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Learning and Teaching


Introduction

School policy takes as its starting point that part of the Statement of Values which says:

"We aim to provide a coherent learning experience which transcends subject boundaries and which fosters independent thinking and pupils' increasing self-confidence as learners."

Elsewhere in the Statement of Values we recommend an ethos where pupils are valued and respected as individuals, "regardless... of academic ability". In order to achieve this, "a secure, disciplined environment" is commended.

These aims say important things about how we perceive the learning process. They also have important implications for how we teach. This policy does not provide a blueprint for the best method of teaching; nor does it attempt to describe exactly how children learn. Rather, it draws upon much current practice and will confirm the ideas and approaches of many teachers. It intends also to provide a basis for teachers to reflect upon their own practice.

Each of the sections that follows sets our policy within the specific context of learning and teaching in KGS.

Effective Learning

The process of learning is both complex and lifelong. Pupils' learning is rarely logical or sequential; it is influenced by factors within and outwith the classroom. Just as there is no "correct" way to teach, there is no "correct" way to learn. However, learning and study skills form an integral part of the Personal & Social Development and Supported Study programmes, recognising that pupils become better learners by being made aware of how they learn and by being given responsibility for aspects of their own learning.

The Support for Learning department in KGS has an important role in identifying pupils' learning difficulties and, in co-operation with subject teacher, working to overcome them. We recognise also that effective learning takes place when:

  • there is a classroom emphasis on success and pupil potential rather than failure and shortcomings.
  • pupils have confidence and self esteem, which is supported by such things as displays of their work and positive comments in their pupil planners.
  • there is a welcoming atmosphere and well maintained environment both inside and outside the classroom.
  • pupils can share their ideas, help each other and work co-operatively.
  • there is mutual respect between pupils and teacher.
  • pupils are aware of teachers having high, but realistic, expectations of them. This includes behaviour and completion of homework.
  • parents are aware of, and support, pupils' school work.
  • there is continuity between existing knowledge and new learning.
  • pupils feel teachers are approachable and friendly.

Much valuable learning in KGS takes place outside the formal context of the classroom, during extra-curricular activities and the whole school Activities Days in May/June.

Effective Teaching

Our starting point is the assertion that teachers are the single most important factor in good learning in KGS. Effective teachers are all different and achieve their success by a unique combination of their skills. However, there are skills, attitude and qualities that are common to successful teachers. We recognise that effective teaching takes place when:

  • good quality relationships between pupils and teacher are established.
  • teachers know their pupils as individuals and are aware of their prior knowledge.
  • teachers communicate well with pupils and, in turn, listen to them.
  • teachers establish an atmosphere of high standards and high expectations.
  • teachers are in control of their classes.
  • teachers organise their classroom and manage their teaching in a planned but flexible way.
  • teachers encourage pupils to take responsibility for their own learning.
  • teachers encourage learning across subjects, developing general learning and study skills.
  • teachers are supported in their day to day work by Principal Teachers and the Management Team.

Teachers as Learners

The final aspect of the learning and teaching process is the role of the teacher as professional learner. Elements of this involve regular updating of specific subject content; development of new skills, eg. IT; undertaking curriculum development. Within KGS, the Staff Development Committee has responsibility for supporting this work; outwith KGS, the Education Authority has responsibility for in-service training.

Another dimension of staff development is the importance of teachers reflecting upon their current practice and realistically evaluating it. This is best achieved using guidelines offered in How Good is Our School and a collegiate approach - teachers working and talking together, both in and between departments, using each other in an atmosphere of collaborative trust.

The voluntary programme of Career review provides an opportunity for teachers to reflect on their current practice and to discuss other professional matters with their Principal Teacher or member of the Management Team.

Partnership with Parents

The role of parents in supporting learning and teaching in KGS is very important. Well informed parents can more effectively give such support. Pupils' learning is enhanced when parents are able to monitor and encourage their progress. Teaching is more effective when it is reinforced from the home.

We recognise that effective partnership with parents highlights:

the importance of homework and its place in the learning process.

the value of Parents Evenings and direct feedback from teachers.

the importance of meaningful communication between home and school.

the importance of giving jargon free information on pupils' schooling.

Conclusion

This policy is based upon the actual experience of teachers and pupils in KGS, and will be subject to regular review. It indicates ways of improving the effectiveness of our learning and teaching, and will be successful to the extent that it informs our classroom practice.