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QUEENS’ SCHOOL
Teaching and Learning Policy
1. Introduction The principal purpose of this policy is to raise the quality of teaching and learning so that all lessons are good or outstanding. This is because outstanding teaching will lead to outstanding progress over time which will equip students for life. This policy is also set out in line with the expectations placed on all teachers in the National Teachers’ Standards. 2. Aims
Although there is no preferred teaching style, lessons should be structured around the Learning Cycle and Key features of Effective Learning.
Progress is actively planned for and reviewed in every lesson. Effective AFL strategies should be considered
Learning activities are planned to meet the specific needs of individuals and groups of students (including SEND, Pupil premium and the more able) as identified by assessment and other data
Teachers intervene or reshape learning as soon as the need arises
Students receive regular detailed formative assessment feedback
Behaviour for learning is supported by following the school’s procedures
Student feedback is valued as a tool for improving learning and teaching
Independent learning is fostered through Homework which is set weekly 3. Monitoring procedures The quality of learning and teaching across the school is monitored by SLT, LP, HoD’s and HoH via learning walks, lesson observations, departmental review, work scrutiny, data analysis and student voice. HoDs are expected to monitor standards within their own subject area and teaching and learning forms an important part of the department self‐evaluation process. All staff are expected to be reflective and match their professional development choices and appraisal to the key principles of this policy. Formal lesson observations will take place in the Autumn and Summer Terms, staff to be observed using criteria based around progress data, job roles, new starters etc. It will be carried out by Line Managers. Judgements will be made based on student learning and progress. Grades
will not be given for lessons but strengths (WWW) and areas for development (EBI) will be fed back. The senior team will conduct follow‐up observations if learning and progress is a cause for concern. The member of staff will be placed on a supportive programme with an agreed time scale to improve their practice. A full Departmental review will take place every two years. SLT will give formal and written feedback to HoDs. HoDs are expected to feedback to their team. HoDs will have a meeting with a member of SLT and Head teacher to review their post exam analysis and departmental action plan and SEF 4. Ten Drivers: Key Features of Effective Learning
The Key Features of Effective Learning represent the elements which support outstanding
student progress. They are designed to help model and make clear what outstanding teaching
and learning looks like practically in the classroom and support teachers in delivering this
consistently. It is recognised that all teachers are not identical and the ten drivers are not
designed to stifle the creativity of teachers in the classroom.
1. Literacy
2. Learning objectives
3. Starter
4. AfL
5. Success criteria
6. Plenary
7. Routines
8. Questioning
9. Differentiation
10. Learning episodes
All students should have
Why we think this is important?
Examples
1 Literacy
Integral component of all exams
Key words; Definitions; Rewriting sentences using correct spelling and grammar.; Rewriting sentences using the correct subject specific language different vocabulary; Reading short passages; Extended writing; Answering questions in words
2 Learning objectives
Students are more motivated if they understand what
Measurable; Manageable; Focus on what students will be learning; Student friendly language and use words that
they are learning, why they are learning it and how they will know if they have been successful.
Sharing them in an interesting way creates engagement. • Success criteria used more
focus on student learning; Differentiated using language from Blooms Taxonomy. Each step to success should require a higher level of rigour than the previous
3 Starter Stimulates the brain, get students into thinking zone
Creates a calm, orderly climate for learning
Engages students with the learning objective/s
Creates enquiry for the next phase of learning Hooks can generate a desire to learn, explore and extend thinking
Resources should support the learning objective and wider skills
Making links
Story; Analogy; Prop; Video; Newspaper; Music;
4 AFL A way for the teacher to find out what students know, understand and are able to do.
Feedback provides specific suggestions about how that improvement might be achieved.
Mini whiteboards; Thumbs up/thumbs down; Hinge point questions; ABCD cards; Traffic lighting; Learning continuum; Post it notes True or false cards; Smiley or sad faces; Class vote; Take a stand; Written / verbal marking; DIRT; Peer/Self‐evaluation; Icon making; Yellow box
5 Success criteria
Students are more motivated if they understand what
Exemplars; Display; Model; Marking; Mark schemes; Design success criteria; Group work; Video;
they are learning, why they are learning it and how they will know if they have been successful.
