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Sandringham Road

Barking

Essex IG11 9AG

Tel: 020 8270 4641

Email: office@manor-j.bardaglea.org.uk

Website: www.manorjunior.co.uk

Headteacher: Mrs C. D’Netto

Teaching and Learning Policy Ratified and agreed by Manor Junior School:

12th March 2020

Signed:

Mrs C. D’Netto (Headteacher)

Date:

12.03.2020

Policy to be next reviewed: Spring Term 2023

Spring Term 2020

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Teaching and Learning Policy

Contents: Page Introduction 3 Purpose & Aims 4 Our Philosophy of Learning 5 Quality of Teaching & Learning 6 Implementation (incl. Blooms & De Bono’s) 8 Classroom Environment 11 Inclusion 12 Marking and Feedback 13 Expectations & Presentation 15 Homework 17 Our Community 17 Review 17

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1. Introduction Our Teaching and Learning policy explains our agreed pedagogy (essentially the ‘science of teaching’) and practices that we expect pupils to experience at Manor Junior School. In order that we can successfully teach the national curriculum that we have developed to meet the school’s unique needs. It brings together the best teaching practice that we expect to see at our school ensuring pupils are learning.

“Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned. However, transfer to long-term memory depends on the rich processes described above. In order to develop understanding, pupils connect new knowledge with existing knowledge. Pupils also need to develop fluency and unconsciously apply their knowledge as skills.” OFSTED 2019

The policy has been written in line with the Teachers’ Standards and references to them have been made throughout the policy. (See appendix 1)

“Teachers make the education of their pupils their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity, have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical, forge positive professional relationships and work with parents/carers in the best interests of their pupils.” Department for Education.

Our Teaching and Learning policy has been written in line with our ethos and values ERIC (Enthusiasm, Respect, Inclusion and Challenge) and mission statement Motivation, Joy and Success. Our Teaching and Learning policy has been devised collaboratively with staff, pupils, parents / carers and outcomes from research projects into the Pedagogy of Progress (2018).

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2. Purpose and Aims of this Policy

The purpose of pedagogy is ultimately a focus on the “what, how and why” of planned teaching experiences. The aspects of pedagogy that are expected practice at MJS are:

Sequential, progressive planning and teaching – lessons are planned to be progressive, i.e. one “skill” leads to another, in the right order. There is progression of skills so that from one lesson to another pupils can access new knowledge or skills at the right time because they have “secured” the earlier “building blocks” at the right time.

Challenging lessons – to access a top-level lesson, pupils will require resilience and self-confidence. Challenging lessons are interesting, inspiring and rely on a variety of techniques and activities.

• Sticky Learning - https://www.youtube.com/watch?v=4jLANkgniSM our lessons focus on how to make knowledge and learning “stick”. Concepts of short term / working memory versus long term memory are considered by teachers to ensure that pupils know what they are learning, what skills they have learnt and how these relate to other things that they are learning across the school’s curriculum. In lessons teacher ensure that pupils have the building blocks in their long-term memories to allow their working knowledge to deal with the new things that they are presented with as “problems to solve”.

• Interleaving– https://www.youtube.com/watch?v=WbDpYMp8F6o an integral part of teaching, that ensures pupils make links in their learning and transfer skills and knowledge. In lessons teachers will:

1. Make sure the skills that are interleaved are somehow related.

2. Mix in old material with new material.

3. Use interleaving together with other learning strategies.

4. Won’t get discouraged when they don’t see immediate results because they

understand that learning takes time.

• Spaced Learning – https://www.td.org/insights/spaced-learning-an-approach-to-

minimize-the-forgetting-curve in lessons and across a series of lessons teachers will repeat aspects of the curriculum. By applying this principle teachers know that information is more easily learnt when it is repeated multiple times, with time passing between the repetitions.

The core aims of this policy are:

To promote the highest quality of teaching and learning

To motivate, engage and include all pupils in learning and so raise standards for all.

To provide high quality learning experiences that focus on the development of skills, knowledge and understanding so that pupils leave MJS as lifelong learners.

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The Role of the Teacher:

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a pupil’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a pupil humanized or dehumanized.”

