learning and teaching policy
DESCRIPTION
Oldmachar Academy's Learning Teaching policy (updated February 2014) has been collated into an e-magazine for colleagues to use to support learning.TRANSCRIPT
Oldmachar Academy
Guide to
Learning and Teaching February 2014 Update
Oldmachar Academy
Policy on Learning and Teaching
The whole school policy on learning and teaching of Oldmachar Academy is based on the pol-
icy of Aberdeen City Council, which is described on the next page. This policy is in turn based
on the documentation which expressed the national planning for Curriculum for Excellence.
In this e-magazine, we describe the guidance to the policy we have developed, which is made
up of the following three key elements:
Our Core Skills Framework
Our Guide to Forming Learning Intentions and Success Criteria
Policy on Assessment
It is expected that all teacher use this policy in developing plans for individual and groups of
lessons. A great deal of consultation has gone into the planning of the policy and a lot of
training has gone into ensuring that all staff have had appropriate training to implement it.
In providing this complete set of guidance for the policy, we aim to provide a resource that is
practical and simple to use for all staff.
All learning in Oldmachar should be planned in relation to these policies. All feedback to
young people should
CHALLENGE AND ENJOYMENT The learner will…
Experience open ended tasks that challenge thinking
Be motivated by their learning & successes in a wide range of learning environments and enjoy the associated recognition
Experience differentiation according to ability and preferences
Benefit from the creative use of resources available
Believe in themselves, develop resilience and a ‘can do’ attitude
BREADTH The learner will…
Learn in a wide range of contexts and environments
Undertake interdisciplinary learning to enable them to make meaningful connections across learning
Participate and engage in the life and ethos of the school and wider community
Experience a broad and general education
PROGRESSION The Learner will…
Set aspirational targets and receive quality feedback on how to improve
Build on prior learning from 3 – 18 and into the world or work
Help define success criteria to measure success
Progress at an appropriately challenging pace
DEPTH The learner will…
Routinely develop and practise higher order think-ing skills
Apply learning in different and unfamiliar contexts
Interact with, justify and collaborative with others during learning tasks
PERSONALISATION AND CHOICE The learner will…
Influence the direction of and next steps in learning
Influence how learning is assessed
Enjoy some specialisation
Experience a curriculum that meets/supports their individual learning needs and
COHERENCE The learner will…
Experience discrete and interdisciplinary learning that they can transfer to other contexts
Master and identify transferable skills
RELEVANCE The learner will…
Understand what they are learning and why it is important
Experience a curriculum that connects with their experiences within and out with the classroom
Develop changing ICT skills to help them reach positive destinations
PEDAGOGY Learning will be…
Active, engaging and flexible
Driven by clear LI and where possible, SC nego-tiated with pupils
Provide opportunities for achievement
Collaborative and interactive
Based upon effective AifL strategies
Innovative and adapted to meet all learners needs
Providing opportunities for pupils to under-stand themselves as learners
Planned/assessed in line with CFE
EVALUATING Leaders of learning will…
Share practice with colleagues in school, across TLCs and across the authority
Engage in self and peer reflection
Use data to measure impact effectively to sup-port evolving practice
Collaborate to build a culture of self-reflection and improved standards
Work with staff, pupils, parents and communi-ty to agree improvement priorities
Evaluate practice against the GTCS standards and identify the impact of CPD
SKILLS FOR LEARNING, LIFE AND WORK All learners will…
Engage in enterprising tasks
Apply literacy, numeracy and HWB across the curriculum
Be challenged to explore thinking skills following Blooms Taxonomy from 3 – 18
Managing time, planning and organising, com-municating, solving problems, undertaking tasks at short notice, working with others, thinking critically and creatively, learning and continuing to learn, taking responsibil-ity for own development, managing and being managed
ACC Policy: Learning and Teaching
The Core Skills Framework was developed in June 2012 by the Learning and Teaching Group of Oldmachar Academy. This involved fifteen members of staff, under the guidance of our Principal
Teacher of Learning and Development (Susan Wilson). It was updated in June 2013 following a year of trialling. It is based on the Principles and Practices of Curriculum for Excellence and has been
used by staff of the school as a shared language about skills—which supports learners’ understanding and profiling. It is a means by which skills related to literacy, numeracy and health and well-
being are promoted by all teachers in a coherent way. It is expected that one skill from the framework should be used as a learning intention in each lesson, or group of lessons. And that another
learning intention related to curricular content (Experiences and Outcomes) should be set alongside it. In this way there should be a balance between skills and content in teachers’ planning.
