Teaching Learning and Assessment
At Cotham School, we believe that all students have the right to receive high-quality teaching that enables them to achieve their full potential. We passionately believe that effective teaching and learning requires a deep understanding of how students learn:
- Teachers must be aware of the cognitive processes involved in learning and be able to adapt their teaching strategies to accommodate different learning styles.
- Learning is most effective when it is active and engaging: Students learn best when they are actively involved in the learning process, rather than simply listening to lectures or reading textbooks.
- Feedback is critical to learning: Students need timely and specific feedback in order to improve their understanding and skills.
- Metacognition is important: Students need to be taught how to reflect on their own learning processes, set goals, and monitor their progress.
- Classroom environment matters: A positive and supportive classroom environment can help students feel safe and motivated to learn.
(Peps McCrea)
Our teaching and learning policy is grounded in the principles of effective instruction as outlined by Barak Rosenshine and informed by the latest research in cognitive science, which highlights the importance of metacognition, cognitive load theory, and dual coding.
Principle 1: Begin with a clear lesson objective
All lessons at Cotham School are designed with a clear objective that is communicated to students at the beginning of each lesson. Objectives are specific, measurable, and achievable, and are aligned with the curriculum and the learning needs of each student.
Principle 2: Use a variety of teaching methods
Our teachers use a range of teaching methods to engage students in active learning, promote deeper understanding, and cater to different learning styles. These methods include direct instruction, modelling, scaffolding, questioning, and feedback.
Principle 3: Provide models
At Cotham School, we use models to help students develop a clear understanding of what is expected of them. Teachers provide models of exemplary work, demonstrate skills and processes, and encourage students to engage in peer modelling and self-reflection.
Principle 4: Check for understanding
Our teachers regularly check for understanding to ensure that all students are on track to achieving the lesson objective. They use a range of formative assessment methods, including questioning, quizzes, and exit tickets, to identify misconceptions and provide timely feedback.
Principle 5: Provide feedback
Feedback is an essential component of effective teaching and learning. At Cotham School, our teachers provide timely, specific, and actionable feedback that helps students understand their strengths and areas for improvement. Feedback is provided both in writing and verbally and is focused on the lesson objective and the criteria for success.
Principle 6: Review and revise
We believe that learning is an iterative process, and that students need regular opportunities to review and revise their work. Our teachers provide opportunities for students to reflect on their learning, evaluate their progress, and set goals for future learning.
(Rosenshine; Sherrington)
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Formative Assessment drives progress |
Summative Assessment measures progress |
Timing |
Embedded into every lesson as a live response to student learning. Informs lesson planning. |
Minimum of twice a year. To inform grades entered at formal data points, which are reported home to parents/carers. |
Tasks Will |
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Feedback Will |
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Strategies |
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Summative grades will be:
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