(Haim Ginott)

The Role of the Learner:

I have a voice I can stand up and speak I question I respond politely I am positive & resilient I seek progress

3. Our Philosophy of Learning During 2017-2018, in collaboration with The Seven Kings Teaching Alliance the school completed a research project called The Pedagogy of Progress. Workshops were held with all stakeholders. Heads of year developed Pedagogy Plans, embedding our values; ERIC (Enthusiasm, Respect, Inclusion, Challenge) precision teaching, reviewing planning and raising the profile of pupil voice in class and through pupil led assemblies. Analysis of pupils’ learning needs helped us to build a picture of MJS’s unique needs and to develop a curriculum (based on the National Curriculum) and a style of teaching that supports learning for all pupils. Our outcomes from the school research on pedagogy of progress has led us to the creation of this policy.

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The diagram below was produced by both pupils and teachers and illustrates the qualities expected of both teacher and learner at MJS:

These key findings can be summarised as:

Pupils learn best when teachers are knowledgeable.

Pupils learn best when they are engaged in the lesson because it is inspiring, learning is interleaved, co-curriculum is integral, and resourcing is innovative.

Pupils learn best when teachers use strategies that allow their learning to stick,

their thoughts are scaffolded and they revisit key skills.

Pupils learn best when they are challenged, when they have opportunities to discuss, reflect, change their minds and take risks – so developing confidence and resilience.

From this research we created our MJS Philosophy of Learning: De Bono’s theories are the pedagogical theory that we base our teaching on. It scaffolds questions, activities and lessons in a systematic method enabling pupils to think in a new and/or different way that provides them with the skills and tools to think independently, be inspired to apply their learning and to think innovatively.

4. The Quality of Teaching and Learning

The following aspects of teaching are imperative to the day to day good and outstanding practice in classrooms at MJS. Our research highlighted that pupils at MJS often have poor visual and auditory memory skills, teaching at MJS ensures that memory skills are a focus in teaching. Learning is the purpose of the whole school and starts immediately when pupils enter the classroom with “Busy Work” – a chance to embed previous learning and remember previous skills. Pupils enter the classroom ready to learn, knowing the morning routines, they understand that learning is a shared commitment. Our challenging and stimulating curriculum is designed to encourage all pupils to remember previous learning and apply their learning to reach the highest standard of achievement through the quality of teaching. Teachers use their comprehensive knowledge of the National Curriculum to plan sequential and progressive lessons for their year group. They know what pupils have learnt previously, what they need to learn in future years and the building blocks that they need to teach for pupils to reach the KS2 end points.

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The Teacher In line with the Teachers’ Standards, teachers set high expectations that challenge, motivate and inspire pupils, promote good progress and outcomes by pupils and demonstrate good subject and curriculum knowledge. Teachers know the curriculum and plan lessons that engage pupils whilst allowing them to practice new skills mixing new material with old material.

Teachers are not reliant on one method to teach new skills. They use a range of resources e.g. physical resources, visits, visitors, singing, music, awe & wonder, books, film, story, modelling, repetitive practice, challenges, problem solving, talk partners, discussion groups, surprise…

Teachers use Bloom’s Revised Taxonomy of questions to ensure that there is a hierarchy of questioning technique to challenge our pupils’ learning and avoid hands-up as the only means of engaging with pupils. Teachers constantly assess how pupils are learning and whether their lesson needs to be adapted to suit the learners changing needs. Assessment for Learning strategies are well used to ensure our pupils are given opportunities to improve their learning. Teachers are wary of using power-points, understanding that a lesson that is over-prepared is not easily adapted to the needs of pupils. Reducing flexibility and relevance to the needs of their pupils to achieve the end points. Teachers understand how the curriculum has been developed from the National Curriculum, for their year group and how it fits into the whole school curriculum. They are able to interleave learning because of this knowledge. At the start of every topic they support pupils to reflect on previous knowledge through the use of Learning Journey reviews. This differs in each year group:

Year 3 – a whole class Learning Journey is created as a Working Wall. Pupils reflect on previous learning from year 2 and 3. They refer to their Flipped Curriculum Homework to plan what they want to learn from the topic and the teacher supports them in phrasing questions for the working wall using De Bono’s Thinking Hats. As the unit of work comes to a close the whole class reflects on what they have learnt, again supported in their thinking by the use of De Bono’s Thinking Hats. When the learning journey is completed a photo of the Journey is glued in each pupil’s book.