Core Skills Framework
The Core Skills Framework was developed in June 2012 by the Learning and Teaching Group of Oldmachar Academy. This involved fifteen members of staff, under the guidance of our Principal
Teacher of Learning and Development (Susan Wilson). It was updated in June 2013 following a year of trialling. It is based on the Principles and Practices of Curriculum for Excellence and has been
used by staff of the school as a shared language about skills—which supports learners’ understanding and profiling. It is a means by which skills related to literacy, numeracy and health and well-
being are promoted by all teachers in a coherent way. It is expected that one skill from the framework should be used as a learning intention in each lesson, or group of lessons. And that another
learning intention related to curricular content (Experiences and Outcomes) should be set alongside it. In this way there should be a balance between skills and content in teachers’ planning.
What makes a good Learning Intention?
‘The learning intention is what you want the pupils to learn’ Shirley
Clarke
‘Learning intentions describe what children are going to learn, not
what they are going to do’ Dylan Wiliam
What Teachers Should Do to Set Learning Intentions
Share the Learning Intention at the beginning of the lesson
Link the Learning Intention to the E’s&O’s
Identify what the learner will be learning (I can…)
At least one Learning Intention should be based on content, at least one
should be based on the Core Skill that will be applied
Differentiate between the learning that is taking place and the task being
undertaken
Explain the reason for the learning (link to the bigger picture)
Present in a language that the learners can understand – the more the
learner experiences the terms used the more familiar they will become
e.g. Core Skills used consistently across the curriculum
Revisit the Learning Intentions throughout the activity/lesson – for this
purpose it may be useful to display the Learning Intentions or have pupils
note the Learning Intentions
Guide to Learning Intentions
Examples of Learning Intentions
‘Keep Learning Intentions focused on what will be learned by engaging with the
task’ Education Scotland
This can be achieved by providing a Learning Intention that is based on what is
being learned through the content of the lesson as well as providing what Core
Skills will be learned and applied as the following examples demonstrate:
I can describe the lifestyle of the people of the Amazon rainforest (content) I can compare and contrast by looking at similarities and differences (skills)
I can consider a range of moral dilemmas about abortion to promote com-passion in society (content)
In group work I can effectively take part in a discussion, confidently share my ideas and tackle problems (skills)
I can understand the term ‘binge drinking’ and recognise the dangers
(content) I can show respect and care for myself (skills) I can write a biography of a famous figure, taking information from differ-
ent sources (Content) When creating a text I can plan effectively so that my text communicates
meaning clearly (Skills)
Separating the Learning Intention from the Task
It is important to separate the learning that is going to take place (the Learning Intentions)
from the tasks that the pupils will undertake during the lesson.
Look at the following examples:
Learning Intentions Tasks
I can describe the lifestyle of the people of the Amazon rainforest (content) I can compare and contrast by looking at similarities and differences (skills)
Watch a DVD about life in the Amazon rain-forest and take notes, work with a partner to note how your life is similar/different.
I can consider a range of moral dilemmas about abortion to promote compassion in society (content) In group work I can effectively take part in a discussion, confidently share my ideas and tackle problems (skills)
Work in a group to read case studies
about views on abortion and explain which
religions are for and against by answering
the questions provided.
