Differentiation demonstrated. Teachers’ classroom performance Corporate. Teachers’ assessment/record keeping Clearly defined and relevant learning outcomes. Teacher’s evaluations/self assessments Detailed two weeks in advance. Team Leader/SLT monitoring Outlined a half term in advance. Scrutiny of work: matches intended outcome Adherence to National Curriculum, NLS, NNS, school policy etc. Teaching Prompt start to lessons. Lesson observations Learning objectives communicated to children (WALT). Curriculum, teaching and learning policy Success criteria/personalized targets to children Teacher documentation (OSCA). Children’s work High expectations (see separate section). Learning environment/display Teacher security with the content of the lesson. Curriculum policy documents Teaching style/methods fit the demands of the intended Behaviour policy learning outcome. Behaviour monitoring Visual, auditory, kinesthetic learning catered for/promoted. Differentiated, varied and targeted questioning. Personalised learning. Appropriate pace of learning. Positive classroom relationships. Well-managed routines. Effective discipline/behaviour management. Reflective of school policy. Learning Children on task. Lesson observations Time well used. Display High level of motivation, participation and response. Pupil’s profiles Work reflects the intended learning outcome. Children’s current work Quality of work commensurate with ability. Assemblies: - presentations/good work Children take pride in their efforts. Well-maintained learning environment. Confidence in communicating learning to others. Whole school assessment/pupil tracking Whole class, group, paired and independent working. Curriculum, teaching and learning policy Achievement in line with school expectation. Assessment policy
Differentiation demonstrated. Corporate. Clearly defined and relevant learning outcomes. Detailed two weeks in advance. Outlined a half term in advance. Teachers’ classroom performance Teachers’ assessment/record keeping Teacher’s evaluations/self assessments Team Leader/SLT monitoring Scrutiny of work: matches intended outcome Adherence to National Curriculum, NLS, NNS, school policy etc. Teaching Prompt start to lessons. Learning objectives communicated to children (WALT). Success criteria/personalized targets to children (OSCA). High expectations (see separate section). Teacher security with the content of the lesson. Teaching style/methods fit the demands of the intended learning outcome. Visual, auditory, kinesthetic learning catered for/promoted. Differentiated, varied and targeted questioning. Personalised learning. Appropriate pace of learning. Positive classroom relationships. Well-managed routines. Effective discipline/behaviour management. Reflective of school policy. Lesson observations Curriculum, teaching and learning policy Teacher documentation Children’s work Learning environment/display Curriculum policy documents Behaviour policy Behaviour monitoring Learning Children on task. Time well used. High level of motivation, participation and response. Work reflects the intended learning outcome. Quality of work commensurate with ability. Children take pride in their efforts. Confidence in communicating learning to others. Whole class, group, paired and independent working. Achievement in line with school expectation. Lesson observations Display Pupil’s profiles Children’s current work Assemblies: - presentations/good work Well-maintained learning environment. Whole school assessment/pupil tracking Curriculum, teaching and learning policy Assessment policy
Teaching-and-Learning-policy-September-2013.docx