Sharing them in an interesting way creates engagement.
Success criteria applied more
6 Plenary Creates an opportunity to evaluate and celebrate progress
Identifies personal priorities for future learning
Students can see the bigger picture for the learning in that lesson
Reflection on what they have learned (their perspective). What skills have they used to learn in the lesson?
Exit tickets; Summary; Check for understanding; Lesson outcomes; Mini whiteboards; Thumbs up/thumbs down; Hinge point questions; ABCD cards; Traffic lighting; Learning continuum; Post it notes True or false cards; Smiley or sad faces; Class vote; Take a stand; Peer/Self‐evaluation; Stickability
7 Routines Creates the right atmosphere
Avoids inconsistency
Meet and greet; Entrance into the classroom; Seating plan: Draw the map and annotate; Do Now; Transition between activities.; The handing out of resources in the lesson.; Tight transitions; 100 percent; Strong voice; Positive framing; Precise praise; SLANT; Exiting the classroom; Circulating
8 Questioning Planning when questioning will happen helps to embed the learning
Higher order questioning encourages deeper learning and understanding
No opt out; Right is right; Stretch it; Cold call; Wait time; ABC questioning; Break it down:; Pose, pause, pounce and bounce; Lolly pop sticks; Pepper; Asking questions using the same language from exam questions; Engagement
Those who know the answer shouldn’t be the ones asking the questions!
9 Differentiation
Group or paired work encourages deeper learning through dialogue
Enables different learning styles and intelligences to be included
Students are more willing to take risks or engage in open enquiry with others
Questioning; Modelling; Scaffolding; Seating plans; Groupings; Feedback; Challenge; Student envoys; Structured guidance; Writing frames; Stepped activities
10 Learning episodes
A crisp pace maintains the learning momentum
Dips in pace or lengthy transitions are often times when the learning climate deteriorates and progression slows down
Start; End; Transitions; Teacher led; Student led; Group; Independent; Stickability; Timing; Pace
5. Planning Guidance
Good planning should include:
An annotated seating plan including pupil target data, pupil groups (SEND, PP, G and T,
EAL) and any differentiation ordinarily available
Up‐to‐date pupil progress and assessment data with intervention details
Lesson plan – 5 Minute Lesson Plan
Governor approved: Sept 2017
Review date: Sept 2019
Queens' School (Bushey) Ltd (registered number: 076506090
Appendix: Feedback and Marking Protocol
1.Introduction
Educational research indicates that high quality feedback has been shown to have the
greatest impact on student progress. This is because it equips students to understand how
to make progress.
Feedback has two purposes. The first is to provide feedback that students can act on and
make progress over time. The second is to inform future planning and teaching. Feedback
should be something that students use to understand where they have achieved/progressed
and what they need to do to improve; the aim of effective feedback is to engage students in
the process enabling them take action in order to improve.
The protocol is aware of the expectations placed on all teachers in the National Teacher
Standards with regard to assessment, feedback and marking:
Promote good progress and outcomes by students
Adapt teaching to respond to the strengths and needs of all students
Make accurate and productive use of assessment
Have an extensive knowledge and well‐informed understanding of the assessment
requirements for the subjects/ curriculum areas they teach, including those related
to public examinations and qualifications. Marking is the responsibility of the class
teacher. Work should be assessed on a regular basis and clear and appropriate
records kept.
2. Expectations
Teachers must have a secure overview of the starting points, progress and context of
all students:
o Starting points will include summative attainment from previous key stages
and the calculated data mentioned above.
o Progress will be identified by the Teacher and by summative assessment.
o Context will be other factors that may have an effect on the student's progress
for example special educational needs or pupil premium status.
Formative feedback must be regular. Frequency of feedback must be set by HODs in
department policy. This should include reference to:
o Regular formative feedback that may take many different forms.
o Deep marking that will encompass a thorough assessment of each student’s
progress in line with what is required by the specific subject area.
Feedback should highlight where the student has achieved in line with
department/exam board success criteria. This could be indicated by ‘S’ for SUCCESS.
It must enable the students to improve. A TARGET must be indicated by ‘T’.
