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CARDINAL POLE CATHOLIC SCHOOL

Teaching and Learning Policy

Approved by Governors

Signed: Date:

Review due date (3 years):

Draft May 2014

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Teaching and Learning Policy

1. Aims 1.1. The overall quality of Cardinal Pole Catholic School is directly related to the quality of our

teaching, and the resulting learning.

1.2. The purpose of this policy is to aid the achievement of high levels of attainment and progress by ensuring that effective learning takes place in the classroom with a shared set of expectations for Teaching & Learning.

1.3. This policy should be read alongside other policies of the school, particularly:

Appraisal Policy

CPD Policy

Curriculum Policy

Behaviour Policy

Inclusion Policy

Special Educational Needs Policy

Assessment and Reporting Policy

Homework Policy (draft)

2. Responsibilities 2.1 It is the responsibility of all teachers to provide the highest quality teaching for our students.

The principles of teaching and learning are set in the Standards for Teachers as published by the DfE (in September 2012). Teaching in Cardinal Pole school should comply with these Standards.

2.2 It is the responsibility of the Subject Leader or Head of Department, to monitor the quality of

the teaching and learning within their department and to offer support as needed. Effective schemes of work must be put in place as a basic prerequisite by the Head of Department.

2.3 The Senior Leadership Team is responsible for monitoring the quality of teaching and learning across the school and to identify where development is needed. This monitoring will take the form of Learning Reviews, made up of department reviews, learning walks, classroom observation, student voice activities and work sampling, together with accompanying support and development activities as required.

2.4 To ensure the quality of teaching does not remain static, there is a whole school Teaching & Learning Action Plan. In addition, each department will have an action plan which reflects the whole school priorities and their own identified areas for improvement or development. This work is led by the Deputy Head Teacher (Teaching and Learning).

2.5 There are three Lead Practitioners tasked with leading the on-going development of Teaching & Learning in the school, by working with individuals, groups and departments as necessary. This work is coordinated by the Assistant Head Teacher (CPD).

2.6 Governors have a statutory duty to monitor processes in place and that the school is addressing students’ needs.

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3. Planning and Recording 3.1 Planning for Teaching & Learning is essential and staff are expected to use their planner to

record details of lesson planning. We encourage collaborative planning within and across departments/subjects. Heads of Department should build collaborative planning opportunities into departmental time. A separate detailed lesson plan is required for teachers following ITT programmes and teacher receiving additional support whenever an observation takes place. Although lesson plans are not required, it is good practice to provide an overview of your lesson when being observed. All teachers should make their Class Profile available during learning reviews. A copy of this along with the rationale for lesson planning and other useful resources can be found in the Teaching and Learning folder on the computer network.

3.2 All teachers are expected to keep an up-to-date markbook with background data for all the

students they teach. Targets and on-going assessments should also be recorded in this markbook (in the staff planner or electronic markbook).

4. Learning 4.1 Effective learning takes place when students know:

How to make progress What they are achieving How to learn, including

thinking and questioning skills, using methods and resources

The attitudes needed in the classroom, including respect, interest, responsibility, responding to challenge

How to work independently How to work collaboratively and

without close supervision How to work collaboratively with

others The skills they need to develop,

including enquiry, research, analysis, reflection

5. Teaching 5.1 Good teaching needs:

• Clear planning • Assessment for learning • Different teaching styles • Pace and challenge • Organised classroom

management Effective partnership with

Teaching Assistants

Good classroom relationships • Relevant and challenging

homework • Monitored progress • On-going feedback • A stimulating environment • Regular evaluation and review

6. Teaching and learning styles and strategies

6.1 The range of teaching and learning styles used at Cardinal Pole is extensive. These include:

• Explanation • Instruction • Questioning

• Observation • Modelling • Reporting back

• Investigation • Consolidation

and practice

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• Problem solving • Individual work • Paired work • Collaborative

work • Use of

technology – incl. web-based tools

• Use of the Learning Platform

• Extended writing

• Peer assessment

• Songs / rhymes • Directing and

telling • Discussion • Demonstration • Listening • Making

judgements • Oral Feedback • Role play • Research

• Brainstorming • Sharing • Games and

puzzles • Simulations • Revision • Self-assessment • Feedback

through marking

• Contextualising - Storytelling

7. Preparation, planning and delivering lessons

7.1 Lessons will be multi-episodic (not confined by the three or four-parts), unless the teacher decides that another approach is more effective in particular instances.

7.2 Students needing extra support for specific needs or for intervention should be identified

and targeted by the teacher with differentiated planning and production of resources to meet their needs.

7.3 The teacher should work in partnership with Teaching Assistants where they are regularly

in the lessons, planning together as appropriate, and directing the support to have maximum impact on the learning outcomes of students so that progress is made. The productivity of this partnership can only be effective if true collaboration takes place.

7.4 Class Profiles

Teachers should maintain a Class Profile for their teaching groups. Teachers should regularly update the class profile with pupil concerns and the interventions in place to overcome the concerns. The Class Profile should support teachers in tailoring their teaching to meet individual student needs (differentiation).

8. Assessment for Learning

Assessment that is for learning, as opposed to of learning, looks forward as well as back.

Teachers who assess in this way are concerned not just to confirm and verify what their students have learnt, but also to help their students and themselves understand what the next steps in learning should be and how they might be attempted. This kind of assessment has a ‘formative’ purpose: it helps to shape what lies ahead rather than simply to gauge and record past achievements.

The main strategies considered important for Assessment for Learning (AfL) – sharing learning goals, formative feedback, peer and self-assessment, and the formative use of summative tests – have been found to be overwhelmingly positive in terms of their potential to promote improvements in teachers’ classroom practice.

(Assessment for Learning, Oxford University, CFBT 2013)

We currently follow five areas of AfL which form the basis of our assessment in lessons. • Quality Learning Objectives and Effective Plenaries • Use of Success Criteria • Effective Questioning and Discussions which evidence learning • Involving students in Self and Peer Assessment • Providing feedback which moves learners forward

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8.1 Quality learning objectives

Learning objectives should be specific and outline the learning expected to take place in that lesson. They should not be too broad and general. Ideally they should be level appropriate and contain words from Bloom’s Taxonomy (see appendix 3).

8.1.1 Effective plenaries

The teacher will regularly return to the success criteria and encourage all students to evaluate the progress they have made during the lesson.

The strategy of question and answer, peer or self-assessment may be appropriate, or a related extension task may be used.

Students’ achievement/progress should inform planning for the next lesson. See page 12 for guidance on Homework.

8.1.2 Success Criteria

Success criteria describe to students what the teacher is looking for and how they will know they are being successful in their learning. They need to be specific and related to the learning objectives and the tasks set by the teacher. Building appropriate success criteria into short-term planning is vital to ensure a focus on learning as opposed to activities.

8.2 Effective questioning and discussions which evidence learning

We aim to create effective classroom discussions, tasks and activities that elicit evidence of learning. We use questioning to provoke thinking and develop students’ understanding whilst also gaining information to inform future teaching and learning.

