Teaching and Learning
At Sir Jonathan North we recognise that quality first teaching in every lesson is key in order to maximise student progress. We use the latest approaches in educational practice in order to give our students a high quality day to day learning experience where they are engaged, challenged and inspired.
We are a learning community and we expect staff to reflect on and debate the way they teach in order to innovate in ways that are right for their students. We expect all staff to be actively involved in the culture of sharing pedagogy/best practice and the College continuing professional development programme.
At Sir Jonathan North we know that effective teaching results in effective learning. To ensure this, teachers will:
- plan provision that caters for all the students in the class, including the lowest to the highest ability;
- know the students’ strengths and weaknesses and take them into account when thinking about the pace of the lesson and its difficulty;
- have high expectations based on what students have previously achieved and the target they have been set, whilst understanding that students are able to do better than expected;
- have excellent knowledge of their subject and a wish to excite students, make them enthusiastic and have a wish to learn more about the subject;
- engage students into their learning by modelling how to apply skills and knowledge using well-judged teaching and engaged activities and resources;
- make explicit connections between lesson activities and expected learning outcomes.
- make classrooms a safe place where students can get involved without fearing failure or being embarrassed;
- encourage good behaviour by being positive, giving praise and always behaving in a way that is a positive role model for students.
Feedback and Marking
Research shows that shows that the provision of effective feedback to students is one of the key factors for improving learning. This research shows that effective feedback should:
- Redirect or refocus either the teacher’s or the learner’s actions to achieve a goal
- Be specific, accurate and clear
- Encourage and support further effort
- Be given sparingly so that it is meaningful
- Provide specific guidance on how to improve and not just tell students when they are wrong.
We do not distinguish between written and verbal feedback: the most important factor is to ensure that feedback is high quality and has maximum impact on student progress. We recognise that this feedback can take different forms and we expect the teacher to choose the most appropriate way to deliver this.