Year 4 – an individual Learning Journey is completed using a simple, scaffolded pro-forma. Previous topics are pre-printed prompting pupils to remember skills and knowledge. The teacher refers to the pupils’ Flipped Curriculum Homework and scaffolds thinking by using De Bono’s to support the pupils’ completion of the “What I know” and “What I want to know” sections. At the end of the topic pupils are taught how to reflect on “What have I learnt” and how they will use this in future topics (which are pre-printed on the pro-forma). The Learning Journeys are kept in the pupils’ books.

Years 5 and 6 – a more complex self-review sheet is used to encourage independent reflection and review, building on skills learnt in LKS2. Question prompts are used to jolt memories and encourage interleaved learning. Year 5 use an adapted version that supports the transition from LKS2 to UKS2.

The MJS Teacher is always looking to improve practice – through online forums, attending CPDL and professional dialogue including coaching, visiting other classrooms, referring to pedagogy, adapting pupils’ needs and teaching accordingly.

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Teachers from every year group are released weekly together to enable a coaching programme to run and to encourage professional conversations to be productive, developmental and supportive. Teachers use their joint PPA time to plan and thereafter teach well-structured lessons. It is also an opportunity for teachers to meet half-termly with senior leaders at pupil progress meetings and cohort action plan meetings to discuss assessments, barriers to learning and support colleagues with curriculum needs. The Learner The ethos and values of the school teach the pupils of MJS to be inquisitive, seek challenges in learning, voice their opinions, and respect other’s opinions. Pupils contribute to the learning by reflecting and evaluating through feedback. Pupils are willing to tackle challenges, discuss their learning and engage with each other and adults about their work.

5. Implementation of Teaching and Learning Policy

Our curriculum has been created using the National Curriculum as a “starting point” it is delivered in a way that is totally appropriate to the unique needs of MJS. Our pupils need time to improve their memory skills, they need encouragement to structure their thoughts and voice their opinions. The learning philosophies of De Bono’s Thinking Hats and Bloom’s Taxonomy enable MJS’ inclusive learning community to engage in discussions and understand key concepts. The sequencing of our curriculum means that pupils can build on skills and knowledge that they have been taught before, thereby transferring key knowledge to their long-term memory. The Teacher The teaching tools and techniques that teachers use in their lessons are vital for an outstanding quality of education these include:

- Modelling – demonstrating expectations and standards, processes as well as outcomes

- Making adaptations during lessons – this is when teachers have planned and can see pupils are finding it too hard, too easy or teachers seeing a more successful angle of the lesson and making changes to suit the needs of the pupils.

- Planning – teachers plan to meet the needs of all their pupils and using assessments through live marking, marking work, lesson outcomes to contribute to the cycle of planning.

- Questioning – Bloom’s revised taxonomy supports questioning that is pitched at the correct level for the pupils. Teachers often prefer a no-hands up policy in their classrooms, this enables them to focus their questioning at focus pupils. Teachers may also use “lolly-pop” sticks when seeking general answers.

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Bloom’s six ‘levels’ of thinking from the low level (remembering) to the high level (creating) is a match to De Bono’s six “thinking hats”.

De Bono’s Hats Blooms meets De Bono’s

White 1 Remembering facts – gathering knowledge

Red 2 Understanding – managing thoughts & feelings; an overview

Green 3 Applying – testing hypothesis and concepts

Black Yellow 4 Analysing – logical judgements and values; caution & optimism

Blue 5 Evaluating – overview of all hats; managing the final conclusion

Green 6 Creating – possibilities and alternatives; new ideas

The teacher teaches the pupils the significance of De Bono’s Thinking Hats and how to use them to scaffold their learning across the curriculum and in their personal development.

