Learning and Teaching Policy

 

At Burleigh teachers value and have high expectations of every student and will work together with them and their parents to realise their full potential. Recognising that students learn in different ways, we will provide a range of teaching styles across the curriculum.

 

Students will be enabled to identify their own preferred learning style and how to use it to good effect. In this way, students will be encouraged to be actively involved in managing their own learning.

 

Students are entitled to lessons that are well-planned, well delivered, and that include opportunities for regular assessment and feedback. To this end, teachers will employ a repertoire and range of teaching techniques, skills and strategies. These will include such things as: exposition and explanation (the Big Picture), practical activities and investigations, the use of questions, discussion and problem solving: individual, group and whole class teaching.

 

Learning resources will be deployed appropriate to pupils' age and needs. Our well-resourced Learning Centre will foster research and independent learning. EAL and SEN staff will work together with mainstream colleagues to support the learning needs of targeted students. Provision will be made for the Gifted and Talented, including the use of mentors as appropriate.

 

Assessment will be formative and summative. Formative assessment is recognised as essential to the learning cycle and the students' regular target setting process. Teachers will guide students through this process as a result of their high expectations and the setting of appropriate challenges.

 

Burleigh's commitment to learning for life is reflected in the creation of a stimulating learning environment for both staff and students.

 

Interactive and whole school displays encourage the sharing of good classroom practice, new ideas, reinforcement of learning and achievements.

 

Critical reflection on policies and practices will form a regular agenda item for department and consultative meetings.

 

Classroom practice should contain:

Well prepared lessons that start promptly.

Enthusiasm from teachers and frequent praise.

A formal start and formal conclusion.

Learning outcomes that are explained at the start and summarised at the end of the lesson.

Students arrive properly equipped for lessons.

Hats, chewing gum, personal stereos etc being disallowed.

College basics being followed, e.g. registration and grade recording taking place.

Students being made aware of their progress and being kept aware of how to achieve their targets.

Sanctions that are imposed on students for failing to meet expectations.

Homework that is set and recorded.

Signatures being used as rewards on a regular basis.

Students taking a pride in their books and their work. Graffiti is not acceptable.

Student work being regularly seen and marked by teachers.

A stimulating learning environment being created with relevant displays and key words on show.

Students respecting the teaching methodology and ensuring they abide and accept the adopted approach.

Group work composition, when undertaken, being determined by the teacher.

Students being constantly supervised.

 

Lesson targets should be explained for each lesson and, if possible, these should be written down.

At the end of each lesson there should be a review of the lesson to reflect on what has been learned.

We should ensure that lessons link together and follow a sequence. This sequencing should be explained to students.

Monitoring of learning should take place both during and at the end of the lesson.

Generally lessons should start within five minutes of the start of the lesson.

Staff should use starter materials in at least one in four lessons.