Effective questioning: • Allows students to engage with the learning process. • Uses strategies such as no hands rule, and thinking time to promote extended

responses from students. • Provides links to the learning objectives of the lesson • Promotes independent learning; giving opportunities for students to ask their own

questions and seek their own answers. • Enables teachers to use students as learning resources for one another. • Creates a classroom climate where students feel secure enough to take risks, be

tentative and make mistakes. • Teachers plan questions of different degrees of cognitive complexity in order to

challenge students and help them to develop their thinking.

8.3 Involving students in Self and Peer Assessment

Good peer and self-assessment will be much more than students marking their own and other’s work. In order to improve learning, it must be an activity that engages students with the quality of their work and in reflecting on how to improve it. Peer assessment, when done effectively, provides students with valuable feedback enabling them to learn from and support each other. The opportunity to talk, discuss, explain and challenge adds a valuable dimension to learning, enabling students to achieve more than they would without such activities. Importantly, both peer and self-assessment promote independent learning, helping students to take responsibility for their own progress.

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8.4 Feedback and marking

Feedback and marking are valuable and essential to the teaching and learning process. We can improve learning through effective feedback. Effective marking informs future planning and helps students understand their achievements and what they need to do in order to improve further.

Our feedback and marking aims to raise standards of achievement of all students by: Motivating students to take responsibility for their own learning; Assisting students in understanding what they need to do to move their learning on by

providing clear feedback and next steps; Keeping a record of students’ progress to inform accurate assessment; Informing relevant planning to ensure progress. Detailed information on this is included in the feedback and marking guidelines provided in appendix 8.

9. Homework

9.1 Homework must be set at an appropriate time within the lesson and must be explained to

students. Homework should be set according to the homework timetable which is distributed at the start of the academic year. The whole school homework timetable will be on display in all classrooms and ‘Year’ notice boards. The frequency of homework setting is explained in appendix 2 (on page 13). Homework must be marked and returned to students as set out in the feedback and marking expectations document on page 22.

10. Learning Activities (tasks)

Introduction and starter activity

• There should be an orderly and timely start to the lesson. • All lessons, including registration, should begin with a prayer (e.g. The Sign of the

Cross, see Appendix 1) • Students should place their school planner, exercise book and pencil case (incl. the

agreed stationery and other subject specific equipment) on the desk at the start of the lesson.

• The lesson should be introduced clearly, normally by sharing the intended learning objectives and success criteria with students (see appendix 5). These will usually be written on the board at the start of the lesson.

• Students should be encouraged to engage/interact with the objectives for the lesson and they should be revisited periodically. It is not always necessary for students to write down the learning objective and success criteria; teachers are expected to choose the most appropriate approach.

• In most subjects a starter activity will take place in the first 5 – 10 minutes of the lesson.

10.1 Tasks

10.1.1 The task(s) to be undertaken are explained and resources identified. The tasks should be well structured and planned, relevant and differentiated. Planned use of support should be arranged in partnership with Teaching Assistants.

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10.1.2 Tasks set will: • Be matched to students needs and abilities • Build on knowledge and skills acquired previously • Relate to key questions, enquiry, investigation and problem solving • Develop a range of student skills • Use different teaching strategies • Enable students to evaluate their own work • Encourage students to apply what they have learned in other situations • Relate to one or more of the success criteria (and may bring rewards and/or praise on

completion)

10.1.3 The teacher will: • Give clear instructions • Link work clearly to learning objectives and success criteria • Have high expectations • Demand high quality in terms of work and effort • Use target and technical language • Display key words and/or write them on the board • Facilitate learning • Maintain a presence in the classroom • Enable mini-plenaries to take place, where appropriate, so that students remain focused

and evaluate their progress

10.1.4 The students will: • Listen and respond positively to the teacher and each other • Be kept on task • Be stretched and challenged • Be motivated • Want to achieve well and achieve the success criteria

11. Evaluation of Teaching and Learning

We use Lesson Observation, Learning Walks, Student Voice activities, Work Sampling, Department Reviews and student progress standards to evaluate the quality of teaching and learning. These activities are together named ‘Learning Reviews’. Dates are provided in the school calendar in the Autumn term. School documentation for Teaching and Learning self-evaluation activities can be found in the staff handbook, which is updated yearly. For consistency staff must use this documentation; electronic copies can be found in BlueSky. For more information about classroom observation and Appraisal see Section 4.1 of the Appraisal Policy.

11.1 Teaching and Learning Monitoring Folders (HoDs)

All HoDs should maintain a teaching and learning monitoring folder for their department. The folder can be kept as a physical document or electronic. Teaching and learning monitoring folders will include: Departmental Handbook (see xx of the staff handbook) Public Exams analysis (included in the staff handbook) Previous Departmental Review Progress reports Department meeting minutes Moderation summaries Book/Work sample (all years) – monitoring documentation Student survey summaries

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Learning review outcomes and actions Teacher overview (See appendix 16)

11.2 Learning Reviews

Lesson Observation, student voice activities, Learning Walks and work sampling are used to monitor and evaluate the effectiveness and quality of teaching and learning at Cardinal Pole. Teachers will be seen teaching as part of the Appraisal process, which, together with CPD, forms an essential assessment of quality of provision.

11.2.1 There are 6 Learning Reviews in each year. The 'overall' quality of teaching for individual

teachers will be judged according to Ofsted criteria at the end an academic year. Teachers will receive interim judgements throughout the year which will include: commentary on strengths and areas for development as well as grades for the Quality of teaching, Behaviour and safety and the Achievement of pupils. These judgements will be based on the outcomes from Learning Reviews; supporting evidence for each of the Professional Standards for Teachers and achievement (attainment and progress) of teaching groups. See the Appraisal Policy and Continuous Professional Development policy for more information.

11.2.2 Learning reviews contribute to:

• The continued success of the school • Raising achievement and school improvement • Appraisal and management of performance • Improved classroom teaching • Determining teachers’ own development needs (CPD) • Identifying the future development needs of the school • Curriculum development

11.3 Lesson Observations & Learning Walks Protocols

The schedule for all learning review activities for the current academic year is published in the school calendar.

11.4 Lesson Observations

Lesson observations take place during Departmental Reviews and at other times as indicated in the school calendar. There will be a maximum of 3 observations of 30 minutes duration. A timetable will be produced a week in advance to inform staff which lesson will be observed. Verbal feedback from the Observation shall be given within two working days of the observation, and written feedback shall be provided within five working days. The final teaching grade, which takes into account all learning review activities, will be used for appraisal purposes (see section 11.2.1).

11.4.1 Classroom observation is also used less formally, to support continued professional

development in the school.

Other formal lesson observations may take place as part of a programme of support and development where teachers have not met appropriate standards; for those completing ITT programmes, Unqualified Teachers; and where staff have sought to move from good to outstanding and have requested additional support in this format.

11.4.2 ‘Drop-ins’

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The Headteacher has a duty to evaluate the standards of teaching and learning and may use informal visits to inform the monitoring of the quality of learning. This is not a formal observation of teaching but focuses on pupils’ learning. Members of the Senior Leadership Team and other Leaders (e.g. HoDs, SLs and HoYs) who are responsible for monitoring the quality of learning may also visit classrooms with a fixed purpose – for example checking recording of homework, equipment, use of SPAAG mats, etc.

11.5 Learning Walks

There shall be Learning Walks during the course of the Academic Year, to give a snapshot of current school practice. We envisage no more than 4 of these and staff will not be seen more than 3 times. The maximum time an observer will be in a lesson for a Learning Walk shall be 15 minutes (realistically it will be nearer 10 minutes). A minimum of 5 days’ notice will be given for the theme or focus of the Walk shall be and its dates. Staff shall be informed of the focus of the Learning Walk. Verbal feedback, if requested, from the Learning Walk shall be given within two working days. An overall summary report will be shared through the school newsletter.

11.5.1 All teachers may volunteer to be part of the Learning Walk observation process as part of

staff development. Places will be limited and accommodated on a first come, first served basis. Where possible, all Walks will include one volunteer. Volunteers shall be briefed or mentored by SLT in terms of what they are to do on a Walk, so they feel fully able to fulfil their role.

11.5.2 During Learning Walks books will be looked at, students will be observed and one-to-one

quiet conversations may occur with students.

The following will not happen: Asking teachers for prior data or lesson plans; observation of specific teachers; being obtrusive and undermining through intervention (e.g. behaviour control) with the

exception of extreme circumstances; talking with the whole class or groups in a way which would disrupt the lesson.

11.5.3 No records identifying individual teachers will be retained. Staff may advise or request which periods might not be observed, e.g. when controlled assessments are happening. Staff will be asked to provide a copy of their class profile.

11.5.4 A report will be written and shared with all staff following a Learning Walk with supportive and constructive remarks, published through the newsletter

11.6 Department Reviews

Department reviews will be conducted bi-annually. As part of the process each department will produce a Department Self Evaluation and Review document. This document is used to assist HoDs and the review team in identifying and disseminate best practice and providing feedback on the quality of teaching seen. The Department review is a developmental process and should assist in the identification of foci for moving the team forward.

11.7 Work Sampling (Book Scrutiny)

We scrutinise students’ work to explore differences between classes or groups; develop a picture of whole school issues; track and monitor the progress and attainment of individual

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students and groups of students within and between year groups and to give the Head of Department an overview of the subject. Exercise books (incl. folders and work stored and assessed electronically) and student planners will be reviewed throughout the year. See appendix 9 regarding the frequency of teacher feedback/marking and presentation guidance.

11.6.2 Responsibilities

Form Tutors, Class Teachers, Heads of Year, Heads of Department and SLT together contribute to monitoring and evaluating the quality of students’ exercise books and planners.

Role Responsible for: Report findings to: Form Tutor Maintenance of planners for a Form Group

Monitoring the recording and completion of homework across a Form group

Checking Parent’s signatures

Head of Year

Class Teachers

Checking the presentation and organisation of exercise books / folders

Setting and marking homework (and monitoring classwork in exercise book)

Updating the Class Profile

Head of Department

HoYs Maintenance of planners across a Year group Monitoring the recording and completion of homework

across a Year group Monitoring the progress and attainment of individual

students and groups of students within a year group Developing a picture of Year / Form issues

Assistant Headteacher

HoDs and SLs

Monitoring the quality of feedback and marking in their dept./subject

Monitoring the setting of homework Developing a picture of department issues Exploring differences between classes and groups

Line Manager & Deputy Headteacher (T&L)

AHT Developing a picture of issues across a Year/Key Stage Recording the completion of homework across a Year group Tracking and monitoring the progress and attainment of

individual students and groups of students within and between year groups

SLT

DHT Making judgements about the quality of provision (Teaching) Monitoring agreed actions leading to improvement of

identified areas for development

HT

11.8 Peer Observation

HoDs will organise a departmental peer observation programme. Peer observation should have an agreed focus and whole documentation should be used to record observations. This type of observation is developmental and the observer should not record the observation in Blue Sky. HoDs are expected to facilitate opportunities for staff to share their observations in an open and supportive fashion. Departmental peer observation should take place in the Autumn and Summer terms. Smaller departments may wish to join with another department

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Appendix

Teaching and Learning Handbook

1. Prayers

2. Homework – Expectation (also see the Homework Policy)

3. Bloom’s Taxonomy

4. Learning Objectives and Success Criteria

5. Assessment for Learning Guidance

6. Exercise Books and Presentation - Expectations The Learning Environment – Expectations

7. Feedback and Marking – Expectations

8. Quality Teacher Feedback Frequency- Expectations

9. Feedback Strategies

10. Green Pen Marking Strategy - Guidance Example 1: RE - Marking and feedback pro-forma Example 2: History - Learning Log (Year 9) Example 3: History - Learning Log (Year 7)

11. Ideas for reducing the workload Code for annotating work (SPAG Codes)

12. Tips for visible improvement in differentiation

13. Differentiation is effective mixed-ability teaching…

14. Teacher Overview: Achievement (draft)

15. Class Profile (draft)

16. Interventions Profile (draft)

17. Teaching and Learning Monitoring File

Appendix 1

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Prayers Sign Of The Cross In the name of the Father, and of the Son, and of the Holy Spirit. Amen. Our Father Our Father, who art in Heaven; hallowed by Thy name; Thy kingdom come; Thy will be done on earth as it is in Heaven. Give us this day our daily bread; and forgive us our trespasses as we forgive those who trespass against us, and lead us not into temptation; but deliver us from evil. Amen Hail Mary Hail Mary, full of grace, the Lord is with thee. Blessed art thou among women and blessed is the fruit of thy womb, Jesus. Holy Mary, mother of God, pray for us sinners now and at the hour of our death. Amen Glory Be Glory be to the Father, to the Son and to the Holy Spirit. As it was in the beginning is now and ever shall be, world without end, Amen. Hail, Holy Queen Hail, Holy Queen, Mother of Mercy, our life, our sweetness and our hope. To thee we cry, poor banished children of Eve. To thee do we send up our sighs, mourning and weeping in this vale of tears. Turn then most gracious advocate, thine eyes of mercy towards us, And after this our exile, show unto us the blessed Fruit of thy womb, Jesus. O clement. O loving, O sweet Virgin Mary. Pray for us, O holy Mother of God That we may be made worthy of the promises of Christ. Prayer before a lessons Most blessed Lord, shine in my mind the light and the grace of the Holy Spirit so that I may succeed in this lesson and by it become a better person for Your greater glory, the comfort of my family, the benefit of Your Church and our Nation. Amen.

