Teaching and Learning
We strive to ensure that our students experience an ambitious, broad and engaging curriculum that will enable them to achieve success. We are a truly comprehensive school, encouraging all abilities and aspirations. With this in mind, we are committed to the continuous improvement of teaching and learning.
At Abbeyfield, we invest in a high quality CPD provision to ensure that every member of staff can reach their full potential, and in turn, provide our students with the very best learning opportunities.
Examples of this include:
- Designated time for ‘Subject Planning and Development Sessions’ – ensuring that teachers have the opportunity to develop their subject knowledge with their faculty teams
- Staff development and training, creatively delivered to facilitate personal reflection
- 15 Minute Forums – weekly short, sharp voluntary sessions delivered by teachers from across the school allowing for collaborative good practice.
- Coaching and Mentoring programmes from our CPD Team
- Well – resourced CPD Library
- SWAN Partnership Networking
- Commitment to developing our leaders through CET leadership courses and the NPQ programmes
Teaching and Learning is our core purpose. Teacher’s are given the tools to be able to enable the very best provision for our students.
We believe that every member of our school community should be a lifelong learner and we provide a bespoke CPD and support programme to facilitate the delivery of our Quality First Teaching Charter. This outlines our approach to teaching and learning which underpins our ambitious curriculum.
Quality First Teaching Charter
IMPLEMENT ABBEYFIELD ROUTINES
- The “Abbeyfield Way” is applied consistently, day in day out.
TEACH TO THE TOP
- Teacher’s set the bar high and expect all students to produce excellent work but acknowledge the route to producing this work may be different depending on the students’ needs.
- Work is not be pitched in the middle and then ‘made more difficult’.
- Teacher’s think carefully about how learning is scaffolded and carefully select resources so all students can access the most challenging work.
DELIVER ENGAGING, LEARNING-LED LESSONS – (RATHER THAN ACTIVITY LED)
- Lessons are designed and sequenced to achieve the ‘Big Picture’.
- Students know why they are learning what they are and understand their end goals.
- Teacher’s apply pace and challenge by planning engaging, active, memorable and well-paced lessons.
- Teacher’s plan what the students will be doing, rather than what they will be doing.
- Teacher’s keep schemes of learning and lessons moving at a brisk pace to ensure that there is no passive non-engagement.
APPLY ‘ASSESSMENT FOR LEARNING’ STRATEGIES
- Teacher’s use a range of formative feedback strategies (for example, mini-plenaries, recall activities, effective questioning) to adapt their planning to inform the next stage of the students’ learning.
DELIVER ‘APPLICATION OF KNOWLEDGE AND SKILLS’ TECHNIQUES
- Students are taught to apply their knowledge and problem solve so it is committed to long-term memory.
- For older students this will lead to them deciding and accessing demanding exam questions and to develop exam technique.
FACILITATE EFFECTIVE REMOTE LEARNING
- Staff deliver a planned programme of high quality and challenging remote learning which develops understanding and embeds knowledge.