Students must regularly be given the opportunity to respond to feedback by
refining/correcting the marked work and/or by applying targets to their next piece of
work.
Subject specific and generic literacy and numeracy must be addressed in feedback.
The time spent on marking students’ work must also help teachers identify common
errors, so they can:
o Identify areas for improvement either in that piece of work/curriculum section
or for future similar pieces of work.
o Re‐teach elements of the lesson, scheme of work, programme of study or
syllabus to help close key gaps in students’ knowledge, understanding or
skills.
o Inform future teaching programmes.
3. Types of feedback
Thoroughness and frequency of formative feedback and deep marking must be set by HODs
in department policy. Thoroughness with reference to the types of work being marked.
Frequency is with reference to how often feedback and deep marking will be taking place. For
example departments may want to specify that feedback should be taking place at least every
6 lessons and deep marking should be taking pace every 12 lessons.
Formative feedback could take many different forms quiz, short answer questions,
criteria/exam question based task, use of online resources. This could be teacher marked or
peer/self‐assessment with appropriate provision of criteria. Verbal feedback will also play a
part in this. Departments are encouraged to use regular verbal feedback and explore how it
can be used more effectively to help students make progress in their subject are.
Deep marking may be completed less regularly but will give both summative and formative
information for Student and Teacher. This may take the form of an end of chapter test, mid‐
point assessment, marking of a project or portfolio draft or section. Again, unless the
outcome is controlled therefore wholly summative, the students must be given the
opportunity to respond to this feedback.
Feedback should always be designed to allow the students to progress whether this is in the
form of immediate correction of the work completed or to improve outcomes for the next
piece of work.
4. Response to feedback
All formative marking and feedback must result in a response by the student. The response
must be an improvement in the work itself or an opportunity to improve in the next piece of
work. In the latter case targets should be referred back to on starting the next pieces.
HODs must set out in department policy how this should be done in their subject areas.
Teachers must provide the opportunity for students to improve in line with this policy. This
could be time in class for response to be completed or more detailed response or re‐drafting
could be completed as a homework activity.
A useful methodology for highlighting response to feedback is the Yellow Box. The yellow box
signifies to the student that a response is required and their learning is not complete until the
box is full. It provides a mechanism to the teacher to quickly assess the response of the
student to their feedback. It would be especially useful if immediate improvement or a pieces
of work is required or corrections need to be made. Although the initial purpose of the Yellow
Box is to highlight length of response it could also added retrospectively by students once
response is complete.
Another suggestion is that teachers mark in one colour (green) and student corrections and
response to target are completed in another (red).
Picture from: https://www.teachertoolkit.co.uk/2016/02/05/markingsketchnote/
5. SPAG
Subject specific and generic literacy must be addressed when deep marking takes place.
Literature suggests ‘margin marking’ addressing careless errors in spelling and grammar in
the margin but not providing corrections. Students should correct these themselves as part
of the response process.
More (subject) specific spelling errors or misunderstandings in how to use grammar may need
to be corrected initially.
Literacy codes
Sp Spelling
Gr Grammar
P Punctuation
// New paragraph
FS Full sentence
Tips for reducing workload
Instead of…. The teacher… The student….
Writing annotations in the body of a piece of work and giving an overall comment
Only writes annotations in the body of the work.
Writes an overall review highlighting S / T
Writing annotations in the body of a piece of work and giving an overall comment
Only writes an overall S / T comment
Annotates areas of their work to show S and areas for improvement T
Writing extensive comments
Only gives one S and one T Works to show improvements on the one issue identified
Writing well done you have… next to good aspects of the work
Puts a double tick next to the best parts of the work
Adds a reason for the double ticks
Marking every question in detail
Only marks highlighted questions in detail.
Marks (or peer marks) the work before it is submitted, highlighting the two areas where they would like most help
Writing the same explanation on every piece of work when the same
Goes over the question in class
Writes their own correct answer
mistake is made by many students
Correcting work when a student makes a small mistake
Use literacy code: Writes WWT (What’s wrong with this?) or (RTQ (read the question) or ** (check this again) or QWC (quality of written communication)
The student makes own corrections
Marking only extended pieces of work
Reviews in class students’ initial plans for this work prior to marking the extended piece of work.
