IGS Learning handbook 2014 15

ILKLEY

GRAMMAR

SCHOOL LEARNING HANDBOOK

2014-15

2

Contents Chapter 1: Look for Learning ................................................................................................. 3

1.1 The Basics .................................................................................................................................. 4

1.2 What does good progress look like? ...................................................................................... 4

1.3 The IGS Learning Resource Centre ....................................................................................... 6

Chapter 2: Differentiation ...................................................................................................... 7

2.1 What does the data tell you? ................................................................................................... 7

2.2 Planning Different Approaches for Different Students ......................................................... 8

2.3 Useful tools to help us to differentiate and promote deeper learning ................................ 9

2.4 The Role of Learning Support Assistants ............................................................................ 10

2.5 Useful Resources for Students New to English .................................................................. 11

2.6 Literacy Top Tips ..................................................................................................................... 12

2.7 Numeracy .................................................................................................................................. 14

Chapter 3: Planning for Progress ........................................................................................ 15

3.1 Ideas for Lesson Phases ........................................................................................................ 15

3.2 Planning using the Humble Checklist ................................................................................... 16

3.3 Planning using ‘Notes to Self’ ................................................................................................ 17

3.4 Planning Formats ..................................................................................................................... 18

Chapter 4: Assessment ....................................................................................................... 19

4.1 Assessment for Learning ........................................................................................................ 19

4.2 Marking and Feedback Principles ......................................................................................... 20

4.3 Marking Key .............................................................................................................................. 21

4.4 Ideas to Engage Students with Written Feedback ............................................................. 22

Chapter 5: Learning Behaviour ........................................................................................... 23

5:1 What does good learning behaviour look like in the classroom? ..................................... 23

5.2 ICREST skills ........................................................................................................................... 26

5.3 Resilience and Growth Mindset ............................................................................................. 27

Chapter 6: Professional Learning ........................................................................................ 28

6.1 Continuous Professional Development (CPD) .......................................................................... 28

6.2 Lesson observations ............................................................................................................... 29

6.3 R & D Teacher Toolkit: Links to Background Reading ...................................................... 30

Appendix 1 .......................................................................................................................... 31

TEACHERS’ STANDARDS .......................................................................................................... 31

Acknowledgements: ....................................................................................................................... 34

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Chapter 1: Look for Learning

At Ilkley Grammar School inspirational learning is our core purpose and we work together

to ensure that all students enjoy their learning and achieve outstanding outcomes. We aim

to foster and inspire a life-long love of learning. We take a team approach to design and

deliver engaging and collaborative lessons that are distinguished by pace, variety, support

and challenge. We use data information to target resources and interventions that support

individual progress.

To help us do this, we have identified the following four aspects of teaching as priorities:

Differentiation

Planning

Assessment

Learning behaviour

Working with these priorities and student voice feedback, all

staff developed the Ilkley Grammar School learning standards

(see above) to underpin the Learning Policy. We regularly review and amend these IGS

standards in the light of our current priorities.

We manage and

support

students in

developing

positive learning

behaviours and

resilience.

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1.1 The Basics

As a teacher you have several obligations to fulfil. These are outlined in the Teaching

Standards (see Appendix).

Registers are taken.

Work is regularly marked, in line with school principles.

Your class profile (electronic or otherwise) is up to date and contains current data

from SIMS and How Needs May Be Met (HNMBM) to help you to track progress

and plan for differentiation and intervention.

A seating plan is used which takes into account student progress levels.

Lessons are planned to ensure maximum participation and progress from students,

taking account of available tracking data and recent marking and assessment.

The school’s Personal Best behaviour policy is followed.

That you seek advice from a colleague if you are concerned about any of your

lessons, or students in your lessons.

Your work area is safe and you have considered emergency evacuation procedures.

1.2 What does good progress look like? Teacher Does Student learns iPad enables

Makes explicit what the

students will learn in the

lesson/sequence of

lessons. This is

appropriate to ability,

starting points and any

barriers to learning.

Makes explicit the

success criteria for the

learning.

Students can identify their own

knowledge gaps and what they

need to address that lesson.

Students can explain what they

are learning

Students are challenged

Presentation (Keynote and Nearpod,

Timelines 3D and feedback

(Nearpod, Socrative, Edmodo,

Plickers) apps. Realsmart. Use of

AppleTV

Why

Students have the resources.

Instant feedback

Benchmarking

Know what steps students need to

take that lesson.

Differentiated tasks

and/or outcomes

All students make good and

sustained progress relative to

starting points.

They demonstrate clear gains

in knowledge, skills and

understanding.

Students accessing and

completing work at the correct

level of challenge to meet the

success criteria.

Sharing and targeting Apps

Google Drive

Edmodo

Showbie

RealSmart

Apps enabling students to demonstrate they

have met the success criteria

Explain everything, iMovie, iMotion

HD, Book Creator, Comic Life,

Keynote, Puppet Pals, Morfo,

Tellagami, Pages, Touchcast, Skitch

Why

Easily and discretely push resources.

Students demonstrate learning in

their preferred learning style.

Teacher checks and Reshaped tasks and Camera

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reviews progress and

amends teaching in light

of outcomes. Teacher

corrects

misunderstandings.

