Teaching & Learning

we acknowledge that learning happens everywhere – pupils/students are encouraged to participate in a range of educational experiences that challenge and engage their enthusiasm, and the curriculum is sufficiently flexible to allow regular experiences that develop wider transferable skills;

we manage seating arrangements so that pupils/students work with a range of peers during the school year;

we create the expectation that everyone should be thinking by using appropriate responsive teaching – see Responsive Teaching;

we understand that outstanding behaviour underpins effective learning: managing behaviour so that the physical environment is safe and comfortable so that every learner can take risks and think aloud;

we ensure that the physical environment is welcoming and conducive to learning by creating aesthetically pleasing and visually captivating displays where pupils/student work is celebrated and learning opportunities are reinforced;

we are aware of the impact of positive teacher relationships with their pupils/students;

we create safe social environments.

Assessment for Learning (AfL) underpins our methodology for teaching – this means that the department teaching team are responding continually to the personalised and ongoing needs of their learners;

reviewing and understanding prior learning before teaching a new section of work;

checking learning throughout the lesson, and over longer periods of time;

altering strategies and plans to accommodate the needs of all learners;

being aware of the diversity in the classroom and using it as a resource: who needs supporting?  Who needs challenging and taking out of their comfort zone?

using questioning and participation techniques to make sure that no one is allowed to opt-out of thinking. ‘No hands up’ and ‘cold calling’ is encouraged;

listening carefully and responding appropriately to pupil/student voice.

making learning and assessment objectives clear from the outset so that pupils/students understand the context or ‘the bigger picture’ - the what, why and how they will be learning.

using rigorous formal assessments that have integrity and form an integral part of learning;

ensuring learners know ‘where they are’, ‘where they are heading’, and ‘how they will get there’;

using high quality diagnostic feedback – whole-class, individual, verbal and written – so that pupils/students know what they must do to improve;

ensuring that feedback is a two-way process: learners have opportunities to respond to feedback (see ReACT: Marking & Feedback Policy) and can demonstrate that they understand it.

pupils/students are expected to contribute, listen to each other, and respect each other’s opinions;

using prior data to set challenging targets, and reviewing these targets with learners;

celebrating successes; 

rewarding effort and risk taking;

stretching more able learners and recognising that all have a range of talents and abilities;

using praise and positive/encouraging language;

being a role model for behaviour and learning – we do not ‘know’ everything and should not be afraid to demonstrate this.

insisting that pupils/students consolidate and prepare for every lesson as part of a natural study regime;

supporting learners in planning longer and more open-ended tasks;

ensuring pupils/students are able to apply skills, and giving them opportunities to decide which skills are needed to solve a problem;

encouraging the setting of personal goals;

setting appropriate Prep and liaising with parents to support home learning;

working with IT, digital platforms and the library to promote information literacy and higher-order skills of evaluation and synthesis;

modelling ways to learn;

supporting note-taking and revision with sufficient forward planning.

using tasks that can be easily extended (open tasks);

developing problem-solving tasks that have extension built-in (rich tasks);

working through subject disciplines towards mastery;

creating an environment in which pupils/students are able to take risks and generate ideas;

allowing ‘thinking time’ or ‘discussion time’ to develop ideas and solutions;

understanding that creativity culminates in the production of something original;

fostering leadership and collaboration in the active learning process.

being in control of our emotions so that we are consistent and fair, patient and trustworthy, calm and polite;

having clear and consistent boundaries;

engendering trust and respecting all the children in our care;

taking time to speak to them individually;

being aware of their strengths and areas for development (and our own);

advising parents about their child’s home learning needs

being in control and insisting on high standards and excellent effort;

getting involved in the community and seeing pupils achieve and contribute beyond the classroom.

showing passion and enthusiasm for History;

keeping up to date with subject developments;

understanding how to deconstruct/model/articulate ways of thinking unique to History teaching;

knowing how History contributes to the development of the successful learner according to the IB Learner Profile;

knowing how History contributes to careers and pupils’ futures;

knowing how to revise effectively in History for internal assessment and public examinations;

knowing the latest National Curriculum guidance for History;

articulating how the creative process happens;

evaluating the success of your lessons/resources/knowledge.

being aware of pedagogical issues;

understanding the different ways in which children learn;

pitching language appropriately;

understanding progression through the stages of a child’s development;

taking a holistic approach to young people and incorporating pastoral issues into our teaching;

promoting emotional literacy and well-being.

seeing ourselves as both a subject specialist and a teacher of children;

adapting our teaching to accommodate an increasingly creative approach to curriculum planning and changes to provision and resources;

having a range of strategies, being challenging, creative, varied, flexible, interesting, and inspirational.

taking responsibility for our own development;

reflecting on strengths and areas for development;

managing our own learning to develop skills and expertise;

collaborating in sharing good practice with colleagues both within the department and across the school.

always behaving in a way that demonstrates the school ethos and values;

leading by example;

showing enthusiasm, patience, politeness, and respect

modelling the IB Learner Profile attributes: including being at ease with doubt and the role of facilitator and not as font of all knowledge.