The Skinners’ School

Learning, Teaching and Assessment Policy

Policy Area: Curriculum/ Teaching/ Learning Reviewed: June 2014 Adopted: June 2014 Next Review: June 2015 Governing Committee: Education Committee LG Responsibility: Roger Bee

Learning, Teaching and Assessment Policy

Reviewed June 2014 by RB

Date for next review: June 2015

1. Learning and Teaching

At Skinners’ we believe that outstanding teaching leads to outstanding learning. Outstanding assessment makes sure that this is happening. Outstanding learning results from a carefully planned sequence of outstanding lessons. Planning an outstanding series of lesson entails these five stages: Focus Knowing what it is that you wish to achieve Energy Harnessing the necessary resources and motivation Model Taking action with yourself first Action Taking responsibility for the outcome Reflexivity Adjusting actions and modelling through feedback The SIP has identified the promotion of outstanding teaching and learning as a key aim. This is being developed and supported by departments working to develop the five elements below:

Five key elements will characterise an outstanding lesson:

Questioning and the Art of Challenge Learners are challenged through questioning to use higher order thinking skills and reflect upon their own learning. Engaging Learners The pupils are highly motivated and highly engaged through their own curiosity and enjoyment of the learning/struggle to learn. Pupils are clearly in ‘flow’ most/all of the time. Outstanding By Design The teacher has skilfully designed the learning so that it is pupil-led and motivates, engages and challenges. Outstanding By Ownership Pupils have the team working skills required to structure and operate their own highly effective groups. There is a strong sense of individual responsibility and motivation from all group members. Outstanding By Feedback All pupils know what ‘level’ they are at and can clearly identify what skills and habits they need to develop in order to develop further. Both teacher and pupil are open minded, flexible and positive about learning and progress. The promotion of these five key elements will be a major focus for the SIP in terms of developing outstanding teaching and learning. This will be supported through departmental development planning from 2012-13 to 2014-15.

Allied to this, teachers will use two concepts to help build challenge:

‘flow’ and ‘the pit’

Flow: The State of Optimal Performance

Mihaly Csikszentmihalyi, Professor of Psychology at Chicago University has been studying

the concept of optimal performance. He began studying famous writers, poets, musicians,

artists, engineers and Nobel Prize winners. He set out to discover why and how they attained

their performance. They described back to him the characteristics of ‘flow’, a moment when

time disappears. When you engage in your activity and lose yourself in it. Minutes become

hours, hours become days. You become so focused and energised that distractions cannot

enter your thoughts. Such activity is highly pleasurable.

We should aim to construct lessons which specifically attempt to create the conditions in

which the pupils are working in ‘flow’. Such activities will typically be pupil-led, often in

groups. They will contain high levels of challenge and autonomy. Pupils will synthesise

existing topics, research new ideas or creatively respond to a designed problem or dilemma.

Pit: This refers to the learner being challenged to solve a difficult problem/dilemma

The Pit

Stage One: Set up the question or problem

Establish the challenge, question or problem to be resolved. Ensure that the concept is

understood, but do not allow the pupils to race to a hasty response.

Stage Two: Dilemmas and thinking

The pit involves placing the pupils in a situation where they have a conflict if ideas or are

presented with a situation in which there is no easy solution. They must confront a challenge

or dilemma. Ideally, we will give them as little help as possible in constructing a solution to

the challenge. If we can help the pupils through the panic stage then, when faced with a

conflict, their thinking ought to take on a more purposeful and energetic quality. The COGs

course in Year 7 aims to provide transferable thinking skills which will help the pupils in this.

The types of thinking most frequently used to deal with a dilemma include:

Information Processing – Includes: Locating RELEVANT information;

COMPARING, CONTRASTING, SORTING, CLASSIFYING and SEQUENCING

Reasoning – Using SUPPORTING REASONS, PRECISE LANGUAGE,

INFERENCES AND DEDUCTIONS

Inquiring – Asking relevant QUESTIONS, DEFINING problems, PREDICTING

outcomes, TESTING conclusions

Creativity – Looking for ALTERNATIVES and POSSIBILITIES, GENERATING

IDEAS and HYPOTHESES

Evaluating ideas – Developing CRITERIA for JUDGING VALUE, generating rich

personal and practical FEEDBACK

Stage Three: Construct meaning

In the pit, pupils begin to construct meaning rather than learn easy answers. They offer each

other suggestions and possible answers, and respond to feedback from their peers.

Furthermore, the internal feedback that is a key part of Stage Two when students are in the

Pit becomes more social as they start their ascent out of the Pit. For example, other students

will respond to, and critique, the suggested answers of their peers. They will also reflect on

what is being suggested by others and compare that with their own ideas.

