TEACHING AND LEARNING POLICY

Introduction

Ziauddin Schools and Colleges are committed to ensuring that every student succeeds. This means that teachers must engage students in productive learning by making learning interesting and relevant. Teachers must also respond to learning needs and evaluate accurately and consistently their students’ achievements; teachers therefore need a high degree of subject proficiency and competence in subject pedagogy.

Aim of the Policy

To guide teachers on how to maximise the learning of every student.

Characteristics of Good Teaching are:

• Teachers bring a strong command of the subject(s) they teach to their teaching
• Lessons are planned with clearly expressed and accurate learning objectives
• Teachers plan for a range of appropriate teaching methods in each lesson
• Lessons engage (stimulate interest and curiosity) students
• Lessons are challenging for all students
• Teachers set challenging targets for learning
• Teachers use and manage resources flexibly and effectively
• Time in lessons is used effectively
• Teachers ensure high standards of behaviour in lessons
• Teachers use homework (meant to reinforce and extend learning) to promote independent study, learning autonomy and self-directed learning

(See appendix 1 for a detailed breakdown of these requirements and to see how these are translated into ZES Teaching Standards)

Characteristics of Effective Learning are:

• Students acquire new knowledge and/or skills in every lesson
• Students increase their understanding of principles, theories, practices and applications
• Students develop reasoning and thinking skills
• Students are engaged in learning, remaining on-task for significant periods of time so that they are productive throughout lessons
• Students develop a wider range of skills and understanding, including skills for communication, critical thinking, collaboration and cooperation, creativity and problem-solving

(See appendix 2 for a detailed breakdown of these requirements and to see how these form expectations of the learner experience in Ziauddin Schools and Colleges)

Characteristics of Good Assessment are:

• Students’ work is always assessed accurately and fairly (i.e. rubrics/ marking schemes are used consistently and regularly)
• Assessment is used to inform teachers planning (schemes of study and lesson plans)
• Students use assessment to understand how well they are doing and what they need to do to improve

(See appendix 3 for a detailed breakdown of these requirements and to see how these are translated into ZES expectations of student assessment)

Monitoring this Policy

           This policy will be monitored by the following people:

• Principals
• Coordinators (where schools have coordinators)
• Teachers’ Self-Monitoring

Monitoring will be conducted by sampling of students’ work, talking to students and by observing/ talking to teachers.

Primarily, it is the teacher’s responsibility to monitor and evaluate the quality of learning and to reflect on the quality of his/her teaching.

The Principal will have overall responsibility for ensuring the quality of teaching and learning in the school.

Appendix 1: Good Teaching

Teachers’ command of the subject

Teachers’ subject knowledge MUST be at, but ideally beyond, the level required for the course(s) they teach. If a teacher’s subject expertise is below that which is required in the curriculum, this can negatively impact on students’ achievement. Teachers need to understand the assessment requirements of examined subjects which meet the expectations of awarding bodies.

Teachers’ command of the subject is demonstrated in the way they:

• explain concepts and ideas in easy-to-understand ways
• answer students’ questions accurately
• make content relevant to students by making links to work and everyday life, and links to other subjects
• support students’ application of what they learn in a variety of situations and contexts
• provide challenge for more able students and offer support for students who need additional attention
• choose and use the most relevant resources to interest and challenge students

Lessons with clear and accurate learning objectives

The content of lessons should by directed by teachers’ understanding of what needs to be learned and how this can be measured. A lesson’s objectives should indicate how knowledge and understanding are acquired by students, and how skills are developed.

The learning objectives should:

• be clear (unambiguous)
• extend learning from what has gone before
• be easily understood by students
• take account of students’ differing needs

NOTE: Teachers should consider making sure their objectives are S.M.A.R.T.

