Westbury School Curriculum Policy

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curriculum policy

2002

EFFECTIVE LEARNING & TEACHING STYLES

The individual needs of pupils are identified in their statement and current IEP, and these are taken into consideration in curriculum planning. Flexibility with regard to individual pupil needs is frequently a key element of this process, particularly with regard to short term planning.

For effective learning to occur, teachers employ a wide repertoire of teaching styles in order to :

Meet the needs of young people with different abilities, aptitudes and emotional and behavioural difficulties.
Match their teaching to the demands of the varying subject matter being taught.
Satisfy the varied roles required of them, for example someone who stimulates, motivates, supports, extends, evaluates, listens, communicates and guides.

Pupils should experience different learning styles such as:

Direct teaching which focuses upon the acquisition of a particular skill, concept or body of knowledge.
Collaborative learning in groups or pairs.
Learning by investigation with open ended tasks concerned with problem solving skills.
Individual research where young people can develop the responsibility for finding out and presenting their own work.

ASSESSMENT RECORDING REVIEWING AND TARGET SETTING

Assessment is the basis on which pupil’s achievements, strengths and weaknesses are identified in order to help plan for future learning needs.

Assessment should:

Be a positive and encouraging experience for pupils
Aid progression of learning so that development of learning programmes will build on past achievements and set realistic and challenging goals for the future.
Measure skills attitudes, knowledge and understanding.
Help to raise self awareness, self esteem and the self image of pupils in order that they might gain confidence and develop into independent self reliant adults.

ASSESSMENT STRATEGIES

Assessment is an integral part of the learning process as the teacher supports the young person through the learning tasks.
Assessment is carried out against known and understood criteria of achievement.
Methods of assessment will vary depending on the skills, understanding or attitudes involved and on the type of learning taking place.
The marking of young people’s work should be largely formative in helping to develop learning and summative in terms of levels and grades when appropriate.
Pupils will be encouraged to make assessments of their own progress to help them become more mature, independent learners.
Peer and group assessments can be a positive means of means of developing learning and must be used as and when appropriate.

RECORDING

A regular record should be kept of all individual curriculum experiences, learning opportunities responses and achievements. When appropriate, the pupils will be encouraged to take part in their own recording. There will be a regular review and evaluation of records. The record, review and evaluation process will provide a basis for:

The opportunity for daily reflection.
Opportunity for individual discussion with pupils regarding their progress.
Monitoring of individual progress.
Individual target setting.
The development of Individual Education Plans.
The development of individual and group schemes of work.
Short and medium term curriculum planning.
Recognising and valuing pupil’s achievements.
As a tool for reporting to parents, carers and other professional involved with the pupil.

THE LEARNING ENVIRONMENT

The school recognises that the social, emotional and physical environment in which learning takes places is important to its success. We will attempt to meet pupils’ needs within a framework of a caring secure supportive and structured environment where all pupils can be helped to realise their potential. The demonstration of respect and sensitivity are necessary to create the circumstances in which pupils feel both valued and valuable.

The attitude of each individual adult is important in determining a positive emotional environment in which good relationships, high expectations and qualities such as trust, confidence, fairness, honesty and humour are all encouraged. This creates the conditions in which pupils can improve their internal resources and thereby develop an understanding of the boundaries of acceptable behaviour and an appreciation and concern for the views and the feeling of others. When respect and positive regard are shown to young people by adults this helps to promote success, which in itself helps to foster a climate of achievement. Conversely the constant reminder of failure can erode a young persons confidence, motivation and their ability to make positive relationships.

The physical environment is also important. The appearance layout and resources in classrooms and other learning areas should make a positive contribution to the pupil’s experiences. Effective learning will take place more easily in an environment which is appropriate to the activity and which provides a stimulating atmosphere in which to work. The physical environment should also reflect the pupils successes. Opportunities for high quality display work are available within the school and there is an expectation that all display areas are maintained to a high standard at all times in order to celebrate pupil success.