Stage Four: Consider the learning journey

Stage Four is about reviewing the learning journey and then previewing the next lesson.

Questions that help students to focus their thoughts, using the Pit as a framework, include:

1. What was your first idea?

2. What challenged this idea?

3. What were the best bits/weaknesses of your (first) idea?

4. What thoughts did you have when in the pit?

5. What strategies did you consider?

6. What helped to clarify your thinking?

7. Can you come up with an analogy, metaphor or example to explain your thinking?

8. How do your ideas now differ from your earlier ideas?

9. What strategies or ideas could you use in future?

10. What does the key concept mean for you now?

Curriculum Design (fortnightly)

KS3

Year 7 Year 8 Year 9

English 6 English 6 English 7

Maths 6 Maths (4 sets) 6 Maths (4 sets) 6

French 5 French 5 French (4 sets) 4

Science 7 Science 6 Biology 3

History 3 History 3 Chemistry 3

Geography 3 Geography 3 Physics 3

Art 2 German 5 History 3

STEM 3 Art 2 Geography 3

Drama 1 STEM/literacy 3 German (4 sets) 4

RE 3 Music 2 Art 2

Music 2 RE 2 STEM 3

PSHCE 1 PE 1 PSHCE 1

PE 2 Games (Mon) 4 Music 1

Games (Fri) 4 PSHCE 1 RE 2

Cogs 2 Drama 1 Games (Tues) 4

PE 1

50 50 50

Key Stage 4

Year 10

Block

M ML

Games

E RE PE Science

PSHE

P R T

Pds 6 5 4 6 3 1 3 + 3 + 3 1 5 5 5

Option subjects

Year 11

Block

M ML

Games

E RE PE Science

Pshe

P R T

Pds 6 5

4

6 3 1 3 + 3 + 3 1 5 5 5

Option subjects

Sixth Form Curriculum

As/A2 courses are taught in four option blocks. Option blocks are created when student

choices are known. The current pattern is 9 lessons per fortnight in Year 12 (AS) and 9 in

Year 13 (A2)

Differentiation

Although Skinners’ School is a selective school, and the range of ability found in

some schools is not so marked, pupils do vary in their capacities and abilities. Their

needs must be catered for. Appropriate differentiation is simply the provision for

pupils with specific needs, whether it be because they have an identified SEN, or

whether it be because they are considered gifted and talented.

Departments should be alert to the possibility that a pupil may have an unidentified

SEN, and be willing to refer to the school’s SENCO for assessment.

Within schemes of work, differentiation should be incorporated as a matter of course.

Such differentiation could include ‘differentiation by outcome’, but this should not be

the only means of provision. Differentiation should also be offered through task,

expectation, grouping and many other possibilities.

Departments should also offer differentiation in order to stretch and challenge the

most able pupils. This should be in the form of:

extension materials for pupils who finish tasks early…

or

alternative materials where the standard fare might lack sufficient challenge.

Material to support the most able should satisfy six criteria:

It should challenge through quality rather than quantity of the work provided.

It should provide challenge through the nature of the task rather than the time

offered in which to complete it.

It should be sufficiently open-ended to provide opportunity for self-direction and

independence of thought.

It should provide opportunities for originality and imagination.

It should involve primary sources or first-hand experience, if possible

It should be evaluated after use by the pupil.

Homework

Homework contributes significantly to the curriculum. It does the following:

It may help a pupil to develop his understanding of a particular subject or idea

It may introduce new subjects or new ideas

It may reinforce work done in class

It may allow opportunities for specific, guided research

It ought to encourage in each pupil the habit of working and thinking

independently

It ought to instil in each pupil better organisation of materials and time.

It also provides the opportunity for pupils to develop ownership. Within the

homework timetable at Key Stage 3 and the expectation for older pupils is the

concept of independent study. Independent study time should be used by pupils to

review their own work, catch up, improve and extend their learning through their

own research. Teachers will provide specific guidance for this at Key Stage 3 in

lessons and through curriculum maps which are published on our website.

8.2 The model for setting of homework is as follows:

Year Number each day Approximate duration

7 2 plus Independent Study 20 mins each

8 2/3 plus Independent

Study

30 mins each

9 2/3 plus Independent

Study

30 mins each

10 & 11 4 on 4 days (including

Friday), 3 on the other day

40 mins each

Sixth Formers are expected to undertake appropriate study outside their school timetable.

This will be approximately 16 hours of work per week.

Independent Study is a crucial part of homework. Students are expected to regularly engage

in personal learning activities that reflect their targets and or interests. This time may also be

used for research, reflection or catching up. Independent Study is supported through

curriculum maps which are published on the school website.

