Bailiff’s Ukraine Appeal
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|Author (Reviewed by):||Ruth Lea|
|Shared with Staff and Governors:
|Date of next review:||June 24|
Deep and meaningful learning occurs when students
Everyone is seen as a learner at JCG and we recognise the importance of developing a growth mindset culture amongst our staff, students and parents in order to excel as both learners and educators. (See Appendix 1)
Teaching and Learning
Extract from Making Every Lesson Count, Tharby and Allison
Teachers are responsible for:
Embedding these principles within our teaching provides a framework with a common language for talking about teaching while enabling us the flexibility and freedom to teach in our own style. We recognise that the application of these principles will look different across and within subjects. The principles do not represent a lesson plan; an individual lesson may focus on just one of the principles.
Students should take responsibility for:
Effective learning requires these attributes and dispositions.
Heads of Department and Heads of Faculty are responsible for:
Heads of School / Sixth Form are responsible for:
The Principal is responsible for:
Parents/guardians should be encouraged to take responsibility for:
The Governing Body:
The impact of the policy will be assessed by:
This collection of ‘five-step’ guides for teachers compiled by Tom Sherrington and Oliver Caviglioli is an excellent resource for teachers. ‘It is a beautifully illustrated tour of the most important things to be thinking about in teaching and in the leadership of teaching’ - Dylan William. A copy of Teaching Walkthrus can be found in all Faculty offices for staff reference.
A level Mindset (VESPA)
The Five Elements of the VESPA Mindset There are five key elements to success at A level and these five elements can be learned. Together, the five elements are called VESPA.
V = Vision How well do you know what you want to achieve?
E = Effort How many hours of independent work do you do per week?
S = Systems How do you organise your learning and time?
P = Practice What kind of work do you do to practice your skills?
A = Attitude How do you respond to setbacks?
Additional Learning Research for Teachers’ reference
Effective strategies for learning
JCG is committed to building a culture where observation of practice is intrinsic to the life of the College, non-threatening, and completely synonymous with our pursuit of excellence.
We aim for all teaching to be judged as good or outstanding and use the evidence from all forms of classroom observation to evaluate our success in fulfilling this aim, in addition to providing professional development and identifying good practice. Our lesson observation form can be found at this link: Lesson observation blank form
All forms of classroom observations are developmental and supportive and those involved in the process will:
We observe in order to:
Learning Walks and SLT pop ins
Expectations for informal and formal observations
The Observer and Observed will:
The Observer will: