Learning and Teaching

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Introduction

  1. This revision of the school’s learning and teaching policy has been undertaken to bring it into line with current thinking and recent developments. It should be noted that this policy contains aspects that are aspirational. Previous statements of practice will be amended to accord with this policy.
  2. The aim of this policy is to provide a structure to enable all pupils to become successful learners, confident individuals, effective contributors and responsible citizens.
  3. This is to be achieved by the creation of a school environment and ethos that allow pupils to attain their full potential by giving them opportunities to develop while removing obstacles that hinder their academic and personal development. Staff work together with pupils, parents and carers to build a happy, safe and purposeful school where the efforts of all are valued and celebrated.
  4. Three strands have been identified to elaborate on the means of creating the optimum setting for learning and teaching and these are dealt with below. These are developed in other policies and procedures (see ‘References’). Aspects of these strands, which relate to the Quality Indicators, will be used in the review process.
  5. This policy will be reviewed as part of the school’s three year development planning procedure.

A. Key principles that underpin effective learning and teaching
Learning and teaching should be inclusive and enjoyable.

  • Pupils are challenged, in and out of class, with tasks suited to their needs and ability and which, where possible, are enjoyable to undertake.
  • The ethos is one where achievement is celebrated and honest errors seen as a means of furthering the learning process through formative assessment.

Learning and teaching should meet the needs of the whole learner by encouraging the development of physical and emotional well-being, accurate self-assessment and self-esteem.

Learning is both an individual and collaborative activity.

  • Varied contexts for learning and teaching have been adopted so as to take account of multiple intelligences, the three main learning styles and to encourage creativity.
  • It may take place in fortuitous as well as planned contexts.

Learning and teaching should create lifelong learners who are active citizens.

  • Pupils are encouraged to value learning as an empowering activity: they possess knowledge but also know how to think, act and challenge deep-seated assumptions.
  • Pupils are encouraged to take responsibility for their own learning.
  • Pupils are given opportunities to develop citizenship and entrepreneurial skills.

B. Key principles to remove obstacles to pupils achieving their full potential

  1. Pupils are given access to pastoral and curricular support throughout their involvement with the school.
  2. The progress of pupils is monitored and reviewed regularly to determine achievement and identify obstacles to learning.
  3. The needs of all pupils are met through consultation with home and coordinated support between agencies and the school, as appropriate.

C. Key principles required to develop the skills of staff

  1. Review of, reflection on and sharing of classroom practice are performed in order to identify personal and departmental development needs.
  2. The CPD programme aims to create and take advantage of opportunities to meet the development needs of all staff.


References

1. National and Highland documents

  • General: National Priorities, A Curriculum for Excellence
  • Learning and Teaching: Highland Learning and Teaching Policy Toolkit, Assessment is for Learning Policy
  • Enterprise: Determined to Succeed
  • Pupil support: Integrated Community Schools; Happy, Safe and Achieving their Potential; Supporting Children’s Learning
  • Home-school links: Making the Difference
  • Discipline: Better Behaviour Better Learning
  • Quality assurance and professional review: How Good is our School, STACs’ analyses


2. School documents (related to the strands above)

  • Core Skills Policies; Homework Policy; Racial Equality Policy; Ethos Statement; Credit System; Staff Handbook; Departmental Handbooks
  • Guidance Handbook; Monitoring and Reporting Procedure; Discipline Procedure
  • Development Planning Process; Annual Professional Review Procedure