PERSONAL AND PROFESSIONAL DEVELOPMENT
Teaching & Learning Team, 2011-12
- Nathan Cole, Deputy Head (Teaching & Learning), History.
- Ed Carew Robinson, Teaching & Learning Coordinator, Physics.
- Jo Chase, Director of Mathematics, Mathematics.
- David Hemp, Teaching & Learning Coordinator, R.E. & Philosophy.
- Tim Lissimore, Advanced Skills Teacher, Music.
Catherine Evans (Head of R.E. & Philosophy) Ross Fletcher (Senior Teacher), Jason Hudson (KS3 Maths Coordinator) Amy Keen (Head of Business Studies and Economics), Stephen Phillips (Year Manager), Jennifer Smith (Deputy Head), Phil Walters (Year Manager) Ben Cady (Year Manager), Gavin Englefield (Head of Humanities), Ned Riley (History) and Rose Haire (Head of English).
TEACHING & LEARNING EXCELLENCE AT WILSON’S SCHOOL
We have a shared vision for what excellence in learning for our exceptionally able boys should ‘look like’. Based strongly upon the Classroom Quality Standards for Gifted & Talented education, we strive to create a real passion for learning in our students and a real enthusiasm for pedagogy amongst our staff.Structure for Learning
When learning is outstanding:
- The lesson has an engaging introduction which engenders interest. A clear direction for the lesson is established at an appropriate point.
- The lesson has a combination of tasks and activities (including the use of technology where appropriate) which are directly relevant to the lesson’s objectives.
- The links between activities are made explicit to the students. They build upon each other in order to ensure that progress is made.
- Appropriate timings are applied (and adjusted) to tasks and are shared with the students. Learning is maintained for the full time available.
- Explanations are delivered with absolute clarity.
- The lesson has a conclusion which reviews progress in an engaging way.
Challenge for Learning
When learning is outstanding:
- The teacher is fully aware of their students’ capabilities, of their prior learning and understanding and takes into account the requirements of those who have special educational needs (including SEN, EAL and G&T).
- Subject expertise is used to facilitate high level thinking for all throughout, or the challenge is incremental and builds as the lesson progresses. As a result, there is excellent pace.
- Differentiation is carefully planned and skilfully executed allowing students of different abilities to progress at an appropriate rate.
Assessment for Learning
When learning is outstanding:
- Clear, ambitious and measurable objectives are shared with the students at appropriate points in the lesson.
- Learning is chaptered and objectives are reviewed in a way which helps the student and the teacher to gauge what has been achieved and what the next steps (if any) should be.
- Higher order questioning strategies are used throughout in order to check understanding, diagnose misconceptions and hence enable progress.
Collaboration for Learning
When learning is outstanding:
- Opportunities for student collaboration (for example in pairs and or small groups) are carefully planned.
- Students demonstrate excellent concentration and resilience whilst working collaboratively.
- As a result of planned collaboration, participation is increased and learning outcomes are improved.
Participation for Learning
When learning is outstanding:
- All students participate in whole class teaching episodes, either via direct contribution or active listening.
- Students are engaged and demonstrate excellent concentration and resilience whilst working independently. Students are rarely, if ever, off task.
Relationships for Learning
When learning is outstanding:
- A positive learning environment is created whereby students feel valued and respected and in turn they value and respect one another.
- Extremely high standards are expected and any instances of poor behaviour are dealt with promptly and effectively.
- Praise is carefully targeted and extremely effective. Students are prepared to take risks and make mistakes.
- Enjoyment of learning is obvious.