I can understand the term ‘binge drink-ing’ and recognise the dangers (content) I can show respect and care for myself (skills)
List what can affect how much a person
can drink and discuss scenarios about drink-
ing ‘what would you do if…’
I can write a biography of a famous fig-ure, taking information from different sources (Content) When creating a text I can plan effective-ly so that my text communicates meaning clearly (Skills)
Organise information about a famous fig-
ure into a logical sequence, highlight key in-
formation and write a profile on this person
Unpacking Learning Intentions
The Importance of Success Criteria
‘Success criteria summarise key steps or ingredients the student needs in order to fulfil the
learning intention – the main thing to do, include or focus on’ Shirley Clarke
‘Learners learn best when they understand what they are learning and what is expected of
them’ Dylan Wiliam
In our learning and teaching policy, teachers are expected to use success criteria in order:
To improve understanding
To empower pupils
To encourage independent learning
To enable accurate feedback
That learners know how they will be assessed
That learners will be more able to assess their own work to identify success and areas for
development
Importance for Students
As part of a series of assessment workshops that were held for S1, students were provided an
opportunity to comment on the use of success criteria. The following is the feedback that was
received:
Students said they would like to have the success criteria to check their work before they handed
it in. This would make them more confident about handing in completed work.
“If the success criteria was written out for you then you would be able to get your work up to
their expectations” (actual words used by the pupil).
When using success criteria, they preferred the ones that had the checklist and a space for com-
ments. They felt it also helped when they were directed how to comment e.g. 2 stars and a
wish.
Guide to Using Success Criteria
What makes for Effective Success Criteria?
The learning intention and success criteria should be closely linked, but not the same. They are discussed and agreed with pupils prior to undertaking the activity. The focus should con-tinue to be on the learning rather than the doing. They provide a scaffold and focus for pupils while engaged in the activity and should refer to specific features of the work that will be assessed. The following points should be borne in mind when developing Success Criteria:
Use words that emphasise the learning, knowledge, understanding, thinking and skills (Blooms Taxonomy)
Success Criteria should be visible and referred to throughout the lesson so that learners can measure their success.
Success Criteria could be provided in the form of a checklist to allow pupils to rec-ord their progress.
Model Success Criteria using exemplars – What does a good piece of work look like?
Involve young people in establishing Success criteria to engage pupils in their learning.
Through discussion, asking how they know they have achieved success in their learning is formative.
When should we refer to Success Criteria?
The following guidelines should be borne in mind when using success criteria:
At the beginning of a lesson, teachers should use them to establish the expecta-tions of students
Throughout the lesson they can be referred to in order to gauge student progress When pupil work is being assessed, the teacher should use them in order to struc-
ture self, peer and teacher evaluation At the end of a lesson when summing up the learning, the teacher should return
to the success criteria When providing feedback to young people about learning process and establishing
next steps, the success criteria should underpin this.
Examples
Example 1 Learning Intentions
I can describe the lifestyle of the people of the Amazon rainforest (content) I can compare and contrast by looking at similarities and differences (skills)
Task
Pupils look at images of Amazon tribe & settlement, think of words to describe these and share with class
In pairs pupils identify similarities and differences between the tribe and their lives, appearance, housing. Pupils list these in two columns or alternatively as a spider diagram/mind map
Success Criteria
I have shared my ideas with others I have listened to others contributions I have made clear and well organised notes I have used appropriate headings for my notes
Example 2 Learning Intentions
I can consider a range of moral dilemmas about abortion to promote compassion in society (content)
In group work I can effectively take part in a discussion, confidently share my ide-as and tackle problems (skill)
Task
In groups pupils read through case studies and note answers to the questions provided.
Feedback to class from answers and determine which religions are for abortion and which are against; giving reasons from the case studies.
Success Criteria
I have taken part in discussions and shared my ideas I have listened to others
Summary By including the following in every lesson, we can improve learning:
‘I can…’ Clear Learning Intentions set at the start of the lesson and referred to throughout. One refer-ring to learning that will take place linked to content, one referring to the Core Skills that will be applied.