Does not hand in poor work
Giving back work and moving straight on
Gives students time to write a comment and act on the T feedback given. Or allows students to discuss in pairs andidentify and write down action points. Identifies a task to enable students to make progress on the T
Students read and engage with the T before beginning the improvement task or completing more work.
6. Responsibilities
Subject teacher:
To give regular feedback in line with their department's policy and to allow students
regular opportunity to respond to this feedback.
Embrace and explore new ideas about giving feedback in the interests of reducing the
quantity traditional book marking and in turn reduce workload.
All lessons allow for continuous checking of progress/learning.
Lessons planned remain flexible and allow all students to make ambitious progress.
Make clear when and how students should be responding to feedback. One formal assessment is completed against either KS3 thresholds, GCSE or A‐level
grade criteria every half term (DG) The schools’ agreed literacy codes are used when providing feedback. Detailed records are kept and students’ progress, their attitude to learning, strengths
and areas for development, as well as their completion of classwork and homework are regularly reviewed. These records should be readily available to other key staff.
Appropriate intervention programmes are created for underachieving students as identified by the whole school system for tracking progress.
Praise is used appropriately to motivate and when it is deserved. Data is thoroughly analysed to ensure that students identified as disadvantaged, or at
particular risk of underachievement are making appropriate progress and that all
students are suitably stretched.
Heads of Department:
It is a requirement that every department will have a specific marking policy that
reflects their curriculum and subject. It is it the responsibility of the HOD/HOF to
ensure this policy is in place and shared all members of their team.
Departments, under supervision of the HOD/HOF, should regularly review methods of
marking and feedback and adapt their policy; to ensure that marking and feedback
has the greatest impact on learning, whilst considering the effectiveness of marking in
terms of teacher workload.
Make clear when and how students should be responding to feedback.
Schemes of learning (medium and long term plans) include regular opportunities for
developing assessment for learning and providing quality feedback to students.
Teachers within the department have access to examples of high quality written
feedback, these can be accessed easily via ‘work sample’ meetings.
Schemes of Learning are flexible and ensure that all students have the opportunity to
make ambitious progress.
Each formally assessed unit of learning will have success criteria.
All departmental staff use agreed marking structures.
All teachers are assessing work appropriately.
Formal opportunities are provided for teachers to monitor and moderate their
summative assessments for consistency.
A range of targeted intervention programmes are provided for different groups of
students as identified by the whole school systems for tracking progress.
Progress data is analysed to ensure that students and/or groups of students
identified as disadvantaged or at particular risk of underachievement are making
appropriate progress and that all students are suitably stretched.
Books are sampled from all staff across the age and ability ranges as per school
monitoring calendar. Ensure that this allows for triangulation regarding ‘progress
over time’.
‘Learning Walks’ are conducted as part of the monitoring calendar.
Information gained from monitoring is analysed and fed back to line managers and
subject teachers.
Support and further monitoring for those staff highlighted by the monitoring process
is arranged.
Quality of lesson planning is monitored.
Standardisation activities are organised that ensure consistency and accuracy of
assessment judgments across all key stages using both internal and external
mechanisms.
SLT
Ensure department policies are in place, are robust and are reviewed.
Collect evidence of monitoring outcomes from linked Subject Leaders and discuss
interventions and support training as required.
Conduct ‘learning walks’ as per the school’s monitoring calendar.
Sample books and/or folders of targeted subjects and year groups as per the school
monitoring calendar.
Provide support and further monitoring for those departments not meeting the
required standard.
Analyse the data to ensure that groups of students identified as disadvantaged or at
particular risk of underachievement are making appropriate progress and that all
students are suitably stretched.
Students
A fundamental principle that underpins formative assessment is student involvement. If students are not involved in the assessment process, formative assessment is not practiced or implemented to its full effectiveness. Students need to be involved both as assessors of their own learning and as resources to other students. They should: Act upon the advice given to them via the teacher’s written targets and/or verbal
feedback. Feedback constructively and honestly to staff and ask for clarification if necessary.
Ensure that all work is to the best of their ability and is proof read.
Submit work on time.
Dare to be great.
