Learning & Teaching

Our vision for outstanding Learning and Teaching at Abbot Beyne is characterised by engaging lessons that challenge and inspire all students; innovative use of technology; active learning that provides opportunities for deeper learning experiences; student-centered teaching rather than teacher-centered.

To support our drive towards consistently good and outstanding lessons, we have created The Abbot Beyne Learning Model. This articulates the ingredients of great learning.

Our programme of staff training and development is built around the Learning Model. Our Twilight Training, Top Tips and the Learning and Teaching Newsletter are an integral part of this programme. This coming year, we will be basing our programme around the themes of differentiation, assessment and questioning. These will rotate on a half-termly basis.

We are entering the second year of our Learning and Teaching Communities. All teachers and CALSs are members of an LTC. These groups exist to promote, share and further develop good practice.

We are also beginning our second year of 100 minute lessons and will use the training programme and LTCs to reflect on and further develop the practice within this lesson structure.

We firmly believe in not tying the hands of our teaching staff by insisting on a set lesson format or plan. However, we expect our teachers to deliver well planned lessons and will be promoting the use of our new five minute lesson plan to focus staff on the key areas of planning that contribute to outstanding learning in the classroom.

Our system of classroom observation is designed to be supportive and developmental. As well as the Performance Management observations, members of the SLT undertake blinks and work scrutiny exercises. These have a specific focus (e.g. questioning) and allow us as a school to identify examples of good practice and areas to focus our CPD on in the future.

This year we will also be using IRIS technology which will allow staff to record their lesson and reflect on it by watching it again in their own time. This will form part of our developing coaching programme too.

Additionally in 2013-14 we have expanded our trial of using iPads in the classroom. This is part of our vision to enable students to benefit from mobile technology in the classroom. We will base our programme of staff development around the SAMR model and will be evaluating our progress throughout the year against that model.

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