Teachers use Blooms Taxonomy to plan sequential and progressive lessons thus ensuring pupils develop higher order thinking skills. Teachers understand how using Bloom’s taxonomy alongside De Bono’s Thinking Hats will support and develop pupils learning through their questioning. Question stems are used by teachers to prompt and hone their questioning within the lesson and in their marking and feedback.

In summary:

teachers teach knowledge and skills from the National Curriculum

and our Co-curriculum - and this is the start of the learning journey

(spaced learning),

teachers create interesting activities for pupils to practice the new

knowledge and skills which then becomes embedded in the learner’s

brain (sticky learning),

teachers enrich the experiences of the learner through problem

solving and innovative life situations (challenge).

teachers plan lessons and deliver a curriculum where pupils not only

have the basic knowledge but also understand how to transfer

concepts and apply skills & knowledge in other circumstances and situations (interleaved

learning).

Higher

Order

6. Creation

5. Evaluation

4. An alysing

3. Applying

2.Understanding

Lower

Order

1.Remembering

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The Learner Our learning philosophy of De Bono’s six thinking hats applied in every lesson helps pupils to:

Discuss and debate issues in a considered way without emotions or egos making bad decisions

Avoid the easy but mediocre decisions by knowing how to dig deeper

Increase learning and even more important -- be more effective

Make creative solutions the norm

Maximize and organise their thoughts and ideas

Get to the right solution quickly and with a shared vision

In Lower Key Stage Two pupils learn how to separate thinking into six distinct categories. Each category is identified with its own coloured metaphorical "thinking hat." In Year 3 teachers encourage the pupils to physically wear the hats initially. Eventually moving to mentally wearing and switching "hats," pupils learn to focus or redirect their thoughts, their learning discussions, or the entire lesson. By the time pupils reach Upper Key Stage two they are expected to work as teams and to develop a collective mental capacity that enables them to tap into the collective wisdom of their classmates and function well together. They move fluidly between hats understanding how each influences the kind of thinking and response that is required.

Teachers will use the hats in next step marking comments, activities, comprehension questions etc… pupils will then identify what kind of answer is required to a question

De Bono’s Six Thinking Hats are:

The White Hat calls for questioning and detective (fact finding)

The Red Hat signifies feelings, hunches and intuition

The Black Hat helps the pupils to identify the cautions of a discussion...

The Yellow Hat symbolises positives/advantages

The Green Hat focuses on creativity: the possibilities, alternatives and new ideas

The Blue Hat is used to manage the thinking process – final conclusion/summary.

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6. Classroom Environment Pupils learn best when they are working in an environment which is:

safe

caring

supportive

stimulating

interesting

useful

The classroom and learning environments will be managed in a way that supports the development of learning; academic, social and emotional wellbeing of pupils.

The Teacher It is the teacher’s responsibility to ensure the classroom is well-organised, tidy and has clear sight lines. The teacher prepares the classroom for the day ahead so that a visual timetable is on the board when pupils arrive. The seating plan is designed to create a place where pupils feel safe, and can think calmly. In line with the teacher standards, teachers must manage behaviour effectively to ensure a good and safe learning environment. There is a designated storage and working area for the teacher, which should be kept tidy and orderly. The teacher ensures that the area around the board is clear and does not distract pupils. Displays are backed, visually stimulating and clear. They celebrate, share knowledge/skills and inspire and prompt pupils to remember previous and current learning. Displays often contain interactive questions to encourage pupil engagement. Displays are updated regularly to reflect the change in topics and curriculum. There are a minimum of three updates a year: October, February and June. (Displays do not need to be taken down at the end of the academic year if the teacher is remaining in the room). The process and outcomes of learning are celebrated because we value pupils’ opinions and allow them to change their views. The classroom environment is set up to promote and facilitate the philosophy of learning. Boards are cleaned at the end of the day and prepared for the following day. Each classroom will have:

Maths, English, Science, 3I’s display boards

6 De Bono Thinking Hats – on display or easily accessible

A small notice board which will include compliance information e.g. emergency evacuation procedures, safeguarding poster

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A class library compiled with fiction, non-fiction and poetry books which are accessible to the pupils and are changed as per the Reading Policy

A board to reflect our core values ERIC and the ERIC charter

A ‘Worry box’ ensuring pupils are explained its purpose and value throughout the year.