(Circulation, short tests,

effective questioning

leads to reseating of

students, feedback,

differentiated tasks)

explanations generate clear

improvements in learning.

Students aware of their own

learning and the next steps.

Google Docs

Showbie

iMessage!!!!!!

Lino

Formative and

summative assessment of

work

Constructive feedback and

D.I.R.T. ensures rapid

improvement with all students

making progress

Edmodo, Showbie, Nearpod

Flubaroo on Google Forms

Skitch

Camera

Seating arrangements are

implemented to

promote learning. These

are flexible within the

lesson and between

lessons. Deliberate

intervention.

Students are supported and

challenged

Students are engaged

Students given responsibility

Aids mobility because ability to

target resources to specific groups

and learning needs discreetly.

Any student can lead the discussion

from where they are through the

Apple TV.

Displays in the

classroom used as a

learning reference (Key

questions, key concepts,

assessment criteria,

literacy, stimuli,

reference materials,

prior learning) Signposts

the learning.

Effective independent and

collaborative learners.

Learning hotspot space on the wall –

QR codes and Augmented Reality

Apps

Establishes routines to

support good learning

behaviours.

Purposeful group work.

Smooth transitions between

activities

Students confident and resilient

Students interested/engaged

and ask good questions.

Students demonstrate a love of

learning/thirst for knowledge

Student Learning Handbook – iPad

learning behaviours

Effectively deploys L.S.A.

support

Students can access materials

at appropriate level

Resources shared with LSAs

Promotes and supports

literacy, numeracy and

SMSC policy

Students have opportunities to

consolidate and develop these

skills.

SMSC issues developed

Spelling NB

Show Me archive

Book Creator

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1.3 The IGS Learning Resource Centre

The Learning Resource Centre (LRC) is open daily from 8.00am – 4.00 pm (8.30 am – 4.00 pm on Monday).

Its aim is to provide a pleasant, focussed environment, where both individual and social learning can be

encouraged and achieved. The stock is continually updated, responding to staff and student needs and

requests, and comprises approximately 3500 fiction titles, and 6700 non-fiction items, including books,

journals, DVDs and web articles. All subjects taught are catered for, including the Year 11 ‘IMPACT’

resources containing all revision guides, text books and material required by Year 11 for their GCSEs.

Oliver Library Search

The Oliver web-based Library Search Program

is now hosted by our provider and is

automatically upgraded to give up to date and

easily accessible library information. This is

accessible from anywhere (including on iPads

using the Oliver library app).

Online Resources

Our comprehensive online resource subscriptions

provide constantly updated, multi-subject

information, general interest, reference,

encyclopaedic and curriculum-based, which can be

accessed on conventional desktop computers or

iPads. Staff can request resource boxes and specific

material, ensuring textbooks and all contextual

material are relevant to student requirements and

the curriculum.

Room Bookings

The LRC is heavily used as a teaching facility, and can be booked via the Room Booking system, from and

including registration onwards. Click here for room bookings:

http://ilkley.roombookingsystem.co.uk/admin/default

Transition/Induction

All Year 6 students have a transition session in the LRC on Discovery Day, and a full Induction in September

as Year 7. The IMPACT Group is hosted in May/June since all resources are sourced and held here. Since its

inception in 2007 the IMPACT Group has expanded in range and popularity and is now attended by a

significant proportion of Year 11 prior to their GCSEs.

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Chapter 2: Differentiation

2.1 What does the data tell you?

Levels of Progress

A measure of expected progress between Key Stages 2 and 4. It is built on the principle

that a student until prior attainment of national curriculum level 4 should achieve at least a

C grade and therefore make at least 3 levels of progress. The focus is now on students

making more than expected progress (4 or 5 levels of progress). We therefore, ensure

aspirational targets.

CAT Data

Results for a cognitive abilities test which now measures 4 principal areas of reasoning:

Verbal

Quantitative

Non-verbal

Spatial

CAT Data provides a rigorous and reliable assessment of a student’s ability to reason with

language, numbers and space.

Using prior attainment, targets, assessment and previous learning, reading ages and

reasoning ability, we can target intervention in our classroom for cohorts of students (G &

T, EAL, PPI, Ethnicity etc)

Teachers can differentiate by

looking at:

Different content for students

A different process for some students

A different product for some students

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2.2 Planning Different Approaches for Different Students

As teachers, we understand that the cognitive or thinking demands of some aspects of our

lessons are more demanding than others... it’s easier to name than to evaluate for instance.

Various approaches to providing a practical classification of these demands are in common

use: these include Blooms’ taxonomy and SOLO (see next page)

Outstanding lessons will be based on an awareness of the thinking level that each aspect of

the lesson requires. It can be easy to default into operating at the lower end of the

taxonomy, indeed this is an appropriate place to start with learners who are novices in a

study area. In our planning, objective setting and choice of activities we can structure and

enable progression to higher thinking levels. The rate and degree to which learners move to

higher thinking levels will vary for students of different ability.

Helpful questions to ask during planning might be:

What stage of thinking about this study area are these students currently able to

access?

Where can each student progress to in this lesson?

What verbs will I use in my learning objectives to reflect this progression?

What will students do to facilitate them working at this level?

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2.3 Useful tools to help us to differentiate and promote deeper learning

Whilst many tasks or "learning products" can operate to promote thinking at different

levels, the schematic above is offered to support planning of differentiated tasks.

