Teaching, Learning and Assessment
At Cockburn Laurence Calvert Academy, high-quality Teaching and Learning is the single most important thing that we do.
We believe all students can be exceptional and our teaching and learning strategy is underpinned by research so that it is impactful and powerful in the classroom. We have a clear set of principles which support the development of knowledge, skills and vocabulary alongside creative and imaginative thinking.
Teaching and Learning Priorities:
Personalisation is the way in which lessons are designed so that they are engaging and highly personalised for students including clear modelling, structured support and challenging content with our Teach to the Top approach.
Building Knowledge & Memory:
Students acquire knowledge in every subject, taking them beyond their own experiences and supporting academic excellence.
Assessment & Feedback:
The systematic checking of student understanding so that teachers are able to adapt to the needs of the students and the regular use of high-quality feedback in the form of Red for Reflection so that students are actively improving their work.
Reading & Vocabulary:
Key vocabulary for each lesson is displayed for students to learn and use in their work. It is vital that each lessons contributes to widening each student’s vocabulary with new words that are both subject specific and support the development of high quality academic language. High quality academic language is explicitly taught so that students are confident to use them in their work and in a variety of contexts. Reading also forms part of homework and we encourage students to read as much as possible via the online platform of Reading Plus.
The Learning Cycle:
All lessons are designed and taught following The Learning Cycle to ensure that there is consistency across the academy and that our delivery of lessons enables content to be taught, practiced, applied and remembered. The Learning Cycle diagram explains the key components we expect to see in lessons; 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.
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.
Homework is set regularly and 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. All homework is set on FROG learning platform
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.
Improvement Model for Teaching, Learning and Assessment:
At Cockburn Laurence Calvert 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 learnng process.