SCHOOL POLICY MANUAL-2024-2025

Teaching and Assessment for Learning

Behaviour for Learning

Arrival

 Arrival ac�vity which starts students thinking and working straight away

Starter Ac�vity

 Starter ac�vity which is short and engaging and, if appropriate, linked to the main learning in the lesson  Needs of ALL students taken into account  Teachers and LSAs work in partnership to support student learning  Students set their own targets  Learning Objec�ves shared with students in student friendly language  Clear success criteria shared with students  Learning objec�ves are referred to regularly throughout the lesson  Work is modelled to show students the expecta�ons  Na�onal Curriculum levels are used regularly in student friendly language  Key words used and explained during the lesson  Varied, ac�ve and engaging teaching and learning styles, where students are involved and given opportuni�es to learn independently  Learning is chunked into manageable steps for students  Students are encouraged to share their thinking and ways of working with others  Homework, if set, is given at an appropriate �me in the lesson (not in a rush at the end) and could build on what students have learnt in the lesson  Student conversa�ons are about learning and progress  Assessment opportuni�es built into the lesson  Students are given opportuni�es to apply what they have learnt in their own work  "How to improve" comments are used each �me a book is marked, and are part of student teacher conversa�on  Visual prompts are used – thumbs up or traffic lights or s�ckers etc.  Mini plenaries take place throughout the lesson, not just at the end  Plenary is related to the learning objec�ves, involves ALL students and encourages them to reflect on or apply what they have learnt  Plenary is used effec�vely to gauge individual student progress

 Sea�ng plan which encourages students to work rather than socialise  Appropriate pace  Rou�nes and expecta�ons are taught and followed each lesson  Staff arrive on �me in order to set up, meet and greet students  There is a calm and orderly entrance and exit  Name and praise is used to promote and reward posi�ve behaviour  Teachers, TAs and LSAs work in partnership to promote posi�ve behaviour for learning  House reward system for behaviour is used  Notes are sent home to inform parents of posi�ve behaviour for learning  A friendly verbal warning is followed by effec�ve use of systemic sanc�ons  Students are given �me -out for no longer than 2 minutes (this should not be outside the classroom)

Differen�a�on

Learning Objec�ves

Success Criteria

Learning Ac�vi�es

Student Progress

Plenary

 Plenary influences next lesson  Plenary allows reflec�on �me

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Al Diyafah High School-Reviewed policies- September 2023