Parents
Parents who take on a supportive role in their child’s learning make a difference in improving achievement and behaviour.
Parents should take an interest in the work their child is completing for school.
Provide a quiet area where their child can work.
Ask to look at the front of their child’s exercise books in order to look at a record of the key assignments.
Ask to look at the Success/Target comments by the teachers and subsequent refinement to their work.
Contact the school for assistance if they need help in providing a quiet place for their child to work.
Attend parental workshops in which subject specific advice will be given to support their child.
Ensure they read all Progress Reports and attend Parent’s Evening to discuss progress.
Governors
A key role for governors will be analysing the impact of the school’s Assessment Policy and Practice. They should therefore:
Analyse and question all year group progress reports/data reported to the Curriculum and Student Support Committee.
Analyse and question assessment and marking information given to them as part of performance management processes.
Read and question assessment policy updates.
Consider departmental assessment procedures as part of link governor visits.
7. Development and Training Teachers are supported through developmental observations by line managers at least twice a year to develop high quality teaching and learning and innovative pedagogical practice. Through the self‐audit, lesson observations, peer observation and work sampling, training needs are identified and a programme of continuing professional development planned to support the process of improvement. Teachers are expected to engage in the opportunities afforded to them through involvement in the Pedagogy group, TLDW, Action research group, Teacher Led communities and INSET.
Appendix: Effective AFL 1. Introduction
Assessment for Learning is the process of seeking and interpreting evidence for use by
learners and their teachers to decide where the learners are in their learning, where they
need to go and how best to get there. Assessment for Learning is also known as formative
assessment.
2. Assessment for Learning Strategies
Research has identified a number of classroom strategies that are particularly effective in
promoting formative assessment practice.
The strategic use of questioning
Questioning is used not only as a pedagogical tool but also as a deliberate way for the
teacher to find out what students know, understand and are able to do.
Effective teacher feedback
Effective teacher feedback focuses on established success criteria and tells the students
what they have achieved and where they need to improve. Importantly, the feedback
provides specific suggestions about how that improvement might be achieved.
Peer feedback
Peer feedback occurs when a student uses established success criteria to tell another
student what they have achieved and where improvement is necessary. Again, the
feedback provides specific suggestions to help achieve improvement.
Student self‐assessment
Student self‐assessment encourages students to take responsibility for their own learning.
It incorporates self‐monitoring, self‐assessment and self‐evaluation.
The formative use of summative assessment
Summative assessment is a necessary aspect of education. Formative use can be made of
summative assessment, both before and after the assessment event.
Appendix: Assessing Student Progress 1. Introduction It is important that students receive regular feedback concerning their progress both within a lesson and across a series of lessons. The nature of the feedback may be written or verbal but must include both formative and summative assessment to inform teaching. A range of assessment for learning strategies, linked to learning objectives should be used to inform the next step in learning.
National assessment standards should be used in classrooms in student friendly
language and referred to when appropriate within lessons. Displays or models
should detail what students should be expected to do in relation to the assessment
criteria at each level, ideally with exemplar work.
Students should receive regular developmental and motivational feedback
concerning their current performance and areas for improvement.
Assessment of student work should include both formative and summative
assessments.
Assessment should be made on a range of skills and evidence collected to build
towards an overall grade (Summative assessment).
Assessing student progress may include:
o Extended or shorter focused pieces of writing/work, in a variety of different
forms for a range of purposes. (could include factual accounts, creative
writing or mini projects)
o Thought maps/timelines and storyboards.
o Oral work such as student presentations in class, contributions to class
discussions, drama activities or discussions with the teacher.
o Student self and peer assessment such as when marking exam questions.
Opportunities for assessment should be identified in Schemes of Work in order to
get a breadth of assessment activities.
The ‘Student Tracker’ sheet will be used by teachers and students to identify their
attainment for particular assessment activities on a minimum of a half termly basis.
Appendix: Independent Learning and Homework protocol
1. Introduction
Queens’ School supports the view that independent learning and homework makes a valuable
contribution to the education and development of children.
2. Aim
The purpose of independent learning and homework is to:
Raise the standard of achievement.
Provide opportunities for students to work independently and to take responsibility
for organising their work.