Teachers plan relevant and appropriate teaching methods for the content of lessons

All methods and activities in lessons will:

• Enable students to achieve the objectives of the lesson
• Be active, intentional, meaningfuland useful
• Build on previous activities without being repetitive
• Be designed for students to develop their skills, knowledge and understandings in different ways
• Support students working in cooperative and collaborative ways

Lessons that engage students

The level of students’ engagement is evident in their attentiveness in lessons, the effort they put into accomplishing tasks, the effort they put into persisting with learning even when it is difficult, and their eagerness for asking questions. Students’ interest is also evident in the care they show in their written work. In part, lessons that engage learners are dependent on a teachers’ own enthusiasm for the subject, so a good teacher will lead imaginative lessons that motivate learners.

Students are engaged when teachers:

• motivate reluctant learners
• manage students’ learning journey
• maintain strong teaching-learning relationships with learners
• encourage students to try out new tasks (experiment and explore)
• encourage students to work independently
• value their students (i.e. what they know and what they say)

Lessons that do not stimulate interest in a topic or engage students in what they are learning are evident where students are easily distracted or spend time off-task, or where students say they cannot see the point of what they are learning.

Lessons are challenging for students

Lessons should extend students intellectually and creatively. Students are not challenged if they are asked to engage in routine tasks (e.g. fill in the blanks, copy from the book) or where there is praise/reward for work that meets only the basic requirements – this is clear when work is always ‘right’ and is too easy.

Teachers set challenging targets for students

Teachers need to set targets for learning that are:

• Challenging
• Specific
• Achievable
• Measurable

Setting targets involves identifying the actions of the students with the right amount of detail for both the requirement of the learning task and the ability of the student.

Teachers use resources flexibly and effectively

Use of resources in a lesson should result in high levels of on-task learning.

Appropriate resources will:

• excite, interest and inspire students to contribute and develop their ideas
• engage students in multi-modal strategies for learning
• provide good explanation/ instruction, exploration, and questioning that informs deep learning and extends understanding
• engage students in investigations and problem-solving activities that develop their understanding and creativity
• support students’ collaboration
• provide students with opportunities to apply what they learn
• integrate ICT/digital support for learning

Where resources are either over-directed or being used indiscriminantly, then teachers will know these resources are not being used effectively.

Teachers make effective use of time

Good teaching establishes a productive and structured lesson so that the focus is on learning rather than controlling behaviour. Effective use of time in a lesson is evident where:

• There is a prompt and stimulating start to the lesson
• There is clear and efficient organisation of activities and groups in a lesson
• The teacher provides effective/ timely support to students
• Activities are relevant and engage the interest of the students

Teachers insist on high standards of behaviour

Effective lessons will be those where students on on-task for a large proportion of class time and where the teachers is able to focus his/her activity on supporting learners who need additional attention. Such lessons will be evident in the following ways:

• There is fair and clear exercise of authority by the teacher
• There is mature behaviour
• There are well-established work habits and routines

Teachers use homework effectively to reinforce and extend what is learned in class

Homework should always complement (i.e. it should NOT supplement) work in class. Homework should extend students’ learning and help them develop a range of study skills and study disciplines. Homework should:

• provide challenge
• be helpful and interesting
• make reasonable assumptions about students access to resources at home

Teaching Standards

ZES teachers make the high quality experience of education of their students their first concern, and accept accountability for achieving the highest possible standards in work and conduct in their classes. ZES teachers act with professional honesty and integrity, have strong subject knowledge, keep their knowledge and skills as teachers up-to-date through seeking out professional development, are self-critical of their work, forge positive professional relationships with colleagues and work with parents in ways which best serve the interests of their students.