‘I have…’
Clear Success Criteria that outlines the steps that should be taken in order for the pupil to successfully fulfil the Learning Intention and complete the activities set. ……………………………………………………………………………………………………..... When moderating Learning Intentions and Success Criteria within a lesson/activity a clear link should be able to be traced throughout as shown below:
Further reading and references:
Dylan Wiliam : Inside the Black Box (including subject specific guides)
Shirley Clarke: Formative Assessment in the Secondary Classroom
http://www.educationscotland.gov.uk/Images/WhatmakesagoodLearningIntention_tcm4-
660845.doc
Exemplifying Lesson Planning at Oldmachar Academy
Subject: Geography
Lesson Title: The people of the Amazon
Learning Intentions:
I can describe the lifestyle of the people of the Amazon rainforest (content)
I can compare and contrast by looking at similarities and differences (skills)
Success Criteria:
(information in brackets indicate the discussion had with pupils on how we can achieve the suc-cess criteria)
I can make coherent notes that select the most relevant information
(clear notes, organised, use headings, all notes will help meet our learning intentions)
I can make a relevant contribution to class discussion
(take part, all comments are ‘on task’, listen carefully to others)
I can appreciate diversity in all forms and respect the beliefs, feelings and opinions of others
(accepting that what we see, hear and read is not wrong it is just different, respectful comments)
Brief outline of lesson:
Pupils introduced to learning intentions, success criteria skills identified and pupils asked ‘how could you show this?’, prompted by teacher.
Pupils looked at 3 pictures of a tribe and their settlement, asked to think of words to describe these, this was shared in class discussion (success criteria 2).
In pairs pupils identified similarities and differences between the tribe and their own lives, appearance, housing. This was noted and shared in class discussion (success cri-teria 1 & 2).
Pupils watch DVD about people of the rainforest – asked to think about/note similari-ties and differences, anything they found interesting/surprising. This was then shared with the class. (success criteria 1, 2 & 3)
Assessment opportunities/evidence:
Quality and organisation of pupils notes (success criteria 1)
Observation of discussions, input and quality of contributions throughout (success crite-ria 2 & 3).
Use of Progress Indicators
We aim to provide clear information about progress in learning to all learners and their
parents / carers. This information is transparent and able to be understood clearly.
Function of Assessment
Assessment describes the learning of young people and helps to predict the next level
of challenge they need. A range of instruments and approaches should be used to do
this. It should take place when learners are ready for the challenge that it presents.
It should differentiate the knowledge and skills of young people and feed next steps in
learning. It should link to the stages of learning of Curriculum for Excellence and be
rooted in the learning and teaching policy of the school.
Policy on Assessment
Technique Strategies for Effective Learning
Use of
Questioning
Strategies used to generate answers to questions (hands down / traffic lights / wait time / pupil choice / teacher choice)
Use of group conferencing / consultation / discussion
Use of open questions: “What do you think?” “Why do you think…?
Use of challenging questions: “Do you agree with…?
Focus of questioning on individuals and groups: differentiation of questions, use of groups or pairs
Appropriateness of questions: fitness of purpose and quality of responses
Use of pupils’ answers within learning process
Opportunities for pupils to formulate questions
Feedback to Pupils on
Work
Written feedback in jotters
Verbal feedback from teachers on work done in class, or on returning work
Clear focus on learning objectives
Opportunities for/evidence of follow up by pupils and teachers
General issues for groups; specific issues for individuals
Attentiveness of teachers to pupil learning / needs
Peer and self
assessment
Opportunities for pupils to reflect
Pupils required to review / read / mark their own work
Teachers’ mark schemes / assessment criteria explicit to pupils
Pupils use mark schemes / assessment criteria to evaluate their own work
Pupils use traffic lights, or other strategies to review their own skills, confi-dence, or performance
Use of pairs / response partners
Groups marking homework
Whole class review of work: plenary
Small group work: evaluation and support
Composition of groups and their use within the learning process
Shaping the Learning
Process
Teacher’s actions during learning process: circulating, assessment of pupils’ learning, interventions in pupil work to promote learning
Use of time to manage and shape learning
Balancing the needs of individuals, groups and the whole class
Recognising support needs and devising appropriate action
Making decisions about intervening in learning
Using questioning and feedback to direct and redirect learning
Scaffolding, exemplifying, facilitating learning
Supporting Learning