Institute-wide Pedagogy Policy

  1. Overview

This policy provides guidance to teachers, coordinators and academic administrators regarding expectations of teaching in Ziauddin Schools and Colleges. The policy lays out the standards of teaching and principles underpinning good practice (The Framework) which every teacher is expected to follow.

This framework ensures that ZES is providing a high quality service to its students in accordance with the ZES Business Strategy and which reflects the Vision, Values and Mission Statements of Ziauddin Schools and Colleges. In this way, the management can ensure public confidence in the integrity and quality of Ziauddin Schools and Colleges.

 

  1. Aim of the Policy

The management of Ziauddin Schools and Colleges is committed to providing the best quality teaching to raise standards of learners’ achievement at all grade levels. Therefore, this policy summarises expectations of teachers and common working practices in our schools and colleges in order to provide a robust framework for realising the best standards of student learning. It reflects what has been standardised for all Ziauddin Schools and Colleges in terms of pedagogical approaches and makes explicit the best practices to which all ZES teachers should aspire.

 

  1. Principles of Practice

The persistent aim of Ziauddin Schools and Colleges is to ensure conducive learning environments and this must be a commitment of all staff. As well as our students, education involves their parents and the different communities that the school/college interacts with. To ensure we are maximising opportunities and impact, we work closely together with this range of stakeholders to support our students’ academic achievement.

With this in mind, the following principles guide our practice:

  • All institutions will ensure a safe, healthy, caring and supportive environment for students and teachers
  • All teachers will have high expectations of themselves and their learners
  • We value all members of the school/college community
  • We understand that all individuals working with ZES have needs and aspirations that need to be recognised
  • We make the most of the opportunities we have for all students to make the best possible progress whilst with ZES and so achieve their highest potential
  • We have a responsibility to ensure that our students attain a high degree of literacy and numeracy, and become technologically competent individuals
  • We will ensure that the scheme of studies for students is balanced yet expansive, flexible, exciting and challenging
  • We will provide rich opportunities and experiences for students to acquire, develop and apply their knowledge, skills and understandings
  • The scheme of studies and the timetable will support students’ moral, social, cultural, physical, intellectual and emotional development
  • Ensure contexts in school/college that develop lively, enquiring minds, good thinking skills, and engender attributes of self-respect, self-discipline and positivity
  • We will always encourage all students to be enthusiastic and committed learners no matter their ability, background or circumstances
  • We commit that all students will develop their self -esteem, self-worth and emotional well-being from attending a Ziauddin School/ College
  • We commit that lessons will develop students’ confidence and capacity to learn independently and collaboratively
  • We will develop in our students the enduring values of respect, honesty, integrity, kindness, tolerance, and fairness
  • In Ziauddin Schools and Colleges, students will develop the personal strength to respond positively to the challenges and opportunities of a rapidly changing world
  • We will encourage students to become responsible individuals who can contribute positively to society

 

3.1 Ziauddin Schools and Colleges Ethos

The environment that teachers and students experience in Ziauddin schools are the foundation for our standards of teaching and the quality of learning our schools strive to achieve. This means that all ZS staff should work constructively to contribute to the development of the ZS ethos which is prescribed by the following:

  • Ziauddin Schools have conducive study environments in which all students are supported to produce their best work
  • Ziauddin Schools are welcoming environments in which courtesy and respect direct everyone’s actions
  • Fairness and discipline are words we use to describe our work
  • Teachers are effective managers of their professional time
  • Schools are places where we value and celebrate students’ successes and achievements
  • Throughout the work of the schools, we ensure consistently high levels of professional expertise

3.2 Roles and Responsibilities of Teachers and Staff in ZES Schools and Colleges

A high degree of professional practice is a shared responsibility and everyone in school/college should own this responsibility. Everyone in school should be striving to:

  • empower our students as individuals and respect their rights at all times
  • foster positive relationships with colleagues and develop a sense of belonging to, and ownership of, the school/college
  • Ensure a well-ordered environment for students so that they are aware of behavioural expectations
  • encourage and positively reinforce good relationships, behaviours and work
  • contribute as part of a team, supporting and encouraging one another.

In particular, teachers will work to:

  • provide engaging (i.e. challenging and stimulating) lessons that lead students to strive for their highest potential
  • Respond to the needs of each student in school/college
  • make lessons innovative and learning meaningful
  • be good role models
  • Remain current with developments and debates in education
  • provide accurate and fair information on student progress
  • maintain a positive attitude to change and the continuous development of their own expertise
  • collaborate with, learn with and learn from colleagues to develop a common and consistently high level of practice in Ziauddin Schools and Colleges.

Directed by well-developed and positive relationships and communication with parents, schools/colleges strive to encourage parents to support their child’s learning by:

  • ensuring that their child attends school/college regularly, punctually and well-rested so s/he is ready to learn
  • ensuring that their child wears the ZES uniform and brings all necessary equipment and materials they need for their learning each day
  • participating in discussions concerning their child’s progress and achievement at scheduled meetings
  • support the school’s / college’s homework initiatives and ensuring that the homework assigned is completed
  • Being responsible for their child’s conduct in line with the expected behaviour of Ziauddin students

3.3 Organisation

The principal should manage the learning environment effectively to facilitate different styles of learning. Opportunities should be made for:

  • whole class teaching
  • facilitated small group work
  • one-to-one coaching
  • collaborative learning in pairs or groups
  • independent learning and self-directed study opportunities

All areas of the school learning environment should be planned for use, including the school/college grounds, in order to ensure the widest opportunities for a range of practical activities for students which develop learners’ knowledge, skills and understandings.

3.4 Accounting for Learning Styles

We understand that students learn in different ways, which means that in the course of their learning they develop their skills through a variety of preferences for learning. To take account of these styles, lessons can include (in no order of preference):

  • Independent investigation
  • Discovery (exploration)
  • Experimentation/ Trial-and-error
  • Listening to lectures
  • Engaging in discussion and debate
  • Observing demonstrations
  • Reading
  • Reflecting on learning (metacognition)
  • Repetition
  • Practice (learning by doing)
  • Problem-solving and reasoning
  • Making choices and decision-making

While these different styles inform teachers’ practice, students learn best when:

  • they are receptive and feel positive (i.e. they are happy and alert)
  • they are engaged (interested and involved), which means that learning needs to be made relevant and stimulating
  • they understand why they are doing something
  • they feel safe in terms of the environment and relationships
  • teachers value them and care about their development
  • they feel secure enough to take risks in learning
  • they are actively involved and making choices
  • they have opportunities to work independently
  • they receive constructive feedback on their work
  • the learning environment is well-organised and resources are accessible
  • new learning makes use of existing understandings
  • learning is divided into clearly defined and reasonable steps (learning targets)
  • they have opportunities to talk about their work by reflecting with others, and discussing and sharing ideas (metacognition)
  • the teacher is enthusiastic and knowledgeable about the subject

Principals should ensure opportunities are available for students to develop:

  • Functional numeracy skills
  • Language/ communication skills (reading, writing, speaking and listening)
  • ICT skills
  • Problem-solving and critical thinking skills*
  • An ability for working with others productively
  • Study skills

*Skills for critical thinking must be incorporated in the implementation of the curriculum. These skills are:

  • An ability to think creatively (e.g. ‘out-of-the-box’)
  • Skills of enquiry
  • Ability with information processing
  • Logic and analytical reasoning
  • Skills for evaluation