At Cockburn John Charles Academy we strive for excellence in Teaching and Learning; we are committed to ensuring well-planned, challenging and innovative learning experiences for all students. Teachers’ expectation around learning is consistently high and as a result we are relentless in our drive to maximise progress for all students to achieve and thrive in future education or employment.
Our Teaching and Learning model focuses on three key areas:
- Learning Culture
- Development Culture
- Accountability Culture
Our Teaching and Learning Policy sets out clear guidelines for all staff in order to:
- raise standards of teaching and learning
- develop a consistent approach to lesson planning, structure and delivery
- adopt a common teaching and learning vocabulary and understanding of the learning process.
Long term planning should be exciting, challenging and provide a consistent experience for all students. High expectations of progress in learning should be built upon from year to year. Cross-curricular links should engage and complement skills/knowledge/themes employed elsewhere in the school.
Medium Term: Schemes of Learning:
Medium term planning must be in place for all subjects taught and include: a clear sequence of objectives which build on prior learning, clear learning outcomes and assessment foci which link directly to frameworks/syllabus, literacy and numeracy content should also be detailed to support the development of RWCM skills.
Short Term: Lesson Planning:
Lesson planning should include: clear learning outcomes, details of strategies and pedagogy the teacher is using including methods of differentiation and how RWCM will be developed, what intended learning and progress students will make during the lesson.
Strategic Seating plans
Strategic seating plans establish an effective learning climate and promote behaviour for learning. Teachers should use attainment, attitude to learning, SEN register data, in conjunction with social grouping information to devise seating plans for classroom-based learning or grouping plans for practical subjects. It is effective practice to change the layout and seating plan regularly.
Lesson Design: The Learning Cycle
Based on the accelerated learning model, the Learning Cycle consists of six phases: Connect, Share Learning Outcomes, Share Information, Activity, Demonstrate, and Reflect. Lessons should be designed using this cycle and begin with connect to facilitate good learning and progress.
Each of the six phases contain Must, Should and Could statements to provide consistency and flexibility.
Must statements are the basic components of lessons; it is an expectation that all lessons will contain these strategies to ensure consistency of teaching. This is The Cockburn 10, this is included in the Essential Guide.
Should statements: planned for most lessons, but there may be times when an alternative strategy is more effective.
Could statements are for the teacher to select the most effective strategy for good progress of the group.
Any statement in italics* is an Assessment for Learning strategy placing AfL at the heart of effective Teaching and Learning. AfL enables the teacher to check and monitor the progress of the students learning and adjust the lesson accordingly.
Assessment & Marking
Assessment and marking is fundamental to effective teaching and learning; it provides an accurate current position of students learning and progress and enables teachers to diagnose next steps for learning to maximise student progress.
Homework should encourage, extend or consolidate learning beyond the classroom including reading where possible. Homework supports the development of students independent learning skills in order to prepare them for life long learning.