Teaching and Learning

 

Teaching and Learning is, naturally, the most important aspect of the School’s life.  For that reason, we strive to relentlessly develop the excellent work that goes on in the classroom by researching and innovating – we do not rest on our laurels! 

This year we are focusing on developing three proven strategies to enhance our student’s outcomes and life chances.  These strategies are:

Metacognition, Talk for Learning and Collaboration. 

To drive our ambitious T&L agenda, we have a Lead Practitioner, Mrs Kirkpatrick, leading the Teaching and Learning for the School and three Lead Teachers, Mrs Brookes, Miss Okell and Miss Higgins, leading their individual teaching and Learning strategies.   

See below some links showing the impact of our chosen T&L strands and our CALL (Crypt Active Learning Leads) Blog. 

http://www.greatmathsteachingideas.com/2013/06/24/interventions-that-work-sutton-trust-eef-teaching-and-learning-toolkit/ 

https://dese.mo.gov/sites/default/files/11-Research-ProvenPracticesTLAC.pdf

The intended impact of the School’s chosen pedagogy is accelerating every student’s progress and ensuring they have the life skills to succeed at School, in the world of work and beyond and it is based on substantial evidence.  The implementation of the pedagogical model will be achieved through 3 strands, aiming to develop students into successful life-long independent learners as they foster perseverance, strong communication skills, high expectations, self-awareness, self-regulation, respect, love for learning, independence, resilience and tolerance.

The chosen Teaching and Learning strands are:

Metacognition and self-regulation strategies, when successfully implemented, have consistently high levels of impact with pupils making an average of seven months’ additional progress.  Metacognition can be applied to succeed throughout life as it develops self-regulation, self-awareness and independence in learning.

  • Collaboration enhances the impact of teaching and develops our core values; respect, tolerance and resilience. The EEF acknowledges collaboration as a high effect size strategy.  Talk for learning develops confidence and enables a better understanding of thought processes in the learning as well as helping develop communication skills and fostering respect and tolerance. Talk for Learning is linked to peer tutoring.  The introduction of these approaches appears to have a positive impact on learning, with an average positive effect equivalent to approximately five additional months’ progress.
  • Effective feedback is proven to accelerate student progress.  Recent meta-analysis of the impact of formative assessment of writing indicates gains of 8 months’ progress are achievable, which is more consistent with other feedback research.

Challenge and high standards of Literacy are expected in every classroom.  This ensures students and teachers have high expectations of themselves and others and aspire to reach and exceed their expected outcomes in an environment that fosters resilience. This is achieved through personalised learning and innovative teaching strategies.  Both teachers and students will be expected to “think outside the box” and attempt unfamiliar tasks.  Pedagogy is often innovative and technology is embedded into departmental planning. 

Therefore, the proposed pedagogy has been designed to ensure the teaching has high impact on every pupil and develops a broad range of skills.  Students’ ability to learn independently, think critically and communicate effectively is enhanced through quality, reflective teaching and feedback strategies.  Every student is expected to make excellent progress, developing into a resilient, positive and well-rounded citizen and a successful adult.

Challenge is a key part of Teaching and Learning at school


 

 

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