Prayers for the start of the day Almighty God, may our school be welcoming May our school be encouraging Let friendship flourish here Let learning fill our day Give us the strength to do our best Give us the hope to carry on. Be our guide in all that we do. Lord make this school your home too. Almighty God We give thanks for our school For us it is a special place. Make it special for you Lord, and bring your peace, Love, friendship to everything that we do here. As we learn and as we play, may we always be in your safe keeping We ask this through Jesus Christ our Lord Amen. Give us, today, calmness within, that tension will go away; peace with one another, that unity will be pursued; openness to come to you, without fear or reproach. Help us who have freely received of you to give freely of ourselves.

(Alan Dixon, Churches Millennium Group) Father God, today we need your help. Be with us, Lord, to support, to guide and to care. You are all-seeing and all knowing. In you we trust, Amen.

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Appendix 2

Homework – Expectations

1. Structure of Homework

Homework is set regularly each week and in line with the published homework timetable which will be issued to all students in Years 7-13 at the start of the Autumn term.

2. Duration of Homework

In Key Stage 3, the homework set by each subject should last approximately 30-60 minutes per piece unless stated otherwise.

In Key Stage 4 the homework set by each subject should last approximately 45-60 minutes per piece unless stated otherwise.

In Key Stage 5 the homework or independent study set by each subject will vary. Pupils in Key Stage 5 will spend approximately 3-4 hours per day doing homework or independent study.

3. Homework Frequency

Monitoring and evaluation of the quality of teaching: Homework

Pre March 2012, guidance for secondary schools stated homework should be set at 45 to 90 minutes a night for students aged 11 to 14, and one-and-a-half to two-and-a-half hours a night for those aged 14 to 16. Although the time guidelines have been removed, homework remains an important tool for securing good progress. At Cardinal Pole we will continue to work to these guidelines.

Homework provides students with the opportunity to deepen understanding and reinforce classroom learning; and enables teachers to assess the extent of students' understanding and evaluate their own effectiveness.

Teachers should keep records of homework completion rates and standards in their markbooks. These records should be maintained and used for discussion in intervention meetings, summative data reporting and to inform dialogue with students, parents and other professionals.

Subject How often KS3 KS4 and KS5 English, Science, Maths, RE Once a week Twice a Week Art and Design Design and Technology Drama Geography History IT Modern Foreign Languages Music

Once every week or an extended project Twice a Week

Drama Once every two weeks Twice a Week PE Do not set homework at Key Stage 3

because they run lunchtime and/or after-school clubs/fixtures (see Extended Schools leaflet).

Twice a Week

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Homework – Responsibilities

The role of Student

To listen to homework instructions in class To copy down instructions for the task and deadline date into homework planner To ensure homework is completed to a high standard and submitted to meet the deadline To attempt all work and apply 100% effort To inform the class teacher of any difficulties If absent, to obtain homework from the learning platform, year noticeboard of a peer

The role of Parent/Carer

Seek to provide a suitable environment in which to work Check the time spent on individual tasks Ensure that outside clubs/activities do not hamper a student’s quality of work and put a student under undue

pressure Check presentation and content of all homework being returned to school Speak to your child about their school work and sign the homework planner each week Provide the school with information about any problems through the homework planner or by contacting the

school directly The role of the Form Tutor

To check that homework is being set and recorded and to complete half-termly logs for HoY To check planner is being signed by the parent/guardian on a weekly basis To note and respond to any comments written in planners by parents Set sanctions if the above is not met Complete homework monitoring activities as directed by your HoY/SLT

The role of the Class Teacher

Set homework according to the timetable with differentiated activities where appropriate Give full and comprehensive instructions and record these of the learning platform (Frog) Set deadlines for completing work and ensure that they are met Mark and return homework in accordance with the feedback and marking guidelines and record marking in their

planner Provide help and support Inform the HoD when problems arise Issue clear guidance on the marking criteria to the students Ensure absent students are able to obtain homework in order to catch up

The role of the Head of Department (HoD) and Subject Leader

To ensure that the quality and quantity of homework set is within departmental and school guidelines To monitor and evaluate homework policy within their curriculum area Complete homework monitoring activities as directed by your Line Manager/SLT Act on outcomes of monitoring activities and report findings to your Line Manager/SLT

The role of the Head of Year (HoY)

To monitor and evaluate homework policy within their year group Act on outcomes of monitoring activities and report findings to your Line Manager/SLT

The role of Senior Leadership Team (SLT)

To monitor, through work sampling, the effectiveness of departmental procedures Act on outcomes of monitoring activities and report findings to your Line Manager/SLT

Appendix 3

Bloom

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m’s Taxonoomy

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Appendix 4 Learning Objectives and Success Criteria

Learning Objectives

Crafting high quality lesson objectives is one of the most important elements in planning a good lesson.

The diagram below suggests why objective-led lessons are so important.

Lesson objectives should be shared with students in each lesson. Ideally they will be written on the board and explained orally. It is essential that lesson objectives are:

Made visual In ‘student-friendly’ language Explained fully to the students

They may also be: Relevant to your starter Referred to regularly throughout the lesson Reviewed in your plenary

When deciding what you would like the students to learn you need to ask:

‘If an observer asked students in your class, what they are learning, would your students be able to explain what they are trying to learn and why?’

‘Are your questions and explanations focussed on the learning objectives of the lesson?’

‘Do the activities you have planned enable all students to meet the objectives?’

Objectives

When setting objectives, it is important that there is a clear distinction between what students will do in the lesson and what they will learn. Beginning a learning objective with the words “To be able to…” is a simple and effective way of ensuring your objective really is a learning objective and not a description of the activity.

If you cannot use “To be able to…” the following stems may be helpful:

By the end of the lesson students will:

know that … (knowledge: factual information, e.g. names, places, symbols formulae, events) develop / be able to … (skills: using knowledge, applying techniques, analysing information, etc.) understand how / why … (understanding: concepts, reasons, effects, principles, processes, etc.) develop / be aware of … (attitudes and values: empathy, caring, sensitivity towards social issues, feelings, moral

issues, etc.)

Learning objectives may also focus on how students learn (e.g. ‘to appreciate how peer assessment can help you to improve your own work’).

When setting objectives, consider the level of challenge they contain and try to avoid too many lessons being purely focussed on learning facts.

Clear learning objectives

Mean students understand what they

are learning / what they are trying to achieve

Help maintain focus in a lesson (e.g. in questioning)

Focus assessment and feedback

Support effective plenaries

Help teachers identify the most

effective activities MORE LEARNING

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Bloom’s Taxonomy can be a useful tool when thinking about how to introduce a greater level of challenge into lesson objectives. We should be aiming to set objectives towards the top of the scale as often as possible. bjectives will need to be linked to outcomes (i.e. success criteria) so that students can demonstrate they have met the objectives set out by the teacher. Building appropriate success criteria into short-term planning is vital to ensure a focus on learning as opposed to activities. When planning, ask yourself; What will my students have learned and what will they be able to do

at the end of the lesson that they could not do before? How will they demonstrate that they have met the objectives? How can I make it clear to students what good quality work will

look like (and avoid simply focussing on task completion)? Wherever possible, it is a good ideas to include differentiated learning outcomes. For example: 1. By the end of the lesson all of you will be able to ……. 2. By the end of the lesson most of you will be able to ……. 3. By the end of the lesson some of you will be able to …… Throughout the lesson, success criteria should be shared with students so that they always know what they need to do in order to demonstrate success. Success criteria should: be based on the objectives shape the teaching and modelling and provide the students’ focus while they are working provide the key focus for all feedback and assessment

Displaying success criteria can provide a visual prompt for students and teachers during the course of the lesson or sequence of lessons. It can also be very useful to involve students in setting the success criteria. For example, ask the students ‘what will you need to do to demonstrate to me that you have met the objectives for this task/lesson?’

