Teaching and Learning at Stanborough Secondary School

This Teaching and Learning Framework gives clear expectations for effective teaching, identifying exemplary practices that enables us to meet our goal of all students making progress. The Framework highlights the researched-based strategies that have been proven to be effective in meeting the needs of our diverse learners including English Learners, Students with Special Needs and Students with Disabilities. In addition to this, the Teaching and Learning Framework describes teaching practices that will help to prepare all students to be successful and productive 21st Century learners. These include having high expectations and effective teaching strategies.  

The Argument: Visible Teaching & Visible Learning

The big idea is ‘know thy impact.’ We believe that expert teachers are not wedded to specific ideas but instead focus regularly on evaluating the effects they have on their students and adjust teaching methods accordingly. Visible learning involves teachers seeing learning through the eyes of students; and students seeing teaching as the key to their ongoing learning. When learning is visible the student knows what to do and how to do it and the teacher knows if learning is occurring or not. Teaching and learning is visible when the learning goal is not only challenging but is explicit.   

Nine Mind Frames of Effective Teachers:

Teacher midframes: It is critical that teachers see themselves as evaluators of their effects on students and develop a mind frame in which they see it as their primary role to evaluate their effect on learning. Teacher’s beliefs and commitments are the greatest influence on student achievement. 

Evaluators of the effect of their teaching on pupil’s learning  See assessment as feedback about their impact.  Develop positive relationships with pupils that foster effective learning  
‘Change Agents’ who take responsibility for enhancing all pupils learning  Engage in dialogue not monologue with pupils.  Have a common and shared language of learning which is understood by all.  
Talk about how pupils learn and not about how teachers teach  Enjoy the challenge and engage pupils in the challenge  Teach students the value of: Concentration, perseverance and deliberate practice.     
What expert teachers do  So that pupils  
• Clear learning intentions
• Challenging success criteria,
• Range of learning strategies
• Know when students are not progressing
• Providing feedback
• Visibly learns themselves  
• Understand learning intentions
• Challenged by success criteria
• Develop a range of learning strategies
• Know when they are not progressing
• Seek feedback
• Visibly teach themselves  

 Art of teaching:

Feedback: One of the most powerful single influences enhancing achievement is feedback. For feedback to be effective it needs to be:   

• clear, purposeful, meaningful and compatible with pupils’ prior knowledge, and to provide logical connections.”   

• directed at the right level, so it can assist students to comprehend, engage, or develop effective strategies to process the information intended to be learnt.”   

• combined with effective instruction in classrooms, and focus on what is being learnt (learning intention) and how students should go about it (success criteria)  

 • occur as the students are doing the learning   

• provide information on how and why the student has or has not met the criteria  

 • provide strategies to help the student to improve   

Effective teaching strategies used by staff

Allowing teachers to impart knowledge in order to ensure students are engaged in learning and generate high levels of commitment to learning.
Teacher modeling is clear and against the success criteria.
Teachers use well judged and often imaginative teaching strategies that, together with clearly directed and timely support and intervention, match individual needs accurately. Planned differentiation ensures exceptional progress for all.
Assessment proficient learners:
All children consistently respond to teacher marking and feedback and this will help them to make better than expected progress. Children are clear about what they are learning, how this relates to what they have done previously and what success looks like.
Assessment proficient teaching staff:
The teacher systematically and
effectively check students’ understanding
throughout the lesson, anticipating
where they may need to intervene and doing so with notable impact on the quality of learning.
Learners understand how to improve
their work (through diagnostic feedback) and are consistently supported in doing so. Very effective questioning is used to
gauge understanding and inform teaching and learning. Peer and/or self
assessment will link to success criteria and drive forward achievement.
Specific references are made to the school’s progress measures in planning. Teachers further teach to the gaps in students learning, as evidenced in Schemes of Work (SOW), progress data and external assessments.

We have high expectations in the classroom

  • Presentation: High expectations of presentation across the school. Presentation is in line with the school’s presentation policy and students are taking pride in their work. Pride indicates that students are a part of the learning process, not merely observers. Pride comes from having a sense of ownership and control over their learning.   
  • Pitch: Teachers are monitored to ensure that learning is pitched to a range of outcomes (A.M.S), skilfully adapted and children have clear mechanisms and routines to demonstrate their learning.   
  • Productivity: High expectation of productivity across all students. We are creating a culture where there is no significant difference between the volume of work in low and high attainers. In addition, no difference between the volume of work in different groups of students (male/female – SEND/non-SEND).