Teaching and learning
Our vision is that all students should have a love of learning. Teaching should be inspiring, inclusive and support the progress of all students. We will aim to ensure that our students are fully prepared to make a full contribution to society, and be ready for the next stage of their lives.
We expect our teachers ensure that all students make progress in their learning. Individuality is recognised and the challenge of managing diversity is embraced. We also advise and encourage our staff to use differentiation not only in the tasks they set and resources they create, but also in how they present learning objectives and outcomes to students. Teachers use data and professional dialogue to ensure that they understand individual student needs and aim to match learning objectives, success criteria and lesson tasks to these needs.
Our ‘Learning Wheel‘ is a model for high quality teaching, learning and progress. It also provides a framework for leading, developing and appraising the quality of learning:
Students are engaged; they know what they are learning, how they are learning it and why. There is a positive climate for learning.
Students can access the learning. Work is differentiated using a range of appropriate strategies:
- Peer/adult support
Effective AFL, including a range questioning techniques and high quality marking, ensure that the teacher understands how to help each student to learn and improve.
Work should be at the correct pitch and encourage deeper thinking and problem solving. Students should be encouraged to work out of their ‘comfort zones’. Teaching builds on prior learning.
Students behave well and this supports learning. They understand expectations and are cooperative and polite. Rewards and sanctions are used in line with College expectations.
Students, regardless of their starting point, learn and make progress. Students understand what is expected of them and how to improve. There is evidence that students are making progress over time in line with expectations.
Marking and Feedback
Each department will have a statement in the front of all exercise books detailing how work will be assessed, what will be taught and how often it will be marked based on the following principles:
- Work should be checked as per departmental policy, but should be ‘regular’. This means that you have read/reviewed work and identified any significant errors in learning.
- Summative feedback (marking), including ILPs and homework, must be explicit and quantified, and include a level or grade and improvement target, which students should record in their progress tracker.
- Targets and feedback must be written in RED pen. Targets should be based on improving outcomes and progress for their next piece of work with clear guidance about how to achieve this.
- Errors/corrections must be highlighted, not normally corrected.
- Work will be ‘dot marked’; RED dots indicate that work is not at the required standard, GREEN dots mean that work is at the required standard and BLUE dots indicate that work is exceeding the student’s target grade.
- Students should correct errors and respond to written feedback in GREEN pen. Staff should provide students with time and guidance as to how to do this effectively.
- C/W (Classwork) or H/W (Homework) written on the left hand side of the page and underlined neatly.
- Titles and sub-titles written in the centre of the page and underlined neatly.
- Date written on the right hand side of the page and underlined neatly.
- Mistake indicated with a single line through it.
- Write in black pen.
- Work not completed to the right standard should re-done.