Objectives vs Outcomes In planning lessons, we should consider the distinction between: 1. Lesson objectives (What will the students be learning?) 2. Lesson outcomes (What will the students be doing? How will achievement be demonstrated by the students?)

N.B. When considering the difference between objectives and outcomes, some teachers find it helpful to think in terms of WALT (We Are Learning To...) and WILF (What I am Looking For...) In planning, teachers should decide what they intend the students to learn and then plan the activities that will support this learning. They should then review the learning outcomes to assess learning versus the learning objectives. (Adapted from The Oxford School’s, Teaching and Learning Handbook)

Learning Outcomes (or Success Criteria) 

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Appendix 5 Learning Objectives and Success Criteria

Success Criteria

How to write success criteria: • Take the 1 or 2 learning objectives for the lesson • Decide how the students are going to demonstrate their learning of the objective to you (the tasks) • Write 2 or 3 success criteria for the lesson, at least one must be achievable by all students, that

will allow them to meet the learning objective (different teachers will have different styles, e.g. must, should, could)

• Decide how you are going to assess the success criteria during the lesson • Plan the plenary to review all of the success criteria

Examples of Success Criteria:

You can / I can ………….

• Give 2 advantages of using renewable energy resources • Draw an accurate pie chart by using the correct angles • Write a poem containing 2 verses • Use the 5 key words when writing the introduction • Demonstrate a forward and backward roll • Peer assess your partners work by giving a point for improvement • Label a graph with the correct axis • Describe 2 key features of a Monet painting • Give 2 ways in which you could improve your work • Work independently to produce • Use the verb ____?___ to describe my daily routine • Read quietly to create an image of a book character • Cut out your wood template using the saw safely • Use teacher’s comments to improve my work • Use a pencil and a ruler to draw science equipment • Use a level ladder to self-assess your work • Search a database to find 5 pieces of information • Share your opinion in a group of 4 • Celebrate your forms achievement by creating a display • Identify 2 points of improvement using your school report

19

Appendix 6 Assessment for Learning Guidance

Teaching and Assessment for Learning Behaviour for Learning

Arrival Arrival activity which starts students thinking and working straight away

Starter Activity • Starter activity which is short and engaging and, if appropriate, linked to the main learning in the lesson

• Seating plan which encourages students to work rather than socialise

• Appropriate pace • Routines and expectations are taught and

followed each lesson • Staff arrive on time in order to set up, meet

and greet students • There is a calm and orderly entrance and exit • Name and praise is used to promote and

reward positive behaviour • Teachers and LSAs work in partnership to

promote positive behaviour for learning • Department reward system for behaviour is

used • Postcards are sent home to inform parents of

positive behaviour for learning • Strategies to avoid the use of stages are

used • A friendly verbal warning is followed by

effective use of stages – stages cannot be worked off

• Students are asked to wait outside the room for no longer than 2 minutes

Differentiation • Needs of ALL students taken into account • Teachers and TAs work in partnership to support student learning • Students set their own targets

Learning Objectives • Learning Objectives shared with students in student friendly language • Clear success criteria shared with students • Learning objectives are referred to regularly throughout the lesson

Success Criteria • Work is modelled to show students the expectations • National Curriculum levels are used regularly in student friendly language

Learning Activities • Key words used and explained during the lesson • Varied, active and engaging teaching and learning styles, where students are

involved and given opportunities to learn independently • Learning is chunked into manageable steps for students • Students are encouraged to share their thinking and ways of working with others • Homework, if set, is given at an appropriate time in the lesson (not in a rush at the

end) and should build on what students have learnt in the lesson • Student conversations are about learning and progress

Feedback Progress • Assessment opportunities built into the lesson • Students are given opportunities to apply what they have learnt in their own work • "How to improve" comments are used each time a book is marked, and are part of

student teacher conversation • Visual prompts are used – thumbs up or traffic lights or stickers. etc

Plenary • Mini plenaries take place throughout the lesson, not just at the end • Plenary is related to the learning objectives, involves ALL students and encourages

them to reflect on or apply what they have learnt • Plenary is used effectively to gauge individual student progress • Plenary influences next lesson • Plenary allows reflection time

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21

Appendix 8

Feedback and Marking – Expectations Feedback and marking can be:

Written dialogic, diagnostic, praise and closing the gap marking. Oral to student Peer and Self-assessment Use of rewards –achievement points, Good News / subject postcards home Displays - compilations of work; performance work, success criteria, work annotated to show how to

achieve a certain grade/level Feedback and marking that moves students forward will:

Use only comments for the majority of feedback Be closely connected to learning objectives and success criteria Will be based upon the learning rather than the effort. Confirms that students are on the right track and supports students’ next steps.

In order to ensure whole school consistency teachers will employ a range of strategies:

1. All staff across all key stages will use red for making comments (including ticks and crosses) on work.

2. It is an expectation that students will receive regular feedback in their exercise books. Work which will receive quality/rich teacher feedback will usually be homework or other tasks students have completed independently (incl. group tasks).

3. Work sampling (student's work) will be included as part of regular departmental and whole school work scrutiny/sampling. Exercise books, essays and controlled assessment and examination papers will be reviewed in internal standardisation (moderation) meetings and for sharing best practice.

4. Student feedback should be prompt and useful and should be returned to students within a two week window from its due date.

5. All teachers should devise a feedback and marking schedule for the classes they teach. Once agreed this must be shared and agreed with their line manager.

6. Teachers should acknowledge all classwork and homework in-keeping with the guidelines for organisational/presentational feedback (see feedback and marking guidance - Appendix 9, page 22)

7. Teachers should identify no more than 2 or 3 areas for improvement.

8. Teachers should make suggestions as to how the improvements can be achieved.

9. Feedback and pieces of work that will be quality marked should be planned (identified in SOWs).

10. Teachers should use structured peer assessment regularly against success criteria.

11. Feedback should be specific, prompt dialogue and reflective self-assessment.

12. Students should be invited to comment on the feedback. All student responses should be in green pen.

13. Consistent marking codes must be used by all teachers. As a minimum all teachers should use the whole school SPAG marking code (and or a version which is subject specific and is in-keeping with whole school marking codes).

