Teaching+and+Learning+Guidelines

=** Sunnybrae Normal School **= =** Teaching and Learning Guidelines **=

** 1. Introduction **
These guidelines summarise the key beliefs and practices that direct the learning and teaching at Sunnybrae Normal School. Teachers should read these guidelines in the context of our **School Charter and Strategic Plan** (below) and alongside their Professional Standards documents.
 * || [[file:SNS Charter Strat plan Feb 2017.pdf]] ||  ||

** ... what do we tell our parent community about learning and school? **
**// Striving for excellence in teaching and learning //****// with the aim of ensuring //****// maximum achievement levels //****// for all students is a key goal. //** At Sunnybrae Normal School we believe that all children have the right and ability to learn; we have high expectations of every student. Each child is an individual with differing needs, talents and abilities. Children learn at different rates and in different ways and we acknowledge this by providing a range of activities and settings for learning. On-going assessment informs the planning of programmes.

Students need to know **what they are learning, why they are learning it and what they need to learn next** **.** Our focus is on ensuring students understand the process of learning, how knowledge is created and what their role is in creating it.

A variety of effective teaching strategies and approaches are used to achieve success in learning. These include: an inquiry based approach, problem solving, authentic learning experiences that relate to real life contexts, co-operative learning, ability based individualised and group learning, interactive and ‘hands on’ experiences, use of the environment and peer tutoring. We believe it is our responsibility to offer children the best and most effective strategies to suit their learning needs.

It is our aim to establish a life-long love of learning that will set all children up for success. Our school Charter states that:

**‘Departing Year 6 students will view learning as purposeful, fun,** **life long, self-initiated and an integral part of their life.** **They will be balanced individuals, with strong basic skills,** **a confidence in their own ability to succeed, and positive in their outlook.’**

** 2. Pedagogy **

 * What does the research say about quality teaching? **

The following ten research-based characteristics of quality teaching (as listed in the __MoE Best Evidence Synthesis report__ by Adrienne Alton-Lee 2003) will be on-going reference points for us: groups of students. ||
 * 1. || Quality teaching is focused on student achievement (including social outcomes) and facilitates high standards of student outcomes for heterogeneous
 * 2. || Pedagogical practices enable classes and other learning groupings to work as caring, inclusive and cohesive learning communities. ||
 * 3. || Effective links are created between school and other cultural contexts. ||
 * 4. || Quality teaching is responsive to student learning processes. ||
 * 5. || Opportunity to learn is effective and sufficient. ||
 * 6. || Multiple task contexts support learning cycles. ||
 * 7. || Curriculum goals, resources including ICT usage, task design, teaching and school practices are effectively aligned. ||
 * 8. || Pedagogy scaffolds and provides appropriate feedback on students’ task engagement. ||
 * 9. || Pedagogy promotes learning orientations, student self-regulation, metacognitive strategies and thoughtful student discourse. ||
 * 10. || Teachers and students engage constructively in goal-oriented assessment. ||


 * Our understanding of what and how students learn **

Teachers will have a shared understanding of what and how students learn. Programmes and planning will reflect teachers’ knowledge of the following:
 * the **New Zealand Curriculum ** and curriculum integration.
 * [[file:NZ Curriculum.pdf]] ||  || [[file:NZC - AOs for Learning Areas.pdf]] ||
 * **Differentiation of learning** and addressing the learning needs of each student - ability groups are used for key learning areas – reading, writing and maths. The following documents support this:
 * || [[file:Meeting Diverse Needs policy.pdf]] ||  ||   || [[file:KaHikitia Summary 2013-2017.pdf]] ||


 * [[file:GATE statement 17.pdf]] ||  || [[file:Special Needs Procedures 17.pdf]] ||   || [[file:ELL procedures 17.pdf]] ||
 * the **SNS vision/values** and **key competencies** to be taught
 * the importance of using **authentic learning contexts** through a flexible approach to optimise learning opportunities
 *  **student centred learning** and the development of a self-concept of being a lifelong learner
 *  the **problem solving approach**
 *  **inquiry based learning** – use of the SNS Inquiry model and Differentiated Curriculum Model (Hook/Mills) below:
 * [[file:SNS Inquiry model.pdf]] ||  || [[file:01 SOLO Planner blank.doc]] ||
 * higher order and **critical thinking skills ** and tools – refer to the Thinking Competency & Questioning Overview below and the SNS SOLO wiki
 * [[file:Thinking Competency & Questioning Overview 10.pdf]] ||
 * the effective use and **integration of e-learning tools** and resources – refer to the E-learning Policy, Appendix and Blogging Guidelines documents below:
 * [[file:Curriculum E-learning policy 14.docx]] ||  || [[file:Curriculum E-learning appendix 14.doc]] ||   || [[file:E-learning blog guide 2017.pdf]] ||


 * the importance of **student engagement** and making **maximum use of all learning time** available – effective timetabling is a key factor (i.e. school and class)
 * a variety of **effective teaching approaches** to engage all learners
 * how to manage behaviour consistently within a **positive learning culture**, one that is developed through effective communication and mutual respect – refer to the School Behaviour Plan and Communication Statement below:
 * [[file:Behaviour Management Plan 17.pdf]] ||  || [[file:CommunicationStatement16.pdf]] ||


 * 3. Curriculum Delivery **

The **NZ Curriculum** informs our school-based curriculum. The **Values, Principles and Key Competencies** underpin our teaching and learning; they are integrated into planning. Professional Learning and Development goals reflect a commitment to actioning the **Teaching as Inquiry** cycle with an emphasis on improving teaching and learning.