SOLO (Structure of observed learning outcomes) and Bloom’s taxonomies can be used to

help us to plan student progression from different starting points. There are many examples

and also in house experts who have been using this approach very effectively to deepen the

learning experience.

Revised Bloom’s Taxonomy

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2.4 The Role of Learning Support Assistants

We can be even more effective if we are really clear about the role of other adults in the

lessons. A shared approach to ensuring ‘precise and targeted support’ can have a positive

effect on learning especially if we:

Are clear about the role of other adults in the lesson and we know what’s expected of us (see the Learning Support Handbook).

Understand the tasks set and know not only what students should be doing, but also

the success criteria for a piece of work. We can all can then work together to help

students focus on the important aspects of the tasks and not the incidentals.

Know any SEN/other information about students so we can work with them

effectively. (See HNMBM).

Assist and motivate students but do not create a dependency culture. We need to

be encouraging and sensitive but also expect the students to learn and think

independently. We question and guide the students rather than giving them the

answers or ‘helping’ too much so that they are reluctant to think for themselves.

Our deployment of Learning Support Assistants is given a high profile in the Teacher

Standards and effectiveness will be part of quality assurance observations (Spotlights

and Ofsted).

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2.5 Useful Resources for Students New to English

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2.6 Literacy Top Tips

Top 5 tips for developing speaking skills

1. Always structure group work to meet the needs of the task. Do students need to work

in small or large groups? Are friendship groups appropriate or do you need to select

which students work together? Are you going to need to group by ability?

2. Be clear about why students are talking; give all speaking and listening tasks clear

outcomes and success criteria.

3. Consider your role when students are working in groups. Will you need to support a

particular group? How will you ensure groups remain on task?

4. Try to vary the strategies you use for organising group talk; rainbow, jigsaw, envoy, etc.

5. Model effective talk.

Top 5 tips for developing listening skills

1. Provide a focus or a hook for listening tasks, e.g. a specific question for each group.

2. Give pupils a format for recording information to support retention, e.g. diagram, flow

chart, note-making frame.

3. Before a task, model listening and note-making.

4. Break up the listening into chunks and gradually increase the complexity and demands of

tasks to build up listening stamina.

5. Plan regular group activities where pupils are required to feed back and listen to each

other; ask them to build on the information they hear to encourage close listening.

Top 5 tips for developing reading skills

1. Pre-read any text you plan to use with students. This will help you to spot any potential

issues re vocabulary, layout, etc.

2. Model the reading of any new or challenging text. Discuss the reading strategies you are

using, any difficult vocabulary and any specific features of the text that students need to

be aware of.

3. Ensure any reading activities have a clear purpose. Why are students reading? (To make

notes, answer questions, for understanding, etc.)

4. Regularly remind students about the reading strategies they can use to access texts, e.g.

skimming, scanning and close reading.

5. Use DARTS activities (Directed Activities Related to Text) to encourage active reading,

e.g. sequencing, reconstruction of text.

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Top 5 tips for developing writing skills

1. Use the teaching sequence for writing to structure the writing process for your

students, particularly when the text type is unfamiliar.

2. Model the writing process for your students. What type of text is it? What are the key

features of the text?

3. Do not over rely on writing frames to scaffold students’ writing. These can be limiting to

the writing process as students fill boxes and complete the writing frame, rather than

learn how to write.

4. Provide examples of the texts the students are going to produce. Annotated examples

of texts from a previous year group are particularly useful as students can see how and

why texts are successful and what they need to do to reach a particular level/grade.

5. Ensure any writing task has a clear audience and purpose. Why are students writing?

Who is the writing for? Try to provide ‘real’ audiences for writing.

Top 5 tips for developing spelling and vocabulary

1. Avoid word wallpaper. It is important to have key words displayed in your classroom,

but only useful if they are actively used by students and referred to during lessons.

2. Display key vocabulary in context and with useful visual prompts.

3. Ensure that you focus on the essential ‘learning words’ for your subject, not just subject-

specific vocabulary. Students find words such as ‘evaluate’, ‘explain’, ‘compare’ and

‘contrast’ challenging as they have a variety of meanings across the curriculum.

4. Provide students with a range of spelling strategies for the key vocabulary in your

subject.

5. When marking written work, pay attention to the organisation of writing, spelling and

vocabulary use alongside content. This gives students the message that the organisation

of writing, spelling and the correct use of vocabulary are important across the

curriculum.

Ilkley Grammar School is committed to raising the standards of literacy for all its students,

so that they develop the ability to use literacy skills effectively across the curriculum,

supporting their ability to think, organise, communicate and learn. It will provide a

platform to cope confidently with the demands of further education, employment and

adult life. The revised teaching standards explicitly state all teaching staff are teachers

of literacy, regardless of specialist area.

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2.7 Numeracy

It is important that all students develop the ability to apply numerical skills and

understanding confidently in order to solve problems in a variety of curriculum contexts

and, crucially, to cope with the practical demands of everyday life.

Aim Action 1. To promote numeracy throughout our

curriculum and hence raise its profile so that

all stakeholders appreciate its importance

The phrase

The numeracy mantra ‘Estimate before you calculate’

to be used by all whenever a calculation is to be done

2. To have a consistent approach to the school’s

calculator policy

The Calculator Policy

All students in Years 7-13 to have their own scientific

calculator (recommended Canon 718SGA available to

purchase from Maths department)

3. To provide staff support and training where

necessary via the departmental buddy system

Buddy System

All departments to have their own ‘Numeracy buddy’.

This is a member of the Maths department who is

available to support their nominated department.

Key Priorities

1. To encourage students to use mental calculation as the first resort, and to help them

develop efficient strategies.

2. To encourage students to check their final answer to a calculation is sensible and of

the correct size with correct units.

3. To improve the interpretation and presentation of graphs, charts and diagrams

4. To improve reasoning and problem solving skills so that students can select which

numeracy skills they will need to solve a complex problem, whatever the subject.

Embracing a whole school teaching policy on Numeracy

In order to raise standards of Numeracy across the school it is important that we

Are aware of the range of mathematical skills that the students bring to all lessons.

Build students’ confidence when they are struggling with a calculation by encouraging

them to structure their answer from a starting point that they are comfortable with.

Encourage students to set out a proper method for their calculations so that their

strategy is clear to everyone.

Use mathematical language correctly and at a level that is appropriate to the class

Value students’ different methods for calculations and are willing for them to share

these with the group. It is vital that different strategies are discussed and that

students make their own decisions about the most efficient and accurate method to

employ.

Above all else, promote an enjoyment of numeracy and celebrate the success of the

students whenever possible. This will inevitably build their confidence and, in turn, enhance their

level of understanding, helping to equip them for the demands of everyday life.

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Chapter 3: Planning for Progress

3.1 Ideas for Lesson Phases

Although we do not prescribe a lesson structure, these phases may help you if you are

developing work on pace and purpose. The phases can be used flexibly.

Lesson phases Typical activities

KNOW

Ensure that you activate prior knowledge: people learn best when they have the

chance to connect it to what they already know.

Ensure too that students know what the learning objective of the lesson is: in other

words what will they have learnt by the end of the lesson.

SHOW Show what success looks like and show how to do the task. Demonstrate reading,

writing, speaking and listening skills, thinking aloud or referring to success criteria.

Be absolutely explicit.

SHARE Draw the class into the demonstration. Get them to contribute to it. Let them

discuss ideas and skills and try them out before feeding back. Scan the class

constantly for non- and misunderstandings.

PAIR

Be careful about moving from whole-class work to silent individual work. Let

pupils collaborate in trying out ideas and skills, secure in each other’s company.

Use interlocking, structured group work to tease out and consolidate learning, but

keep scanning, intervening and conducting reviews of understanding.

PERFECT

Now move students towards independence – from you, not necessarily from each

other. Let them perfect their new skills through practice and exploration. Now is

the time for you to extended guided work with a group.

REFLECT

Do this whenever appropriate, but do at the end of every lesson. Get the class to

reflect on their learning and to reflect back to you what it is that they have learnt.

Keep scanning for levels of understanding.

If you set work that you will assess, then make sure you introduce WILF – what

I’m looking for. Be explicit about success criteria and stick to those criteria: ignore

irrelevant errors.

Each of the above phases might be split into a number of parts; the sequence might be spread over

two or more lessons. For example, one lesson might run know, show, share, reflect; the next might

run know, pair, reflect; the next might run know, pair, perfect, reflect.

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3.2 Planning using the Humble Checklist

Our priority is to create an everyday set of questions to ensure that every teacher delivers

routinely good or better lessons. Our checklist postcard gives us a short set of references

to consider when planning each lesson and has been designed to be appropriately

challenging but not an over bearing planning burden. Obviously there will be schemes of

learning and collaboratively planned resources that lie behind the checklist to ensure depth,

detail and rigour. This checklist helps us to adapt, amend and differentiate the learning for

our particular students in our particular groups.

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3.3 Planning using ‘Notes to Self’

The ‘Notes to Self’ tool can help you identify key information about students to help you

plan lessons to meet the learning needs of as many of them as possible. It can be used

before during and after lessons! Here are key tips:

There is no need whatsoever to write the names of all the SEND students in the class

here; you have that information on a class list. What you might write down is the name

of the student who said nothing last lesson and you want to find out why, or the student

who missed last lesson and needs to catch up.

The main planning box is a brief note about what you intend to happen that lesson. If

you have prepared a PowerPoint or Keynote presentation, then just write PPT. You

know what the thinking is in your head!

Because you know who is in the room, you might note who you want to question, and exactly how you might phrase that opening question. How the questioning then

develops will rely on your questioning skills.

If you already have a lesson plan in a scheme of work which details the activities you

might use in that lesson, don’t be writing those activities out in the main planning box.

Just put ‘see attached’. The main planning box is where you will note the adaptations to

that pre-written plan in order to cater for the learning needs of those students in front

of you.

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3.4 Planning Formats

PHASE/TIMING TEACHER ACTIONS

STUDENT LEARNING ACTIVITIES

RESOURCES

We do not currently prescribe a set template for lesson planning formats. Using our IGS

learning standards to plan lessons that answer the questions on our humble checklist, then

we deploy the lesson planning format that suits us best. We have a good selection as

examples and we are always interested to share new ways of planning. Often, different

planning formats are useful for different types of learning. Flexibility is encouraged: please

share any new ideas on Google Drive!