14. All teachers must mark for literacy as well as content.

15. Student books which have been stamped by SLT will be recognised by a stamp.

22

Appendix 9 Quality Teacher Feedback Frequency- Expectations

Students should receive quality Teacher feedback as follows:

KS3 KS4 KS5

PE NA Every week NA

Art Every fortnight Every week Every week

Drama Every three weeks Every week Every week

Music Every fortnight Every week NA

DT Every fortnight Every week NA

Computing (Incl. ICT) Every fortnight Every week Every week

History (Incl. Gov & Politics) Every fortnight Every week Every week

Geography Every fortnight Every week Every week

Business and Economics NA Every week Every week

Social Sciences (Inc. Sociology, Psychology, Health & Social Care)

NA Every week Every week

Science Every fortnight Every week Every week

RE (Incl. Philosophy and Ethics)

Every fortnight Every week Every week

Maths Every fortnight Every week Every week

English Every fortnight Every week Every week

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23

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24

Feedback Strategy Explanation Notes

Literary / SPAG You do not mark/correct every punctuation, grammatical and spelling error in every piece of writing.

All students have the SPAG making scheme stuck on the inside cover of their exercise books.

Some subjects may correct spellings that are subject specific rather than all spelling errors. In some situations, it will be necessary to write the correct version for the student.

Feedback should cover of at least 2 elements: what the student has done well and a brief indication of how improvement can be made. E.g. 2 stars and a wish approach, even better if (EBI) or what went well (WWW).

 

Too many improvements on a piece of work, the feedback can become less productive.

Peer and Self-Assessment

Opportunities should be built into all SOWs to allow for peer and self-assessment. Two stars and a wish is an effective method for both self and peer assessment. This type of feedback must be guided/managed with support from clear criteria (and teacher input) (from the teacher).

Student responses are always in green pen.

Verbal feedback Students record a response to the teacher’s verbal feedback in their exercise book.

Student responses are always in green pen.

25

Appendix 11 Green Pen Marking Strategy - Guidance

The purpose of the Green Pen Strategy is to include and involve pupils in the assessment process. It allows pupils to find areas improvement and correct mistakes, respond to feedback, and redraft work using a green pen. At Cardinal Pole, the Green Pen Strategy has two purposes: 1. To improve self, peer and dialogic marking in order to give pupils clear advice on how to improve

their work and take the next steps. 2. To support our cross-curricular improvement of literacy, giving pupils opportunities to redraft

their own work in the light of feedback. Green Pen Strategy and Peer and Self-Assessment The Green Pen Strategy supports peer and self-assessment. Peer assessment, when done effectively, provides pupils with valuable feedback enabling them to learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge, enables pupils to achieve more than they can unaided. Effective Peer and Self-Assessment:

Takes time, planning and commitment; Requires the process to be modelled for them (especially at the beginning); Takes place when pupils clearly understand the success criteria for the piece of work –

making standards explicit is key to unlocking understanding; Ensures that pupils are taught structures of language they can use and are given prompt

sheets as useful as a starting point; and Ensures that sufficient time is planned into the lesson to allow for discussion and subsequent

action, including. Pupils will expect teachers to make use of the Green Pen Strategy, and in Pupil Planners, the following guidance on the Green Pen Strategy is given to them.

Will always bring a green pen to school. Every time you finish a piece of written work, use your green pen to correct any mistakes

that you can find. Do refer to the success criteria and your individual targets. Your teachers will ask you to green pen check either your own or a peer’s work during

lessons or as homework. If you get into the habit and do this every time you finish a piece of writing, this will help you

to improve your levels or grades. Revisit your work once it has been assessed by your teacher/peer; make sure you take on

board the feedback given. Re-draft your work and/or respond to your teacher/peer’s feedback in your green pen.

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26

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27

 

Example 3: Histoory - Learning Log (Year 7)

28

29

Appendix 12

Ideas for reducing the workload

Instead of... The teacher The student

Writing annotations in the body of the work and giving an overall comment

Only writes annotations in the body of the work

Writes an overall review highlighting at least one strength and one area for improvement

Writing extensive comments Only gives one strength and one possible improvement; WWW EBI

Works to “Close the Gap” on the one issue identified.

Writing “well done you have...” next to the good aspects of the work

Puts a ✓✓double tick next to the best parts of a students work

Adds the reason for the double ticks (in green pen)

Marking every question in detail

Only marks the highlighted questions in detail. There is no expectation to mark all work. Mark tasks where your marking will have an IMPACT!

Marks (or peer marks) the work before it is submitted, highlighting the two areas where they would most like help.

Writing the same explanation on every piece of work when the same mistake is made by many students

Goes over the question in class Writes their own correct answer

Writing out a full solution when a student gets a wrong question

Writes a hint or prompt for the next step Completes the correction

Correcting work when a student makes a little mistake

Writes WWWW? (What’s wrong with this?) or RTQ (Read the question)

Completes the correction

Marking only extended pieces of work

Reviews in class students’ initial plans for this work prior to the marking the extended piece of work

Does not hand in poor quality work

Giving back work and moving straight on... Give students time to close the gap to make all that marking time worth it

Ask student to put a tick next to their comment if they know how to improve and ? if they don’t. This can be the first step to engagement. Paired work to resolve some of the? prior to asking for guidance is good practice and reduces workload

Students read and start to engage with marking before working on the “Close the Gap” task the teacher has identified

Source – Click here to open

30

Appendix 13 Code for annotating work (SPAG Codes)

Margin Mark Meaning

// New paragraph needed

S No paragraph needed

^ Something missed out

Sp Spelling mistake

C Change to/from a capital letter

? Doesn’t make sense

Wrong

Good point

Very good point

Gr Grammatical error

- - - Expression, Rephrase

Missing punctuation

31

Appendix 14

Tips for visible improvement in differentiation Know students’ prior attainment and knowledge of a subject. Always start with some background

research and keep this fresh as you can always find out more. Look for different methods for assessing the impact of your teaching – Are the students ‘getting’

what you have spent so much of your time planning. Meticulous tracking of students’ progress in different skills.

Thinking through which students work best with others and the best size for effective group

work: have a well thought through seating arrangements. Know which students work best in pairs, how you can form a triad and where students need to sit if you need them to work independently.

Judging when independent learning will best deepen knowledge and understanding. Knowing when best to harness the library, film, internet to expand students’ thinking. Setting up one-to-one catch-up and intervention sessions, before, during and after school. Setting meaningful homework, well scaffolded for individual needs. You need to know what factors inhibit progress and seek to remove these barriers promptly.

Feedback (marking) is essential to the learning process. If you do not regularly review student progress (give feedback) you cannot teach meaningful lessons that are accurately focused on narrowing gaps.

Identifying special needs such as poor hand-eye co-ordination, delayed cognitive development,

temporary medical problems and seeking support from the SENCO and other professionals. Practising “differentiation down” to ensure higher attainers are extended in their learning. Have high expectations for your students – see your impact as central to their pathway to

success. Respect time as every moment in your classroom is precious, it has to count! 10 ways to think about differentiation by Ian Warwick: (1) Task (2) Resource (3) Outcome / Assessment (4) Pace (sequence) (5) Support / Teacher Input

(6) Extension (7) Research (8) Dialogue (9) Grouping (10) Self-direction / negotiation

Source: Click here to read more.

