Teaching and Learning Policy
11 October 2011
TEACHING AND LEARNING POLICY
At Bewick Bridge Community Primary School we aim for excellence by providing our children with a wide-ranging and high-quality education. Our aspiration is that pupils become highly literate and numerate students who engage with a broad and balanced range of subjects and interests and who fully involve themselves in the learning process.
It is our aim that Bewick Bridge Community Primary School pupils will
Underpinning teaching and learning at Bewick Bridge Community Primary School are a number of beliefs and principles about education, the curriculum, teaching and learning.
The curriculum should:
Helping children learn should be at the core of everything the curriculum does. Consistently good teaching that delivers and facilitates opportunities for effective learning, is the most essential ingredient of all.
High-quality Teaching and Learning should:
The curriculum is all the planned activities that the school organises to promote learning, personal growth and development. It includes elements such as what is taught, how it is arranged into learning experiences, the teaching approaches used to deliver such experiences and how learning is assessed. It is the framework within which teaching and learning takes place.
In addition, it is what the children learn from the way they are treated and expected to behave.
Bewick Bridge Community Primary School follows the Principles and Guidance in the Early Years Foundation Stage (EYFS) documents for our Reception Classes.
In Key Stages 1 and 2, Bewick Bridge Community Primary School follows the English National Curriculum, using the International Primary Curriculum (IPC) as a vehicle to deliver learning in Science and the majority of Foundation Subjects organised into thematic Units. P.E., R.E., and Modern Foreign Languages are taught as discrete subjects.
Every pupil will receive daily, high quality lessons in English and Mathematics aligned to the National Curriculum and tailored to the specific needs of each particular class. Each series of lessons will be carefully planned working towards end of unit expected outcomes, showing progression towards these on a day-to-day basis. To allow all pupils to learn most effectively, each daily lesson will be differentiated to ensure that all pupils are both supported and challenged.
For further information about the teaching of English and Mathematics at Bewick Bridge Community Primary School please see our English and Mathematics Policy and Subject Guides and information on the school website.
The IPC is used to deliver the majority of the Foundation subjects, through thematic units. While every subject may not be studied in every Unit, the selection of units for each grade is mapped to ensure comprehensive coverage of the subjects and programmes of study they are entitled to. The school follows a two year cycle allowing flexibility for mixed age classes.
The IPC provides learning goals for every subject of the primary curriculum, which
It also includes International and Personal Learning Goals, which reinforce and support pupils’ social, moral, spiritual and cultural development.
For further information about the teaching of IPC at Bewick Bridge Community Primary School, please see our IPC Subject Handbook and information on the school website.
Each pupil will receive between 60-100 minutes of P.E. a week to ensure they
In KS2, pupils will also receive up to approximately 40 hours of swimming instruction across the key stage.
Each pupil will receive the equivalent of 45-60 minutes of R.E. a week (5% of curriculum time in KS1 and 2), organised into 4 Units in Reception and 6 Units in KS1 and KS2. For KS1 and KS2, the school will follow a 2 year cycle, allowing flexibility for mixed year group classes.
Over the course of their four years in Key Stage 2, children will be expected to make good progress in the main language chosen, learning to
At Bewick Bridge Community Primary School, pupils in Key Stage 2 will receive the equivalent of 15-30 minutes a week of a modern foreign language.
Links between English, Maths and other subject areas are valued for their ability to place core subjects in real and meaningful contexts. In light of this, Bewick Bridge Community Primary School:
Differentiation at Bewick Bridge Community Primary School is informed by and based on ongoing assessment of children's understanding and progress through a variety of methods (see the school’s Assessment Policy). It involves:
At Bewick Bridge Community Primary School, we believe that making learning visible and evidencing children’s learning, attainment and progress is a crucial part of making learning of better quality and more engaging. It informs teachers and pupils of the learning journey they are on together.
As a result, we are building ways of doing this throughout the community and it is part of our ongoing improvement journey. Some of the ways we do this already is through regularly recording learning in books, displays, on our website and on blogs.
In all subjects, it is expected that children will have regular evidence of their learning recorded in their books so we can monitor their progress, as well as facilitate the connections children need to make between prior and current learning. Specific requirements are outlined in subject guides and it is a subject of ongoing professional dialogue at the school, to ensure we approach it in a way that best supports effective teaching and learning.
Learning environments play an important role in students’ learning and well-being. They set the tone and culture of the classroom and the school; recognise and celebrate good learning; and integrate with and contribute to the learning process.
As a result at Bewick Bridge Community Primary School, we take pride in learning environments that support learning and well-being because they
Each Phase Team (EYFS/ 1&2/ 3&4/ 5&6) should use these guidelines, as well as any provided in specific subject guides, to draw up a list of shared expectations relevant to their phase that will be used in all classrooms to support clarity, coherence and consistency for all pupils across the phase and across the school. Phase Leaders will co-ordinate to ensure the right balance of whole-school and phase-appropriate learning environments.
In addition to this, teachers should have in their classroom, available for their own and others’ (SLT, Additional Teaching Staff and Adults, Supply Teachers) use, a folder containing the following information:
Presentation of pupils’ work at Bewick Bridge Community Primary School is guided by a set of overarching, guiding principles:
Are you proud of the work you are doing? How is that shown?
Can you read it? Do you think others will be able to read it? Does it make you or others want to look at it?
What is this work for? Who is this work for? Is your presentation appropriate for purpose and audience?
Am I working efficiently, with the right balance of speed and attention to detail?
These principles should guide pupils’ and teachers’ approaches to and decisions about presentation. In addition to this, to facilitate the above, Bewick Bridge Community Primary School has the following specific expectations in KS1 and KS2 with regards to presentation:
Dealing with mistakes:
At Bewick Bridge Community Primary School, we encourage children to understand that mistakes are an important part of the learning process. In line with our guiding principles, we encourage children to assess and decide on the purpose and audience of their work in deciding how to deal with mistakes. Conversations should be had with children about what this looks like for them so they can continue to learn efficiently while maintaining pride and appropriacy. e.g.
Pupils work in pencil in all subjects and year groups, although the teacher may decide to allow the use of pen for specifically identified pieces of work.
Resources play an important role in providing a balance of experiences and support for pupils. Resources for the classroom are carefully chosen to suit the specific needs of the students at the school and to enable and enhance the children’s learning experiences. Above all, we rely on our teachers careful planning and skillful delivery to facilitate the best learning experience for each child, with the resources available.
Resources are stored either in individual classrooms or, if they are to be shared across classrooms, in designated resource facilities. As part of supporting the learning of all pupils, anyone using these resources is responsible for returning these resources to the place they are stored and in the condition in which they would wish to find them.
Technology, such as Interactive Whiteboards, computers and tablets, are used alongside books and a range of other resources as appropriate. All classes at the school have an IWB and a class computer and there is access to shared laptops and ipads.
At Bewick Bridge Community Primary School, we appreciate how important the links are between home and school and recognise the need to work together to ensure a good education for all pupils. For this reason we believe that it is vitally important that all children are given the opportunity to continue their learning at home.
This enables parents to play a greater part in their children’s schooling, as well as allowing pupils to see parents and teachers working together. As the children get older and prepare for the transfer to Key Stage 3, the work brought home becomes even more important.
Our approach to homework varies according the age, ability and maturity of the pupil, to ensure that all needs are met. Please see our separate Homework Policy for further details.
With regards to teaching and learning, teachers are responsible for monitoring:
The effectiveness of teaching and learning will be evaluated by the School Leadership Team in many ways in order to make ongoing improvements to the overall achievement and attainment of pupils. This will include: