1. Teaching and Learning Policy Summary

2. Having purpose Putting the vision into practice Analyse Plan Do Review Record Report

3. The Sculptors I dreamed I stood in a studio, and watched two sculptors there, The clay they used was a young child’s mind and they fashioned it with care. One was a teacher, the tools she used were books, and music and art. One a parent, with a guiding hand, and a gentle, loving heart. Day after day the teacher toiled, with a touch that was loving and sure, While the parent laboured by her side and polished and smoothed it o’er, And when at last their task was done, they were proud of what they wrought, For the things they had moulded into the child could neither be sold or bought. And each agreed they would have failed, if she had worked alone, For behind the parent stood the school, and behind the teacher, the home.

4. XYZ Primary School A Statement of School Vision Everyone involved with the educational process at XYZ is a partner in progress This, in terms of children, is encompassed in the motto Thinking, Working, Playing together. Educationally making guided progress through individual and group effort

5. Our Aim A typical child leaving XYZ will have these attributes Confidence in themselves, as people and learners. Awareness of the world around them, locally and wider, showing sensitivity, an enquiring approach, and a developing sense of awareness of themselves as spiritual beings. Capable of working in many different ways, with different grouping of others, and be able to sustain effort when required Solve problems with different, but developing, levels of independence. Think creatively and reflectively when appropriately challenged, organising their needs, and being able to talk clearly to anyone with an interest in their activities. Accept guidance to achieve the best they can, with a clear understanding of their strengths and areas for further improvement.

6. A policy for learning, achieving the vision Children, their thinking and learning, are our core purpose, within the context of a broad, balanced and relevantly challenging curriculum. Children will start as information gatherers, capable of clear description. Children will progressively become problem solvers, applying a range of relevant skills, able to articulate clearly in speech and then writing, the detail of their learning, and to have a developing repertoire of presentational skills through which they can show their ideas. Careful consideration of information, and logical thinking, together with the ability to explain their thoughts, using 2-D or 3-D modelling, will lead to secure links in learning. Learning processes will be clearly articulated to children, who should be able to explain what they are doing, and why.

7. Policy continued The processes through which the children will be challenged will be known to teachers, support staff or any other assisting adult. The potential for learning across and between different abilities needs to be maintained, to ensure that children derive learning from as many sources as possible. The taught curriculum will be reflective and creative, with teachers working to improve their personal skills and practice across the curriculum. ICT in all its forms will be a central tool of development. The school and each of its constituent parts, will see itself as part of a wider learning community, deriving information and good practice from sources that complement our own developing practice.

8. Contributing to Planning Detail Whole of National Curriculum through School based Topic Specifications Literacy and numeracy frameworks

13. Planning at different levels Content Learning needs Space, timescales and resources

16. Model of active learning Observation and other direct experience Linguistic interpretation or expression Recording or description-words, picture, number Ordering skills Exploration of pattern or similarities and differences Analysis of pattern leading to classification Modeling pattern, through concrete then abstract means Predicting and hypothesizing Trial, through experiment or test Comparison and evaluation of results Reorganisation of thoughts Generalisation and symbolism Understanding the nature and status of knowledge

18. Guidance Task design Activity presentation Independence levels, skill, knowledge and attitude

19. Children working Understanding task Task behaviours Team working Oral skill Recording skill, written, pictorial, mathematical Evaluation

20. Children as collaborative, independent learners Children learn about learning by doing. By being given tasks where they will need to discuss, decide on action, carry out, review, re-evaluate and repeat, they will develop an insight into the ways in which adults work and solve problems.

23. Outcomes Teacher as marker Feedback to children Room for improvement Objective and subjective Moderation

25. Review, Recording and Reporting To colleagues To parents Significant others