32

Appendix 15

Differentiation is effective mixed-ability teaching… It is the means by which the teacher sets out to encourage and enable students of different backgrounds and differing ability to achieve as highly as they are able. This must obviously take account of those of very high and lower ability It is the intelligent use of a variety of strategies, often in combination with one another, to achieve this aim. Key types of differentiation: differentiation –

by task by resource by outcome. by teacher input by student grouping by negotiation

Assessment

In the differentiated classroom, rather than assessment taking place at the end of learning, students are assessed on an on-going basis so that teaching, and indeed the other methods of differentiation, can be continuously adjusted according to the learners’ needs.

Differentiation in the classroom is all about understanding that we are dealing with a group of diverse individuals and adapting our teaching to ensure that all of them have access to learn. It should be an on-going and flexible process which not only profiles students initially but also recognises progress and areas for improvement and adjusts accordingly to ensure learning needs continue to be met. In short, it shifts the focus from teaching a subject to teaching the students. By Task

One of the core methods of differentiation, differentiation by task, involves setting different tasks for students of different abilities. One way to achieve this may be to produce different sets of worksheets or exercises depending on students’ abilities. However, some teachers are loath to employ this method because of both the social implications and the additional planning it entails.

Differentiation by task can work in various ways in the drama studio. The problem with many of the strategies is that they imply a degree of 'streaming' of students by ability within the class.

Teacher uses a single worksheet comprising tasks which get progressively harder. The more advanced students will quickly progress to the later questions whilst the less able can concentrate on grasping the essentials. Alternatively, higher ability students can be invited to start further down the task-list, if the the initial stages might be too basic for them.

Teacher setting entirely different work for different groups/ individuals. This is generally undesirable for many reasons and can be very hard to organise. Useful in extreme situations.

Teacher setting different, harder or easier tasks on the same general topic. This is more useful, especially where a sizeable number of E2L students is involved.

Teacher sets varying, related tasks which will feed into a whole-class drama, eg small groups taking on different roles (the teenagers, the teachers, the gang of youths), individuals taking on specific roles within improvisations etc. It may also operate as part of a home group/expert group system (also known as 'rainbow groups'). These tasks could be allotted to groups according to ability, achievement or behaviour.

33

Teacher setting extra tasks or requirements for more able students, eg group leadership, keeping group on task, directing etc. Useful way of providing extra interest for high achievers, though most often used as 'extension work', for those who finish quicker.

In general, it is possible in drama to set one ‘core task’ which all or most students will be able to access and which will sufficiently challenge all members of the group. This can then be adapted or added to, to offer appropriate challenge to all students (particularly in conjunction with other methods of differentiation – eg teacher input, grouping or pace)

By Resources In this method it’s important to recognise that some students can work with more advanced resources than others, and that it is possible to use multiple materials in order to approach a topic from different angles. This means that while some may require quite basic texts with illustrations, others are capable of working with more advanced vocabulary and complex ideas. Differentiation of this kind allows a wide spectrum of materials to be used to attain a single learning outcome. It’s a method that is greatly assisted by advances in technology, and the use of educational video in the classroom, which is why it is becoming more prevalent.

By Outcome Differentiation by outcome is a technique whereby all students undertake the same task but a variety of results is expected and acceptable. For example, the teacher sets a task but instead of working towards a single ‘right’ answer, the students arrive at a personalised outcome depending on their level of ability. It’s a method about which some teachers have reservations as there is a risk that the less able students will fall below an acceptable level of understanding, however that risk can be mitigated somewhat by establishing a clear set of guidelines that apply to all students, and it does offer one clear advantage in that no prior grouping is necessary. Differentiation by outcome recognises that students will naturally produce work at a level of which they are capable (though it does not take into account those who cannot access the work, those who coast because the work is insufficiently challenging or the way that groupings may affect individual outcomes). Differentiation by outcome is often part of a wider palette of methods of differentiating lessons, and may not be adequate by itself: eg appointing roles within a group or slightly adapting the tasks will improve the outcomes for a whole group.

ByTeacher Input

Differentiation by teacher input is a useful tool, but one which is often abused: often teachers 'tell the answers' to students who are struggling to understand the questions. Properly used, differentiation by teacher input can involve: Giving extra support to those who need it. Discussing the work further with those who are

unconfident of it. Finding different ways of explaining the task so that everybody can access the work. Pushing those of higher ability (and all the students) to find more depth to their work and to

work at an appropriate level.

Often, it is possible for the teacher to identify 'stronger' and 'weaker' groups, even where the class is fully mixed. Thus, in groupwork, the teacher can pinpoint those with whom s/he will work more closely and what type of encouragement, input or comment would best affect each group's level of achievement. By Pace In the traditional classroom, activities are completed within a single time frame, irrespective of the level of difficulty for some students. The result is that more advanced learners can be held back to the speed of the less able ones, and at the other end of the scale, some may simply find it impossible to keep up. When differentiation is used in lesson planning, the available time is used

34

flexibly in order to meet all students’ needs. Students who quickly grasp core activities need not be held back because their classmates need to spend more time on the fundamentals of a topic. They can instead be allocated more challenging extension tasks in order to develop a more rounded understanding of the subject matter or even to progress through the set course more quickly.

This might include a more advanced starting point for those who do not need to work through tasks at a more basic level.

By Grouping

Collaborative learning has many well-documented benefits such as enabling shy students to participate more confidently in class, but it’s also a useful differentiation method. Small, mixed-ability groups allow lower achievers to take advantage of peer support whilst higher achievers gain the opportunity to organise and voice their thoughts for the benefit of the whole group (known as peer modelling). Grouping also allows roles to be allocated within the team which cater for each member’s skill set and learning needs.

Most classrooms will involve some kind of seating plan, to isolate or separate key indivduals, but also to enable students of similar ability to work together, or alternatively to allow higher and lower ability students to work together. No single seating plan will fit all demands, and while there may be a regular plan for most lessons, often the more adventurous teachers will vary the seating according to the task.

In drama, students work in many sizes and types of group. These groupings can be either self-selecting or selected by the teacher.

The size of the group is also very important – larger groups allow less ‘exposure’, but also

allow some students to hide. Smaller groups (especially pairs), ensure that all students engage in the task.

The size or nature of group can be varied according to ability, with a larger group able to

offer more support Self-Selecting Groups

Self-selecting groups have the advantage that students are usually happier working with friends and are more likely to be 'on the same wavelength' as their friends, thus potentially producing more unified work. The disadvantages of self-selecting groups, in terms of differentiation, are as follows: In most cases there will be one or two isolated students without a ready group of friends to work

with. This will often have the effect that the unpopular child always ends up working with the disruptive or low achieving child and vice versa. This group inevitably takes up much of the teacher's time often for little apparent benefit. These children are to some extent exluded from the curriculum.

Students rarely work as well with their friends as with others. The temptations and the banter

are often more alluring than the set task. Those who dominate small groups of friends or those who habitually follow others will not have

these habits challenged. Most members of the class will not have the benefit of working with the exceptional achievers.

