Effective Learning
- Pupils will be enthused to learn from a broad and exciting curriculum which nurtures talents, interests and creativity
- Pupils’ learning inspires them to ask questions and further their knowledge and skills independently
- Whenever IT is used or discussed in lessons it must be done so in accordance with the e safety policy
We learn:
10 percent of what we read; 20 percent of what we hear;
30 percent of what we both see and hear; 50 percent of what we discussed with others;
80 percent of what we experience personally;
95 percent of what we teach to someone else.
—William Glasser
Effective Teaching
- Teachers will ensure they have high levels of knowledge linked to all lessons they teach
- Teachers use effective questioning to probe pupil understanding and tease out misconceptions
- Teachers have high expectations of all and know their pupils’ end of year targets and how they are progressing towards them
- Key skills in English, Maths and computing are taught across the curriculum
- Promoting healthy lifestyles and caring for the environment permeate all teaching
- A range of interventions are used to support individuals and groups in need including those with SEND and EAL. Children are assessed on an individual basis for targeted support
- Lessons are delivered to the top of the class with support systems used to close the gap from the bottom
- The class work together on the main objective making their own choices about tackling the ‘could’ and ‘challenge’
Learning Environment
- Rooms are well maintained, furnished and decorated
- Furniture is an appropriate size and good quality
- Necessary and high quality resources are available
- Displays are helpful, attractive, celebrate a range of pupils’ work and reflect current and recent learning
- Current Learning Objectives and Success Criteria are always on display
Plans
- All planning will be written as detailed by curriculum leaders and SLT
- Long term plans will be written and agreed before the beginning of each academic year and only changed after consultation with SLT1
- Lessons will be delivered according to agreed plans in all MAT schools
- Plans will be appropriate for all learners and include planning for out of step children and a must, could and challenge activity, which relates to Bloom’s Taxonomy
- All planning will be saved on the school network as agreed
- Plans will ensure that pupils learn key knowledge and skills delivered in a variety of ways
Methodology
- Pupil talk will be effectively balanced with adult talk
- All pupils will know the objective and have involvement in developing success criteria
- ‘Must, could and challenge’, tasks, interventions and outcomes address differentiation and will link to the main objective unless a child is agreed to be ‘out of step’ and in need of individualised plans
- BLP skills will be taught, practised, discussed and acknowledged
- Verbal feedback is a prevalent feature of all lessons
- Pupils SMSC development will be addressed whenever appropriate
- Pupils understanding of the UNCRC will be developed whenever appropriate
Ethos and Values
- Adults will be good role models and create positive relationships
- All achievements are valued
- The UNCRC underpins every moment in school
- Diversity and courtesy are celebrated
- The academy is fully inclusive
- There is a supportive non judgemental atmosphere where children are confident to take risks
- All achievements are valued and celebrated
Assessment
- Assessment for Learning is used to inform planning and delivery within and between lessons and units of work
- Marking focuses on what has been done well, next steps and correcting misconceptions as agreed in the Marking policy
- Pupils take part in the assessment process through peer and self-assessment
- All pupils are tracked against expected progress and discussed at pupil progress meetings three times a year
- Assessment methods include observations, verbal responses, reviewing independent work and results of tests and specific tasks
Governors
- Governors are kept fully informed of the Waycroft curriculum and have opportunities to make suggestions for its improvement
- Governors know the standards of teaching and learning and raise questions about this
- Governors have the opportunity to observe teaching and learning in action on a regular basis
Subject Leaders
- Subject leaders ensure high quality resources for their subject are in place
- Subject leaders monitor planning and pupils work and are a point of contact to further improve teaching and learning
- Subject leaders have an annual log to support their monitoring
- Subject leaders monitor lessons in their subject annually
- Subject leaders will use subject leader time to further develop their subject area
Parents
- Parents are kept informed of curriculum plans through the website, induction evenings, open days, curriculum events and parents’ evenings
- Parents’ evenings and reports at Christmas and in the summer will keep parents informed of their children’s progress and provide opportunities to see their work
- Parents’ can arrange with the office to talk to teachers at any mutually convenient time
