Teaching and Learning Policy
This Policy identifies the key principles and values that Oasis Academy Watermead has
identified as being fundamental to ensure that every child of every age can sparkle and
shine.
How do pupils learn best?
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At Oasis Academy Watermead we believe the most effective learning takes place when:Children are taught using a range of teaching styles in stimulating and supportive
environment.
Children are involved in their own learning through self-assessment and setting of targets
and know the steps they need to take to move their learning forward
Children feel safe and secure enough to take risks in their learning and experience learning
that is real.
Children are challenged but feel confident to achieve to their full potential.
Children are given feedback and can see within the lesson that they have made
progress/achieved the learning objectives.
The lessons taught ensure progression by building upon prior learning and engaging them
in a deeper level of thinking.
How will this be achieved?
Success Criteria created for the Learning Outcome:
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Created during the initial analysis stage of the sequence for writing or at the beginning of a
unit in numeracy
State explicitly WAGGOL and displayed as identified in the sequence for writing and maths
presentation policy
Marked against the end of the unit with the final outcome
Displayed in books in the appropriate WALT format as identified in the presentation policy.
Lesson Objectives:
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Displayed in every child’s book in the appropriate format and visibly on Learning Walls.
Identified and found within planning
Daily tasks marked against the objectives and success criteria by both adult and child.
Green pen to indicate success of the child in Literacy and red ticks in numeracy
Red pen to indicate areas to develop or wishes to develop and progress learning further
Purple polishing pens to be used by children to edit and improve work
Peer and self-assessment strategies to be used by pupils
Use of learning partners to encourage focussed pupil talk and reflection.
Worded Targets
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Set at least half termly and more where appropriate
Visual for children to refer to and take ownership of
Created with the child’s input and understanding
Tailored to child’s individual learning needs and stage of development
What will teachers will be expected to do?
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Plan effective and engaging lessons appropriate to stages of development, ensuring
children are engaged, interested and suitably challenged.
Plan lessons that encourage and promote children’s speech and language acquisition
particularly in EYFS settings and for children whose first language is not English.
Ensure the planning follows the sequence for writing structure or RWI planning in Literacy
and adheres to the Maths Long Term and Medium Term planning as devised by the
Literacy and Numeracy coordinators respectively.
Plan and teach extra daily Mental and Oral maths and SPaG sessions to improve and build
on children’s basic skills in these key areas.
Regularly assess children’s attainment and progress using Assertive Mentoring and the
EAZmag tracker and setting appropriate targets and next steps specific to the needs of the
child.
Ensure all children’s work is marked as soon as possible, using active marking wherever
possible and giving on the spot verbal feedback to equip the children with the necessary
steps to enhance their learning.
Create learning environments that are stimulating and engaging with the use of Literacy
and Numeracy Learning Walls as set out in the presentation policy.
Direct other adults within the classroom to specific learners or groups of learners where
necessary including afternoon interventions to support children in consolidating learning
form earlier that day.
Baseline any new children within a two week period in order to effectively set targets for
learning and progress including the use of visual formats to aid EAL children.
Key Stage 1 & 2
Curriculum:
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The topics that classes are required to cover are led by a driver taken from Chris Quigley’s
Key Skills that cover learning in a range of subjects and should include opportunities for
children to apply English and Maths skills in context. Learning begins with a stunning start
to engage and immerse them in their learning and should be concluded with a fabulous
finish where children have the opportunity to share and celebrate their learning.
Long term Curriculum overview, Medium term Curriculum map and short term plan
English:
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Literacy sessions should be topic linked and follow the learning cycle immerse, analyse,
skills, plan, write, review
Literacy medium & short term plan
Phonics:
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Children in Y1-5 not assessed as secure at band J will join a Read Write Inc hour long
group. Children will have a Read Write Inc session every day
1 day, 3 day or 5 day plan
Reading:
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Children not in a RWI phonics session will be involved in guided reading or book study
using a broad range of books and either a preparation or follow up activity or activities to
consolidate phonics skills each day
Weekly guided reading and activities plan
Maths:
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Maths learning is planned using the long and medium term plans developed by the Maths
Lead
All maths lessons should follow the AET calculation policy to ensure continuity and
progression in skills
All children will have a daily maths lesson
Maths short term plan
Additional sessions to accelerate progress:
 Handwriting (Martin Harvey)
 SPAG (Teach, Practise, Apply, Review learning cycle)
 Mental and Oral Maths (Teach, Practise, Apply, Review learning cycle)
Literacy SPAG plan, Mental and Oral Maths plan
Early Years Foundation Stage
In Foundation Stage the 7 areas of learning are: Personal, Social and Emotional Development,
Communication and Language, Physical Development, Literacy, Mathematics, Understanding the
World, Expressive Arts and Design. In Nursery planning should focus on the Prime areas. They
will also have group times planned which cover the 7 areas of learning. Medium term overview &
week by week plan including a set up plan
Literacy:
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Focused adult led activities should be planned across the week, linked to the topic and
following the learning cycle immerse, talk, write
Literacy medium and short term plan
Phonics and Reading:
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Children in Nursery should have a Letters and Sound Phase 1 adult led group activity each
day and then progress to becoming familiar with the first 30 speed sounds in Read Write
Inc when the class teacher feels they are ready.
Weekly phonics plan and coverage grid
Children in Reception should have a Read Write Inc session every day and children will be
grouped according to their progress.
1 day, 3 day or 5 day plan
Mathematics:
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Maths learning is planned using the long and medium term plans developed by the Maths
Lead
All maths lessons should follow the AET calculation policy to ensure continuity and
progression in skills
Children should have an oral and mental maths session every day planned using the rapid
recall and number facts chart developed by the Maths Lead
Focused adult led activities should be planned across the week, linked to the topic
Maths short term plan
This teaching and learning policy is designed to ensure that the principles that Oasis
Academy Watermead considers to be the essentials in providing a high quality, inclusive
education for all the children are put into practice by all staff who work within the school.
September 2015