Teachers will refer to the School policy for Delivering the Curriculum, the document for the current year, along with the Curriculum Policies and Statements for each Learning Area (see 6. for links to these statements below).
 * [[file:Delivering the Curriculum policy16.pdf]] ||  || [[file:Delivering the Curriculum 2017.pdf]] ||   || [[file:General Organisation Guidelines 2017.pdf]] ||


 * 4. Planning **

It is the responsibility of the Principal and Syndicate Team Leaders to ensure that every teacher prepares adequately for his/her work; develops a class programme that is closely linked to the National and school-based curriculum documents; regularly evaluates students’ progress and the class programme overall; and maintains a cumulative record for each student.

The Senior Leadership team are responsible for ensuring that classroom observations are made and planning is monitored regularly so that an appreciation of the total preparation being actioned by each teacher is developed.

Each teacher is expected to provide a well-balanced, high quality and appropriate programme. Sound preparation includes written planning, which is clearly of use to the individual teacher. It needs to provide a good model for student teachers.


 * The preparation undertaken by a teacher may include: **
 * Background reading and study.
 * Considering programme intentions and development, including the setting of learning intentions and success criteria.
 * Organising resources, including ensuring the inclusion of e-learning tools.
 * Preparing the physical classroom environment, including relevant displays – the walls should be print rich and able to be used as a resource.
 * Drawing on formative and summative assessment data during the planning process.


 * Specific aspects to be adopted: **
 * * Electronic planning templates are provided for teachers to ensure consistency of planning standards. ||
 * * Syndicate leaders are responsible for the planning and preparation of the teachers in their syndicate team and will view written planning regularly. They will view programmes in action, providing guidance and feedback to teachers in a collegial manner. The Principal will fulfil this role for the Syndicate leaders – refer to the Performance Management Cycle for further details. ||
 * * School wide and syndicate co-operative planning is developed where possible. ||
 * * A school wide overview is developed each year and from this, syndicate team overviews are developed for each term, taking into account relevant, authentic learning opportunities. ||
 * * Class planning is to be available for a relieving teacher when the class teacher is absent. This planning may be used in conjunction with the reliever’s own planning. The syndicate leader will monitor the relieving teacher’s programme. ||
 * * The teacher, who will consider syndicate and school timetables, will prepare a timetable for each class. Each timetable will be confirmed by the Principal and filed in a central folder on the school server. While the timetable will normally be adhered to, there must be flexibility within the timetable and programme generally to capitalise on emergent teaching opportunities i.e. the ‘teachable’ moment. ||
 * The ** inter-relationship of planning, teaching and assessment ** is key to the successful preparation of programmes that will ** meet the needs of individual students **.

For further details refer also to the Assessment for Learning Statement (below) and syndicate planning guidelines. ||


 * 5. Assessment for Learning **


 * Rationale ** : Students’ learning goals are met through programmes that cater for individual needs. In order to meet these needs and comply with NAG 1, assessment will be functional, accessible, manageable, on-going and purpose driven. Schools need to continuously gather, record and evaluate information about school-wide and individual student achievement, which can easily be communicated within and beyond the school community. The information needs to describe progress in relation to stated goals.

Full guidelines are provided in the following **Assessment for Learning Statement**:
 * || [[file: Assessment Statement May 2017.pdf]] ||

Additional guidelines are provided at the end of Term 2 and the beginning of Term 4 that are specific to Mid and End of Year assessment requirements, including report writing. Other resources to refer to include: National Standards documents; Literacy Learning Progressions and English Language Learner Progressions. Links to supporting websites are included within the statement above.

** 6. Curriculum Statements ** These school-based statements guide the planning for programmes in each of the Learning Areas as stated in the NZ Curriculum (see below) **Contents include**: 1. Curriculum Policy 2. Organisation and guidelines – includes specific teaching strategies if required. 3. Curriculum Map – back mapped from 2007. 4. Overview for some Learning Areas – e.g. Maths – Strand topics, Phys-Ed skills 5. Recommended resources including relevant websites
 * [[file:NZC - AOs for Learning Areas.pdf]] ||


 * Click on the following links to access the teaching and learning statements for: **

CWSN - Children With Special Needs E-learning English Environment ESOL GATE Inquiry Learning/SOLO Library and Information Centre Health and Physical Education Maths Maori Science Social Studies Technology The Arts - Visual Art, Music, Dance, Drama