Ideally, the teacher should be able to ask the students to self-select on the basis of who they have not worked with recently. In practise, this rarely works except where group changes are needed within an individual lesson. This leads inevitably to teacher-selection.

35

Teacher-Selected Groups This can be either random or through some set criteria such as:

the need to create roughly equal mixed ability groupings (especially for GCSE Performance work),

the need to set different tasks according to ability, the need to mix boys and girls, the need to ensure that higher achieving students are able to lead or assist lower achievers..

Often, random or semi-random selection will suffice to mix the students up, creating new groupings. It is worth bearing in mind that the supposedly random methods of selection can usually be manipulated to avoid unfortunate pairings. In a few cases it may be necessary to re-arrange groups afterwards. In such a case the best policy is usually honesty (ie "I don't want you two to work together because...). By Negotiation In this classroom, there may be a range of possible tasks, and students are able through negotiation to set work a a level of challenge at which they feel comfortable, or feel appropriately challenged.

36

Appendix 16

Teacher Overview: Achievement Teacher name: Mr XX EoY Target Assessment 1 Assessment Assessment 3 Class name – 7D IT 90% L5+ 63% L6+ 40% L5+ L6+ 71% L5+ L6+ 79% L5+ L6+ Year 7 IT 95% L5+ 40% L6+ 50% L5+ L6+ 75% L5+ L6+ 80% L5+ L6+ EoY Target Assessment 1 Assessment Assessment 3 Class name – 9C IT 90% L5+ 63% L6+ 40% L5+ L6+ 71% L5+ L6+ 79% L5+ L6+ Year 9 IT 95% L5+ 40% L6+ 50% L5+ L6+ 75% L5+ L6+ 80% L5+ L6+ EoY Target Assessment 1 Assessment Assessment 3 Class name – 12A IT 90% A-C 63% A-B 40% A-C A-B 71% A-C A-B 79% A-C A-B Year 12 IT 95% A-C 40% A-B 50% A-C A-B 75% A-C A-B 80% A-C A-B EoY Target Assessment 1 Assessment Assessment 3 Class name – 10A IT 90% A-C 63% A-B 40% A-C A-B 71% A-C A-B 79% A-C A-B Year 10 IT 95% A-C 40% A-B 50% A-C A-B 75% A-C A-B 80% A-C A-B Whole School Overview: Achievement 2014/15

Attainment - GCSE Progress - GCSE Target Ass Cycle 1 Ass Cycle 2 Ass Cycle 3 Target Ass Cycle 1 Ass Cycle 2 Ass Cycle 3

5A*-C (E+M) Best 8 Best 8 GCSEs KS2-4 Progress in English English GCSE % KS2-4 Progress in Maths Maths GCSE % KS2-4 Progress in Science Science GCSE % KS2-4 Progress in Languages Languages GCSE % KS2-4 Progress in Humanities % E-Bacc English: 4 LP

3 LP progress

Maths: 4 LP 3 LP

Attainment – A level Progress: A level ALPS 3 year T score

37

Appendix 17

Class Profile for 9C IT Teacher: Mr XX

EoY Target Assessment 1 Dist from target Assessment Dist from target Assessment 3 Dist from target Class name – 9C IT 90% L5+ 63% L6+ 40% L5+ 3% L6+ 71% L5+ L6+ 79% L5+ L6+ Year 9 IT 95% L5+ 40% L6+ 50% L5+ 3% L6+ 75% L5+ L6+ 80% L5+ L6+ Reading Age All Boys Girls FSM PPG9C IT Year 9 ICT Year 9 Class Summary Class Y9 ICT Class Y9 ICT Class Y9 ICTFSM Late Arrivals Black Caribbean Non-FSM Yr 6 intake Black African Male White British and Irish Female G&T Mixed Ethnicity Non-G&T White European No SEN Latin American SEN Action Upper Ability Turkish SEN Action Plus Middle Ability Asian SEN Statemented Lower Ability Black Other White Other EAL BAFR MALE Any Other Non-EAL BAFR FEMALE Irish Traveller BCRB MALE BCRB FEMALE

Class Profile Page 1 of 5

38

Class Photographs: Date produced:

Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade

Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade

Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade

Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade

Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade Student Name Target Grade

Class Profile Page 2 of 5

39

Assessment Cycle 1 Interventions (information entered into SIMS during the assessment cycle)

Student name Form CAT Ave EoY Target FSM/PPG Ethnicity Ass Cycle

1 Concerns Intervention 1 Intervention 2

Sally Smith 8C 102 6B Yes BCRB 5C Lack of HW HW Club Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW Dept Report Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club Lisa Jones 8C 102 6B Yes BCRB 6A Lack of HW G&T Register referral Computing club

Teacher comments Student name

Date Comment

Sally Smith 21/09/2014 Class Profile Page 3 of 5

40

Assessment Cycle 2 Interventions (information entered into SIMS during the assessment cycle) Student name Form CAT Ave EoY Target FSM/PPG Ethnicity Ass Cycle 2 Concern Intervention 1 Intervention 2 Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral

Teacher comments

Student name Date Comment Sally Smith 21/09/2014

Class Profile Page 4 of 5

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Appendix 19 Assessment Cycle 3 Interventions (information entered into SIMS during the assessment cycle)

Student name Form CAT Ave EoY Target FSM/PPG

Ethnicity Ass Cycle 3 Concern Intervention 1 Intervention 2

Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral Sally Smith 8C 102 6B Yes BCRB 5A Lack of HW Remove from concerns Jack Harris 8C 102 6B Yes BCRB 5C Lack of HW HW Club HoY referral

Teacher comments

Student name Date Comment Sally Smith 21/09/2014

Class Profile Page 5 of 5

42

Appendix 19

Interventions Profile for Sally Smith Produced on: 01/12/2014

Student photograph

Form 9C (Student Name) XXX Year 9 Reading Age Ethnicity CAT Score FSM English EoY Target Maths EoY Target Science EoY Target RE EoY Target

Interventions Assessment Cycle 1 Assessment Cycle 2 Assessment Cycle 3 Concern Intervention 1 Intervention 2 Concern Intervention 1 Intervention 2 Concern Intervention 1 Intervention 2

PE

Art

Drama

Music

DT

Computing

History

Geography

Science

RE

Maths

English Teacher comments Subject Teacher Date Comment English Mr XX 21/09/2014 English Mr XX 21/09/2014 Music Mr XX 21/09/2014 RE Mr XX 21/09/2014 PE Mr XX 21/09/2014

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Appendix 20 Teaching and Learning Monitoring File (Head of Department)

Contents

1. Departmental Handbook (see xx of the staff handbook)

2. Public Exams analysis (included in the staff handbook)

3. Previous Departmental Review

4. Progress Reports

5. Department meeting minutes

6. Moderation summaries

7. Book/Work sample (all years) – monitoring documentation

8. Student survey summaries

9. Learning review outcomes and actions

10. Teacher overviews (See appendix 16)