Sets of dictionaries and thesaurus

Pens, pencils, rulers, rubbers, sharpeners available to encourage independence

Colouring pencils and pens labelled and accessible to pupils

Recycling bins

Class pet or plant for the pupils to care for. The Learner:

Pupils have accessibility to all resources and visuals. They use displays around the room to support their learning. The organised classroom needs to promote independence. Pupils feel safe, inspired and stimulated by the

classroom and the teaching. Pupil’s processes of learning are celebrated and all opinions are valued. Pupils care for their classroom, pick up rubbish and recycle it. Pupils report health and safety concerns promptly to the teacher who will report it to the Facilities Team. Pupils are willing to tackle challenges, discuss their learning and engage with each other and adults about their work.

7. Inclusion

Some pupils have barriers to learning which means they may have special needs and require

particular action by the school to access the curriculum. Teachers set suitable learning

challenges, and respond to pupils’ diverse learning needs. Pupils may have needs, either

throughout or at times during their school career.

The Teacher: We are an inclusive school and we care about pupils’ physical, mental and emotional wellbeing

– this means that our inclusive classrooms, corridors, halls, playgrounds etc… enable access

for all pupils. All pupils are welcomed by the correct pronunciation and spelling of their name.

All pupils are given time to settle, are cared for and praised for their achievements.

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Teachers take account of these requirements and make provision to support individuals or

groups of pupils to participate effectively in curriculum and assessment activities. Such pupils

may need provision that is ‘additional to or different from’, that which is given to other pupils of

the same age (more able and less able).

Those with vulnerable backgrounds need to be integrated into a safe, comfortable and calm environment. This includes opportunities to ask questions sensitively and ensure our pupils feel they can speak to any adult in school. ERIC guides everything! Teacher and other staff know the needs of the pupils in their classes. They use professional opportunities in PPA and Cohort Action Plan meetings to discuss how best to reduce barriers to learning or to stretch and challenge pupils. The Learner:

Pupils support other’s learning with enthusiasm and tolerance. Using De Bono’s theories, pupils gain an insight into different perspectives which help them to develop life skills in making decisions and acceptance of others’ views. Pupils gain confidence in speaking including sharing their worries.

8. Marking and Feedback

“I’ve come to the conclusion that probably the most compelling reason to read students’ work is for the teacher to get feedback from their students about how well they appear to be learning.” David Didau

Everything we do has to have an impact on pupils. In line with the Teacher’s Standards, teachers will adapt teaching to respond to the strengths and needs of all pupils and make accurate and productive use of assessment including the use of the school’s PAD system. The purpose of marking and feedback is further elaborated in the Marking and Feedback policy. The Teacher

At MJS, marking meets the needs of the individual and is personalised wherever possible. The more immediate the feedback the more effective it is therefore we believe in:

1. Live marking – ‘a pen at hand’ is always

effective

2. Identifying strengths in pupils’ work

3. Challenge/Mastery marking

“Assessment is the most powerful and cheapest way to influence pupils’ progress.” Pie Corbett

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Some pupils will require sporadic, more in depth marking (or support), following the lesson. The pupil may need work scaffolded or modelled, prior to the next lesson, in order to help them progress. Pupils will often require next step marking. This may happen as:

A small group

Whole class starter or plenary

An individual challenge (written or shared)

It could be done in a plenary or at the start of the next lesson. Where pupils have been successful in the lesson, a challenge will be provided by the teacher that takes pupils’ learning forward. Teachers often mark and make comments enabling pupils to reflect, respond and make improvements. It is essential time is made for pupils to respond to the feedback to have an impact on their learning. The school encourages live marking and the importance of roaming during lessons to enable teachers to gain as much feedback from pupils and promote staff well-being without over reliance on detailed marking. The Learner

Feedback to pupils about their own progress is achieved through discussion and the marking of work. Effective marking:

helps pupils understand how to improve and comments aim to be positive and constructive

is often done while a task is being carried out through discussion between pupil and teacher (live marking) so that the feedback is instant and errors/misconceptions are reduced

of written work is used sensitively and with discretion so that a pupil can assimilate a limited number of corrections at one time. This will vary according to the age, ability and task

enables pupils to respond to marking and feedback comments and challenges in green and internalise the corrections.