Homework should be balanced between those tasks which call for written work, those

which focus upon reading and those which involve learning.

Each piece of written homework should be clearly distinguished from the previous.

Each should be given a clear heading and date.

Written homework should be marked and returned promptly (see school policy on

marking). The expectation is that it would be returned within two weeks. When

homework is returned, there should be a class discussion on the key learning points

the homework involves.

It is perfectly reasonable to set reading or revision as a homework, but what learning

has taken place should be established later in class. Such homework should not be the

norm.

Homework must be treated seriously by staff, if pupils are to take it seriously. It must

be set regularly, marked promptly and adhere to common standards of presentation.

Teachers must ensure that homework is recorded in the Planner when it is set.

2. Assessment

High quality assessment is central to high quality learning and teaching. Assessment

must be to be regular, accurate, helpful to students and teachers, and manageable because it is

efficient and concise. It reflects a wide range of student abilities and achievements, and gives

positive encouragement and motivation towards higher personal standards. It also promotes a

partnership of learning between teacher, student and parent. Assessment both measures and

fosters learning. Methods of high quality assessment will be varied yet appropriate.

Heads of Department are responsible for the assessment schemes in their department, which

must conform to this policy.

1. Marking

a) Marking should be regular and thorough, with as short a ‘turn-round’ time as possible.

Books should be seen at least once a fortnight but this will vary depending on the number of

contact periods the subject has. Departments choose their own grading system. Grades should

be supported with formative comments to outline areas for improvement allied to individual

targets. Comments should also be encouraging and supportive.

b) Students are encouraged to respond actively to marked work by:

developed through discussion where necessary.

c) Marks are recorded in mark books, on grade sheets or profile sheets, as appropriate.

d) Departments establish their own clear guidelines on marking policy. These are adhered to

by all teachers in a department and are made available to new teachers. There should be

consistency of marking in style, method and standard across a department. Standards should

be moderated at appropriate intervals.

e) Teachers assess a wide variety of working styles and evidence, where possible - written,

oral, individual work, work in a group. High quality AfL must underpin our assessment

procedures.

f) Departments must make explicit to students the standards of work that are expected, and

must take appropriate action to ensure that individual students reach the standards of which

they are capable. Teachers must explain to students how the grades awarded relate to various

standards of work.

g) Rewards such as house points, postcards home or certificates should be awarded as

appropriate.

2. Assessment for Learning

Student Involvement in assessment is crucial for high quality and effective feedback and

ownership (see above).

a) Informal involvement should take place through ensuring that students study their marked

work and respond when necessary.

b) Where the nature of the work facilitates it, and at appropriate intervals, students are given

the opportunity to assess their own achievements in specific pieces of work and the work of

their peers offering supportive comments and guidance for further improvement.

c) Teachers discuss individual students’ progress with them whenever possible.

d) Students are encouraged to reflect upon their work and set individual and timed targets for

improvement

e) Formal and informal assessment through a variety of methods ongoing in the lesson and

including peer and self-assessments are a crucial aspect of high quality teaching and learning.

2. Internal Tests and Examinations

a) Tests are given by departments according to the nature of the subject. There should be 6

formal assessment points throughout the year for each year group.

b) Formal internal School examinations are held in June for Years 7, 8, 9 and 10. Mock

examinations are given to Year 11 students in December. Mock examinations are sat by Year

13 in January and Year 12 around Easter.

c) Answers and results are discussed with pupils and results are shared with parents.

3. Reporting to parents

a) A report on progress is provided in each term to parents. This may be a parents’

consultation evening (one per year), a Written Report (one per year) or a Progress Report or

Examination grade Report.

b) After each reporting session the reports students will discuss their reports with their form

tutor who will draw up any necessary action plans including praise.

.

c) Parents are invited to respond to form tutors who will arrange a private interview or invite

parents to discuss progress at a subsequent Parents’ Evening.

d) Great importance is attached to reports being detailed, accurate and intelligible. They must

contain both a review of progress and pupil strengths and set clear targets.

e) Copies of all students’ reports are stored in SIMs and are accessible to staff.

f) For 2014-15 at Key Stage 3 the School will continue using levels as a means of assessing

progress at KS3. During the academic year a new whole school assessment approach will be

developed for that Key Stage.

4. Targets

a) During Key Stage 3 pupil targets are based on CATs test which are taken at the start

of Year 7. Key Stage 4 targets are also based on CATs test which are taken at the end

of Year 9. Subject teachers are encouraged to monitor these targets and to use

professional judgment to amend them, especially upwards.

b) Our own historical data has been used to set AS/A Level targets but the school plans

to introduce ALPs for 2014-15.

RB

June 2014