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Chapter 4: Assessment

4.1 Assessment for Learning

Assessment for Learning (AFL) is about teachers and students

using feedback to promote good progress; it is about

empowering students to learn and achieve their full potential.

Students need to be trained in how to assess work and make

the most of written and verbal feedback. For written feedback

responses, they should use green pen to do this. It can be

helpful to follow this sequence:

Be explicit about what is expected in a piece of work

and share the success criteria with the class.

Show the students anonymous exemplars and model how to respond to them.

Ask students as a group to comment and feedback on an anonymous piece of

work using their green pens.

Share and establish guidelines with the class on how to comment on each other’s work.

When you feel sure that students are reflective and considerate of each other’s

work, involve them in feeding back on their own and their partner’s work using their

green pens.

Build in checks here. This is where your marking and assessment of progress comes

in. Is the peer and self-assessment correct? Has the student understood? What do

they need to practise? How do they need to be challenged?

Students can then think about what their ‘next steps in learning’ targets should

be and act on the feedback. Dedicated Improvement and Reflection Time (DIRT) is

built into lessons.

If you give verbal feedback, make sure that the student can ‘capture’ and record this

in some way so they can take action as a result of your advice.

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4.2 Marking and Feedback Principles

Our principles

Marking and feedback should be used to identify the ‘learning gaps’ of individual

students.

Marking and feedback are not add ons. They are on-going and an essential part of

excellent pedagogy, used to deepen learning and improve teaching.

Marking and feedback should be specific and clearly focussed on learning goals – with

a view to moving on the learning of individual students.

Marking and feedback should also focus on what students are getting right – so they

can continue to do so.

Students must be able to, and expected to, respond to marking and feedback.

By responding to the marking and feedback, students can work towards ‘closing the

learning gap’.

Marking and feedback can take a variety of forms – teacher to student; student to

teacher; student to student; written and verbal; focused on classwork, homework

and assessments. All are equally valid.

Different forms of marking and feedback will be more appropriate for different

subjects. Subject areas will agree and decide on how marking and feedback is

consistently and regularly used across the subject.

Marking and feedback – in terms of how well students are learning – should inform

the planning and the teaching.

Marking and feedback should be challenging – and used to encourage students to

aspire to excellence.

The impact of the marking and feedback is even more important than the process.

Dedicated Improvement and Reflective Thinking (DIRT) should be built into planning.

Marking and feedback should be high impact but manageable and sustainable for staff.

Marking and feedback should also address students’ Literacy needs (see Marking

Key).

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4.3 Marking Key

Please use the following symbols when marking for literacy:

// New paragraph needed.

Sp Spelling needs checking, the word may also be circled. Please correct the spelling

and ensure you practise it so you do not make the same mistake again.

P Punctuation is missing or incorrectly used.

T You have used the wrong tense.

Caps a problem with capital letters or punctuation.

U Please underline.

Exp Expression. There is something wrong with how a phrase or sentence sounds. A

word could be missing or it could be in the wrong order. Re-read it

to yourself and see if you can identify the problem.

Gr Grammatical error.

W Working out is missing.

e An error in calculation.

Ft An incorrect answer has been used to work out another problem or another part

to answer.

Expectations for written work

Work always has an underlined title and the date.

Use a blue or black pen.

Pencil and ruler are used for tables, graphs and diagrams.

Questions are answered in full sentences unless the teacher specifically tells you not to do

so.

Marking is read through and all corrections are made, using your green pen.

Spelling mistakes are corrected using your green pen and practised in the back of your book,

or by using a spelling app on your iPad.

Make sure that you carefully organise written work completed on the iPad and that you

ensure you respond to the next steps feedback given by your teacher.

Please note in your exercise book when work has been completed on the iPad e.g. see iPad

for my work on…

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4.4 Ideas to Engage Students with Written Feedback Instead of… The teacher uses any

colour (except green) to:

The student uses a green pen to:

Writing annotations in

the body of a piece of

work and giving an

overall comment

Write annotations in the body

of the work

Write an overall review highlighting

two strengths and one area for

improvement

Writing annotations in

the body of a piece of

work and giving an

overall comment

Write an overall comment. Annotate areas of the work where the

areas of strength are apparent and

where improvements need to be made.

Writing extensive

comments.

Give one strength and one

possible improvement;

WWW (what worked well);

EBI (even better if)

Work to ‘Close the Gap’ on the one

issue identified.

Writing ‘well done you

have…’ next to good

aspects of the work

Put a double tick next to the

best parts of the students’

work

Add the reasons for the double ticks.

Marking every question in

detail

Only mark the highlighted

questions in detail. There is

no expectation that all class

notes will be marked. Check

your area policy and mark

tasks where your marking will

have an IMPACT!

Mark (or peer mark) the work before

it is submitted, highlighting the two

areas where they would most like help.

Writing the same

explanation on every

piece of work when the

same mistake is made by

many students

Go over this question in class. Write own correct answer.

Writing out a full solution

when a student gets a

question wrong

Write a hint or next step. Complete the correction.

Correcting work when a

student makes a little

mistake

Write WWWT? (What’s

wrong with this?)

Or RTQ! (Read the question!)

Make own correction.

Marking only extended

pieces of work

Review in class students’

initial plans for this work

prior to marking the extended

piece of work.

Not hand in rubbish!

Giving back work and

moving straight on.

Departments have lots of

strategies for giving students

specific skills to work on. A

way of starting this can be if

teacher asks students to ‘pick

a tick next to my comment if

you know how to improve

and a ? If you don’t’. Give

students time to Close the

Gap to make all that marking

worth it and engage in a

dialogue with the students.

Read and start to engage with marking

before working on the ‘Close the Gap’

task the teacher has identified. This

can be the start of a very successful

learning dialogue.

23

Chapter 5: Learning Behaviour

5:1 What does good learning behaviour look like in the classroom? Learning Behaviour emphasises the crucial link between the way in which children and

young people learn and their social knowledge and behaviour. In doing this the focus is upon

establishing positive relationships across three elements of self, others and curriculum.

Your iPad

allows students

to:

To be successful students should be should be able to: This will allow

you students to

develop their

skills of:

Research

Explore and share appropriate knowledge and the latest thinking

about a topic.

Critically evaluate the sources used.

Make sense of information and be able to reach independent

conclusions.

Independent

Enquiry

Organise and

Communicate

Take responsibility for organisation of:

o Homework

o Deadlines

o School news and events

Participate in Student Voice

Communicate appropriately with others by:

o Using email etiquette

o Giving and receive feedback

Use effective presentation styles.

Self-

Management

Create

Choose an appropriate solution for completing a task

successfully.

Produce a piece of work that meets the success criteria, in the

time available and to the best of their ability.

Creative

Thinker

Colloborate

Take responsibility for a role that supports other learners.

Make decisions for themselves and others.

Share your ideas, views and work effectively.

Give and receive feedback to improve quality of work.

Lead others to ensure task is successfully completed and on time.

Team Worker

Effective

Participator

Feedback

Give kind, specific and helpful feedback.

Listen to feedback and know what the next steps are.

Act on feedback to improve work/skills.

Reflective

Personal

Development

Know their strengths and areas of development.

Set goals and targets for improvement.

Reflect upon and act on any feedback given.

Reflective

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• Relationship with Self: a pupil who does not feel confident as a learner and who

has ‘internalised’ a view that s/he is unable to succeed as a` learner will be less likely

to engage in learning and (in consequence) may be more inclined to present

‘unwanted behaviours’

• Relationship with Others: all ‘behaviour’ needs to be understood as ‘behaviour in

context’. Behaviour by pupils is triggered as much by their interactions with others

(pupils, teachers or other adults in schools/settings) as it is by factors internal to the

child.

• Relationship with the Curriculum: pupil behaviour and curriculum progress are

inextricably linked. Teachers who promote a sense of meaningful curriculum

progress in learning for each pupil will be more likely to create a positive behavioural

environment.

At IGS we promote behaviour for learning through ICREST (see 5.3).

These are the skills we feel are important in ensuring that students are able to learn socially.

Opportunities should be built in to allow students to develop and practice these skills in

lesson. The iPad as a tool for learning should also be used to promote these skills. The table

below shows how the iPad can be used to do this.

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Students:

Want to learn and they have a thirst for knowledge.

Ask questions.

Are not afraid to make mistakes.

Listen and are prepared to think.

Check their own knowledge and understanding.

Can cope with transitions without getting distracted

Can move swiftly from one activity to the next.

Check, correct and act on feedback.

Can challenge and be challenged in a productive way.

Are prepared to take risks.

Have a positive outlook and thrive on feedback.

Stay on task.

Always use the iPad to support good learning.

Find clear ways to record their learning.

Are inspired by the success of others.

Accept that they need to work hard and practise skills.

Expect excellence.

Can articulate what they are learning and why.

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5.2 ICREST skills

Learning Behaviour emphasises the crucial link between the way in which children and

young people learn and their social knowledge and behaviour. As teachers we need to

provide opportunities for students to acquire the necessary skills, and develop learning

behaviours necessary to become resilient and independent learners. As well as focusing on

subject skills to aid progress lesson should also promote the key aspects of learning that are

essential to all curriculum areas from KS3-5. ICREST skills should be referred to when and

where appropriate and can be used to demonstrate progress.

Posters are displayed in classrooms around school and in

student planners and you may want to consider how ICREST

skills can be specific to your subject.

You may want to refer to the resources on the following pages

when planning for ideas on how to show progress through

ICREST.

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5.3 Resilience and Growth Mindset

Resilience

We all know that learning something new can be a risky business: students often fear failure.

If they do not feel they can ‘have a go’ and make a mistake, this will hinder their learning.

They will be hesitant, unwilling to accept challenges and they could fail to make good

progress. Therefore students need to have the tools and scaffolding necessary to feel safe to

take these risks. According to the research, effective teachers believe that students can

learn a lot from mistakes and learn most when they take the risk of exposing their ideas to

others’ scrutiny. So it is vital that we create a safe classroom environment for discussing and

trying out new ideas. Once students feel safe to take these risks we must promote

strategies that develop resilience and a growth mindset.

It is possible that in other areas of their lives our students have already developed resilience

and it may be worth keeping this in mind when trying to build resilience into our planning.

Just as an example, have you ever wondered why students might play a computer game

constantly despite dying or experiencing 'game over' without giving up?

http://aliceleung.net/2011/10/09/games_resilience/

Growth Mindset

There is a theory that to become an expert at

something you need to practice it for 10, 000 hours!

(http://www.bbc.co.uk/news/magazine-26384712) This

suggests that it is hard work and a ‘Growth Mindset’

that allows you to fulfil your potential. A growth

mindset student understands that their talents and

abilities can be developed through effort, good teaching and persistence. These students are

more likely to continue working hard despite setbacks. For more information please watch

the following video, https://www.youtube.com/watch?v=o8JycfeoVzg

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Chapter 6: Professional Learning

6.1 Continuous Professional Development (CPD)

We have opportunities to be involved in professional development programmes and

activities at all levels.

Continuous Professional Development (CPD) is taken seriously and we are clear about the

linking personal development to the needs and priorities highlighted in the Academy

Development Plan (ADP).

Our current priorities are:

Securing consistently good or better teaching

Closing the Gap by targeted intervention

Literacy

Leadership development

Marking and feedback

Revised Curriculum 2015

Differentiation

We run a wide range of CPD activities in house (see the published programme) and also

support many other programmes with other schools and organisations, particularly the Red

Kite Alliance. Some of these include:

Coaching

Mentoring

Peer observation

Lesson study

Self-Reflection using the IRIS camera

External Courses

School visits

Newly Qualified Teachers’ (NQT)and Recently Qualified Teachers’ (RQT)

programmes

Aspiring Leaders’ Programme (ALP)

Improving Teachers’ Programme (ITP)

Outstanding Teachers’ Programme (OTP)

Middle and Senior Leadership Programmes

Research and Development Programmes

If you have a training need that isn’t met by the various opportunities on offer, please make

sure you say something. It is important that you feel you are supported to develop and grow

as a teacher. BlueSky is our platform for recording all CPD attendance, evaluation and

impact and supports in the appraisal process.

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6.2 Lesson observations

Lesson observations are a good opportunity to help us learn how to be even better at

teaching and to maximise the impact we have on our students’ progress.

We support a wide variety of developmental types of observations where we may have

personally identified an area we want to work on (such as questioning, differentiation, voice

coaching, classroom management)

Examples of developmental observations:

Peer to peer

Lesson study

Self-reflection (using the IRIS camera)

As part of a coaching cycle

We also can expect quality assurance observations to help us

to find out what is typical at Ilkley Grammar School: do our students receive a consistently

high standard of education and are they well supported at all levels?

Examples of quality assurance observations:

Curriculum Leader drop-ins

Leadership Team drop-ins

External reviews eg Bradford Partnership observations

Ofsted inspections

For all formal, planned quality assurance lesson observations, the teacher should provide the

observer(s) at the start of the observation with evidence of how the lesson has been

planned for good/outstanding progress and outcomes. This could take the form of a lesson

plan, or any other appropriate form of evidence, and should also include a seating plan and

the class's most recent assessment and tracking data.

If the teacher is observed and the lesson requires improvement, then there is always a

follow up observation and support is provided. Coaching, peer observations, joint planning,

school visits can all be arranged to ensure that the teacher feels supported to improve. Lead

teachers and other outstanding teachers can offer both formal and informal forms of

support.

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6.3 R & D Teacher Toolkit: Links to Background Reading

o The IGS Learning Tips Handbook:

https://sites.google.com/a/ilkleygrammarschool.com/igsis3/home/extras

o Mr G Online http://mgleeson.edublogs.org/ipurpose-before-ipad/

o Full On Learning http://fullonlearning.com/

o The Padagogy Wheel http://padagogy.net/

o Flexible lesson phases http://www.teachit.co.uk/?CurrMenu=866&resource=2966

o Tespro http://www.tes.co.uk/article.aspx?storyCode=6111908

o The Fearless Classroom http://fearlessclassroom.blogspot.co.uk/

o Learning for Transfer http://www.teachingexpertise.com/e-bulletins/learning-transfer-hugging-and-

bridging-8011

o Nurturing resilient young people through ‘Building Learning Power’ and ‘SEAL’

http://www.teachingexpertise.com/articles/why-seal-lies-heart-learning-9926

o My Learning Journey http://reflectionsofmyteaching.blogspot.co.uk/2013/04/creating-culture-of-

critique.html

o The ‘Washing Hands’ of Learning: Think Pair Share http://headguruteacher.com/2012/07/17/the-

washing-hands-of-learning-think-pair-share/

o Questioning – Top Ten Strategies http://huntingenglish.wordpress.com/teaching-learning-strategies/

o Marking in Perspective http://headguruteacher.com/2012/06/17/264/

o Making Feedback Count http://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-gap/

o Targeting Visible Progress http://www.edutait.com/?p=339

o Where’s your head at? http://deeplearning.edublogs.org/category/uncategorized/#.Ucw69jvVCSo

o Thinking on Learning http://thinkingonlearning.blogspot.co.uk/2012/07/afl-from-pale-to-pure.html

o The in and out of a lesson http://classteaching.wordpress.com/2013/02/09/the-in-and-out-of-a-lesson/

o The Learning Spy http://learningspy.co.uk/2013/02/08/improving-peer-feedback-with-public-critique/