Standard 1

High expectations of students which inspire and challenge. The ZES teacher –

1. Ensures the learning environment is stimulating for students
2. Sets challenging goals for all students, taking account of their abilities
3. Demonstrates a positive attitude towards learning, and models the type of learning behaviour which is expected of all students

Standard 2

Promote good student progress and outcomes. The ZES teacher –

1. Is responsible for guiding students’ progress through the curriculum and monitoring attainment of the curriculum goals
2. Is aware of students’ prior learning and understands their capabilities, using these to plan for focused and challenging lessons
3. Guides students to reflect on their progress towards achieving the learning outcomes and their on-going needs for learning
4. Remains current with knowledge and understanding regarding how students learn and incorporates this into planning and teaching
5. Encourages students to take ownership of their own work and study

Standard 3

Demonstrate good subject and curriculum knowledge. The ZES teacher –

1. Has a secure knowledge of the subject(s) s/he teaches
2. Clearly understands the requirements for learning and achievement as laid out in the curriculum
3. Understands the needs of all students in the subject s/he teachers
4. Is able to use a range of teaching approaches to engage and support students within the subject s/he teaches

Standard 4

Make productive use of assessment. The ZES teacher –

1. Knows appropriate diagnostic assessments that can be undertaken in the subject s/he teaches
2. Knows the most appropriate means for assessing curriculum objectives and applies these effectively and consistently
3. Uses both formative and summative assessment methods to manage students’ progress, using these to set targets and plan lessons
4. Gives students regular feedback on their learning, both orally and through written comments on their work, and encourages students to act on the feedback

Standard 5

Manage behaviour effectively to ensure a good and safe learning environment. The ZES teacher –

1. Sets clear rules and manages routines for behaviour in classrooms
2. Takes responsibility for promoting good behaviour both in classrooms and around the school
3. Has high expectations for good behaviour and establishes a framework for positive and constructive interactions
4. Uses approaches to teaching which are appropriate to students’ needs in order to engage (i.e. involve and motivate) them
5. Maintains good relationships with students and exercises appropriate authority

Standard 6

Fulfilling wider professional responsibilities in school. The ZES teacher –

1. Contributes positively to the wider aspects of school/college life
2. Develops and maintains professional relationships with colleagues
3. Is responsible for their own, appropriate professional development
4. Responds positively to advice and feedback from colleagues
5. Communicates effectively with parents with regard to students’ achievements in school/college

Standard 7

Demonstrate consistently high standards of personal and professional conduct. A ZES teacher –

1. Maintains high standards of ethics and behaviour inside and outside school/college
2. Treats students with dignity and builds relationships based in respect
3. Observes professional boundaries of behaviour
4. Ensures students’ well-being whilst in school/college
5. Respects the rights of others
6. Respects the ethos, policies and practices of the school/college
7. Maintains their own attendance and punctuality

Appendix 2: Learning

Learning does not only result from teaching, but is a combination of each student’s ability to persist with learning even when things are difficult and each student’s attitude towards the subject they are learning.

Students acquire new knowledge and understandings, and develop ideas and skills

There will be parts of some lessons that will be focused on consolidation of learning (revision). In the majority of lessons there should be new learning to ensure the students are progressing through the curriculum (i.e. completely covering the scheme of work) and opportunities to apply what has been learned in a variety of contexts and situations.

Students should:

• be able to explain clearly what they have learned in a lesson
• be able to apply what they have learned, especially where this extends to new contexts and situations
• understand how current work relates to previous learning and what might come next
• ask questions that show a desire to continue to learn beyond the classroom

Students show engagement, application, and concentration

Students will be engaged where new learning is related to what has already been learned.  As students learn they should be encouraged to connect ideas (i.e. think creatively) and to reflect critically on what they are learning. In such circumstances, students will consistently produce work of a good standard as they manage their time well.

Students develop their communication, critical thinking, collaboration and cooperation, creativity and problem-solving skills

Learning is effective when:

• Students are expected to be, and supported being, more self-reliant
• Students can work collaboratively on tasks and share responsibility for completing them
• Students can take decisions/ make choices regarding their learning
• Students are encouraged to plan their time to complete activities, including homework, to prescribed deadlines
• Students select for themselves and use equipment for their learning
• Students are focused on the task
• Students can work independently at times