Learning at Stalham Academy

 

Together Everyone Achieves More = TEAM

 

We believe that children learn by example and that the role of the teacher is to:

  • present knowledge and skills on how to solve problems

  • model the process of solving problems

  • model the values of strong cooperative learning

  • Model/Scaffold  the language that needs to be used.

 

We believe it is essential for children to learn by:

  • having the space to explain their thought process

  • developing social skills of working with others

  • Working together on projects with distinct outcomes

  • Using English, Maths, Science and ICT skills to communicate effectively.

 

We believe that there is no ideal teaching style but that for pupils to progress at an accelerated rate the following aspects could be seen in any lesson at any time:

  • Clear, succinct and effective Teacher modelling

  • Structured Cooperative Learning Approach

  • Talk / Shoulder partners

  • Cooperative tasks (Can be differentiated)

  • Differentiated Independent Tasks.

 

A structured Cooperative Learning approach, by its nature, means that questioning is targeted and differentiated.

 

To ensure concise Assessment for Learning Teachers and adults must:

  • Model and provide help for independent work via such tools as the working wall.

  • Listen and engage with groups during cooperative learning activities

  • Correct misconceptions immediately.

 

To ensure that pupils who are not making required progress accelerate:

  • Those Highlighted at Pupil Progress meetings in terms of both progress from KS1, Baseline and the start of the term will be targeted for intervention or additional differentiation

  • Pupil Premium and SEN pupils will be monitored as standard

  • Ensure that interventions are targeted and time-managed.  Where possible the class teacher should lead, plan and deliver these.

  • Intervention is best used when specific areas of the curriculum are targeted (these can be cross-referenced to pupil asset; see Assessment Policy).

 

Assessing Pupils Progress:

  • Teachers will not use a judgment based purely on a test score for half termly assessment.  Previous work and evidence of progress in books can be used to facilitate a judgment of progress half termly

  • Year 6 and 5 Staff can track the scores of Formative tests to show progress in the pupil’s ability to score on tests but this is not the sole basis for entering data onto the school’s tracking system.

 

The outcome of this approach is that children can become independent thinkers, problem solvers and enjoy their learning.

 

If you require any information from this website in a different form or language please contact the Academy