine love of learning, both within and outside the classroom, where students take enjoyment from the process itself and not simply from the results it brings about. As such, the extracurricular programme on offer also plays a crucial role in developing interests and learning amongst the pupils. Our ultimate aim should be to produce life-long learners who approach new challenges with optimism, enthusiasm and a range of tools and habits that will help them succeed beyond their school careers. The nurturing of each of the College’s seven Core Values and Primary School’s Golden Rules is ultimately also fundamental to the pupils’ ability to attain this success in their lives. Policies that directly interconnect with this Keystone Policy include:          

The College’s Statement of Aims and Ethos The Code of Conduct (including the Core Values and Golden Rules) The Behaviour Policy The Rewards and Sanctions Policy The Welfare Policy The Safeguarding (Child Protection) Policy The Curriculum Policy The Assessment and Evaluation of Pupils’ Progress Policy Spelling, Punctuation and Grammar Policy Spiritual, Moral, Social and Cultural Development Policy

Created and Reviewed by : CE/JS January 2012 Approved by EB: January 2012 Approved by School Council: June 2012

Policy Category: Teaching and Learning Next Review: January 2015 Next Review: June 2015