Teaching and Learning Policy
Teaching and Learning
Learning is a dynamic process which begins at the time of conception and continues for the rest of our lives. At stages along this learning journey we partake in formalised learning in which we may interact with other human beings who may take on the role of teacher. This invariably happens within the confines of a school. The school being the environment designed to help pass on the knowledge, skills and qualities required as preparation for adult life. Our school is a section of a partnership involving pupils, families, the local and extended communities and school staff that give all the opportunity to develop each child’s formal learning and to promote everyone’s spiritual, moral, social and cultural development .In this way our school is pivotal in the formation and preparation of opportunities, responsibilities and experiences for life.
This policy is for all teaching staff, Governors, parents, members of the community and appropriate outside agencies, including OFSTED, to appreciate our drive for high expectations and our strategies for ensuring that teaching and learning are effective. It sits alongside all other curriculum and management policies including the policy for ‘Performance Management’. It should also be read in conjunction with OFSTED documents and other relevant information including “The Code of Conduct for Teachers” that will drive our standards forward.
Making a Difference
Much work has been done on how pupils learn and multiple intelligence theories. This policy considers how as practitioners we can motivate all to ensure effective learning.
Research suggests that there are many ways to ensure that effective learning takes place within the different learning environments that a child may encounter within a school. All staff have the ability to make a difference and all must consider the following:
• There is no one right way to teach, but teachers and TAs enhance their effectiveness when teaching is
Learning is a dynamic process which begins at the time of conception and continues for the rest of our lives. At stages along this learning journey we partake in formalised learning in which we may interact with other human beings who may take on the role of teacher. This invariably happens within the confines of a school. The school being the environment designed to help pass on the knowledge, skills and qualities required as preparation for adult life. Our school is a section of a partnership involving pupils, families, the local and extended communities and school staff that give all the opportunity to develop each child’s formal learning and to promote everyone’s spiritual, moral, social and cultural development .In this way our school is pivotal in the formation and preparation of opportunities, responsibilities and experiences for life.
This policy is for all teaching staff, Governors, parents, members of the community and appropriate outside agencies, including OFSTED, to appreciate our drive for high expectations and our strategies for ensuring that teaching and learning are effective. It sits alongside all other curriculum and management policies including the policy for ‘Performance Management’. It should also be read in conjunction with OFSTED documents and other relevant information including “The Code of Conduct for Teachers” that will drive our standards forward.
Making a Difference
Much work has been done on how pupils learn and multiple intelligence theories. This policy considers how as practitioners we can motivate all to ensure effective learning.
Research suggests that there are many ways to ensure that effective learning takes place within the different learning environments that a child may encounter within a school. All staff have the ability to make a difference and all must consider the following:
• There is no one right way to teach, but teachers and TAs enhance their effectiveness when teaching is