o The Learning Spy http://learningspy.co.uk/2012/09/30/the-matthew-effect-why-literacy-is-so-

important/

o Preparing for an OFSTED Inspection http://johntomsett.wordpress.com/2013/04/14/this-much-i-

know-about-preparing-for-an-ofsted-inspection/

o http://teachingbattleground.wordpress.com/2012/10/13/what-ofsted-say-they-want/

o Depart for Education

http://www.education.gov.uk/schools/teachingandlearning/reviewofstandards/a00192172/review-of-

teachers-standards-first-and-second-reports

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Appendix 1

TEACHERS’ STANDARDS

PREAMBLE

Teachers make the education of their students their first concern, and are accountable for

achieving the highest possible standards in work and conduct. Teachers act with honesty

and integrity; have strong subject knowledge, keep their knowledge and skills as teachers

up-to-date and are self-critical; forge positive professional relationships; and work with

parents in the best interests of their students.

PART ONE

TEACHING

A teacher must:

1. Set high expectations which inspire, motivate and challenge students.

Establish a safe and stimulating environment for students, rooted in mutual

respect.

Set goals that stretch and challenge students of all backgrounds, abilities and

disposition.

Demonstrate consistently the positive attitudes, value and behaviour which are

expected of students.

2. Promote good progress and outcomes by students

Be accountable for students’ attainment, progress and outcomes.

Be aware of student’ capabilities and their prior knowledge, and plan teaching to

build on these.

Guide students to reflect on the progress they have made and their emerging

needs.

Contribute to the design and provision of an engaging curriculum within the

relevant subject area (s).

Demonstrate knowledge and understanding of how students learn and how this

impacts on teaching.

Encourage students to take a responsible and conscientious attitude to their own

work and study.

3. Demonstrate good subject and curriculum knowledge

Have a secure knowledge of the relevant subject (s) and curriculum areas, foster

and maintain students’ interest in the subject, and address misunderstanding.

Demonstrate a critical understanding of developments in the subject and

curriculum areas, and promote the value of scholarship.

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Demonstrate an understanding of and take responsibility for promoting high

standards of literacy, articulacy and the correct use of standard English, whatever

the teacher’s specialist subject.

If teaching early reading, demonstrate a clear understanding of systematic

synthetic phonics.

If teaching early mathematics, demonstrate a clear understanding of appropriate

teaching strategies.

4. Plan and teach well-structured lessons

Impart knowledge and develop understanding through effective use of lesson

time.

Promote a love of learning and children’s intellectual curiosity.

Set homework and plan other out-of-class activities to consolidate and extend

the knowledge and understanding students have acquired.

Reflect systematically on the effectiveness of lessons and approaches to teaching.

5. Adapt teaching to respond to the strengths and needs of all students

Know when and how to differentiate appropriately, using approaches which

enable pupils to be taught effectively.

Have a secure understanding of how a range of factors can inhibit students’

ability to learn and how best to overcome these.

Demonstrate an awareness of the physical, social and intellectual development of

children, and how to adapt teaching to support students’ education at different

stages of development.

Have a clear understanding of the needs of all students, including those with

special educational needs; those of high ability; those with English as an additional

language; those with disabilities; and to be able to use and evaluate distinctive

teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

Know and understand how to assess the relevant subject and curriculum areas,

including statutory assessment requirements.

Make use of formative and summative assessment to secure students’ progress.

Use relevant data to monitor progress, set targets, and plan subsequent lessons.

Give pupils regular feedback, both orally and through accurate marking, and

encourage students to respond to feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

Have clear rules and routines for behaviour in classrooms, and take responsibility

for promoting good and courteous behaviour both in the classrooms and around

the school, in accordance with the school’s behaviour policy.

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Have high expectations of behaviour, and establish a framework for discipline

with a range of strategies, using praise, sanctions and rewards consistently and

fairly.

Manage classes effectively, using approaches which are appropriate to students’

needs in order to involve and motivate them.

8. Fulfil wider professional responsibilities

Make a positive contribution to the wider life and ethos of the school.

Develop effective professional relationships with colleagues, knowing how and

when to draw on advice and specialist support.

Deploy support staff effectively.

Take responsibility for improving teaching through appropriate professional

development, responding to advice and feedback from colleagues.

Communicate effectively with parents with regards to students’ achievement and

well-being.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A Teacher is expected to demonstrate consistently high standards of personal and

professional conduct. The following statements define the behaviour and attitudes which

set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high

standards of ethics and behaviour, within and outside school, by:

Treating students with dignity, building relationships rooted in mutual respect,

and at all times observing proper boundaries appropriate to a teacher’s

professional position.

Having regard for the need to safeguard students’ well-being, in accordance with

statutory provisions.

Showing tolerance of and respect for the rights of others.

Not undermining fundamental British vales, including democracy and the rule of

law.

Individual liberty and mutual respect, and tolerance of those with different faiths

and beliefs.

Ensuring that personal beliefs are not expressed in ways which exploit students’

vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos,

policies and practices of the school in which they teach, and maintain

high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the

statutory frameworks which set out their professional duties and

responsibilities.

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Acknowledgements:

With grateful thanks to the staff and students of Ilkley Grammar School:

working together we achieve our personal best.