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9. Expectations and Presentation

The school promotes a consistently high standard of presentation and handwriting. Pupils are expected to achieve a neat, legible style with correctly formed letters in neat handwriting. They develop flow and speed automatically, use clearly formed and joined handwriting in all of their writing and use their skills with confidence in real-life situations.

The Teacher The teacher must lead by example and ensure they set high expectations and model what is expected by the pupil. The teacher will teach presentation skills and expectations to pupils and will remind them of the requirements until they become second nature to the pupils. In Lower Key Stage Two the teacher will teach handwriting and ensure that skills are transferred to other books. Pupils will be taught how to use a ruler correctly. Pupils will be taught how to stick in work and use glue sticks appropriately. Pupils will be taught to use scissors safely and with precision. Where presentation or handwriting proves a continuing challenge to a pupil, the teacher will refer this pupil to the Inclusion Team. Teachers will evaluate the presentation and handwriting and issue “pen licences” (most pupils will have a pen licence by the end of Yea r4). Some teachers may also decide to issue “presentation certificates” for pupils who have made real progress in all areas of presentation e.g. using a ruler, cutting successfully. As the teacher “live marks” they will always comment on presentation, key vocabulary spelling, common words spelling. It is a school expectation that pupils will be reminded regularly and praised for the effort they make to achieve the best presentation. Whilst teachers always have a clear learning objective and success criteria for each lesson, pupils are not always required to write this in their books, instead the teacher may choose a title. The teacher will ensure a visual timetable is displayed daily, both the long and date are written clearly on the board and are underlined neatly.

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END OF YEAR 3 EXPECTATIONS END OF YEAR 6 EXPECTATIONS

The Learner Dates and titles are written in the same sized handwriting as the pupil’s regular handwriting and are always underlined using a pencil initially and then moving on to a pen when confident. Line One: the date is written to the right of the page- short date for maths e.g. 03.09.20, long date for all other subjects e.g. Monday 3rd September. Line Two: the title or learning objective is written. In Year 3, expectations of presentation are explained to pupils. They write in pencil in Year 3 for all subjects. If presentation is exceptional a pen licence will be granted. Other pupils may be provided with a “corrector grip”. Handwriting / presentation is taught to all pupils. By the end of Year 3 all pupils should be producing neat, joined handwriting and be able to use a ruler to underline accurately, scissors to cut straight lines and glue sticks appropriately. In Year 4, all pupils work towards gaining a pen licence, once this is gained, they may write in blue pen, not biro, in all books except maths which continues to be in pencil. Maths is always completed in pencil in all year groups. See Maths Policy for information on setting out of calculations.

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10. Homework

Homework is another element of the learning process and is highly valued by our community. Teachers set challenging homework, appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come (refer to Homework Policy).

The Teacher Year groups ensure homework, both online and written is given weekly. Year 3 and Year 4 are expected to complete daily times-tables practice as well. Daily reading is expected in all year groups. Flipped curriculum homework is given half termly and based on all areas of the curriculum. This is an opportunity for pupils to demonstrate a love of learning, enhance their intellectual curiosity and to do prior learning in readiness for the next term. The teacher will adapt their plans in response to the questions that the children raise having completed their Flipped curriculum homework. The Head of Year will send a short overview of the weekly homework to the IT communications team to be shared on social media.

The Learner The learner must recognise the importance of completing homework and the benefits. Homework can:

promote a level of independence and organisational skills

take advantage of the home environment and resources and the chance for one to one parent / family member / carer time

be a great source for gathering topic information to share with all peers

be a great opportunity to rehearse key skills such as reading, times tables, spelling and handwriting

help foster good habits of organisation and self- discipline in preparation for the demands of Secondary School and life.

11. Role of the community Throughout the year governors and parents/carers visit the school to observe teaching and learning. Parents are invited in to observe lessons, participate in workshops and play an active role in supporting their children with homework.

Governors will monitor the effectiveness of this policy on a three-year cycle.

12. Review

This policy will be reviewed every 3 years or as changes demands