Help students recognise the link between good study habits and higher standards of
achievement with the aim of developing good study habits for their lives.
Check that students have understood class work.
Consolidate or extend work covered in school.
Prepare for future lessons.
Give time for more extensive coverage of the curriculum, through integrated
planning of class work and homework.
Help parents understand what their children are learning in school and to encourage
them to participate in that learning.
3. Setting and Marking independent learning and Homework
Teachers should:
Set homework using Smarthomework
Plan independent learning and homework as an integral part of the curriculum.
Set tasks that can be completed within the allocated time and that are as far as
possible matched to the abilities of students.
Set independent learning and homework tasks that are varied in type encouraging
students to use the school’s VLE / Intranet, library, parents etc.
Position the setting of independent learning and homework so that it is set within the
context of the topic being studied.
Ensure that extended independent learning and homework/coursework (usually in
KS4 and 5) are monitored weekly.
Set independent learning and homework with an increased emphasis on research and
independent study as students move from Y9 to Y13.
Make sure that students understand what the independent learning and homework is
and that they copy it down correctly in their planners.
Give a reasonable time for its completion (a week unless otherwise stated).
Ensure that work is marked in accordance with the school and departmental protocol.
Provide feedback to students on their progress
Key Stage Time allocation per week
KS3 30 mins per subject
KS4 1 hour per subject
KS5 5 hours per subject
4. Monitoring and Evaluation
All students will have a planner, which will be monitored weekly by both the Form
Tutor and Parents. This will be monitored by HoH and SLT
HOD’s will monitor independent learning and homework through line management
meetings with their SLT link and discuss this agenda regularly in departmental
meetings.
Lead Practitioners will monitor the homework of selected students on a regular basis
with the SLT
Appendix: Presentation
1. Introduction
Queens’ School expects all students to take pride in their work and this work is always
presented to the highest standard.
2. Expectation
Black ball point pen for all writing and redrafting
Red pen for student peer/self‐marking together with signature
Every piece of work is dated
All titles underlined with a ruler
Green pen for teacher marking
All work must have a heading and date underlined with a ruler
Denote class and homework
All drawings and diagrams are in pencil
Coloured pencils, not felt pens, are used in exercise books
Pencil and ruler for drawing
One neat line through any errors or mistakes
Tippex and correction pens are not to be used by students
Books and assessment folders are well kept with no writing or graffiti on the outside
or inside of covers
Appendix: How progress is measured at each Key Stage?
Key Stage 3
Yr7s will come to us with a score based upon their attainment at KS2. We will use this to
place them into one of four initial bands (see table below). KS2 scores in mathematics will
be used to assign the KS3 band in mathematics assessment. That for reading will be used for
English assessment, while each child’s average score will be used for all other subjects. NB:
subjects including (but not limited to) art, PE, music, drama and DT (i.e. those with a heavily
weighted practical element) may also wish to baseline assess students to gain a more in‐
depth understanding of what each child will have to do in order to make at least expected
progress within their band.
KS3 assessments will then be used to determine whether the progress each child is making is
inline, above or below that which is expected for that child’s band. This will be reported to
parents each term as “Below expected”, “expected” or “above expected” progress.
Each child’s band will be reviewed at the end of each academic year. If above expected
progress has been made, the level of aspiration will be increased the following year.
KS2 Threshold Old GCSE Forecast New GCSE Forecast
113+ Advanced A‐A* 7‐9
106‐112 Secure B‐A 6‐7
100‐105 Developing C‐B 5‐6
<100 Foundation G‐D 2‐4
Key Stage 4
Target grades are set for each student based upon FFT20 estimates. To increase the level of
challenge and aspiration present in these targets, any estimates which are prefixed by a “‐”
will be increased to that whole number. Any estimates which are suffixed by a “+” will be
increased to the next grade up. E.G. estimates of ‐6 would become target grades of 6,
whereas estimates of 7+ would become an 8.
Progress will be measured by regular assessments against these target grades.
Key Stage 5
Target grades are set according to ALPs estimates. Where an ALPs estimate is a split grade,
the higher of the two grades is taken as the target grade. E.G. an ALPs estimate of a B/C
results in a target grade of a B for that student.