Teaching & Learning
1. Aims & Statement of Intent
At Miftah An Nur, one of our core values is ‘ihsan’ or excellence and this is reflected in both our vision ‘To be a centre of excellence...’ as well as in our Mission "To provide a world-class education...’ We understand that the learning experiences of our students, as well as an investment in staff development, plays the most crucial role in this. We aim to create a nurturing learning environment where all children can thrive in their own learning journeys through our recognition of their diverse needs and ambitions. This policy outlines our approach to learning and teaching, and provides guidance for teachers and staff to ensure that all students receive a rich and engaging education. Our pedagogy is based on research around metacognition, working memory, cognitive load and child development.
Ready to Learn
Maslow’s Hierarchy of Needs tells us that pupils must have their basic needs fulfilled, to an appropriate level, before deeper learning can take place. This is also supported by research on how the brain functions whereby a brain in ‘Survival' mode or in an ‘Emotional’ state cannot function in the same way as a brain in an ‘Executive’ state of mind which is where most learning takes place. Therefore, it is imperative that through our relationships with children and our learning environments, we ensure students are in their most effective state of mind to learn.
Long Term and Working Memory
We create learning experiences where childrenare routinely expected to recall and build onprior learning systematically and makeconnections. This will support our children totransfer information from their working memoryto their long term memory.
Cognitive Load
We introduce learning in small steps to ensure the working memory is not overloaded to facilitate effective learning. In addition, we expect classrooms to be well-organised and clutter free, to minimise distraction which can interfere with the information that is being processed in working memory.
Where experiential learning is utilised to enrich the children’s experiences, such as an educational visit, the skills and conceptual knowledge should be imparted carefully and explicitly linked to the curriculum. This will ensure that the learning sits at the heart of the experience, so that the memory is not overwhelmed by an emotive response.
Rosenshine’s Principles of Instruction
Rosenshine’s Principles of Instruction underpin daily practice in our classroom, ensuring that children learn in an organised and consistent manner. The principles are sorted into four strands; (1) Sequencing Concepts and Modelling, (2) Questioning, (3) Reviewing Material and (4) Stages of Practice, giving teachers a clear understanding of the purpose of each principle. However, we recognise that these principles may not be seen in every lesson and that they add to a wider toolkit that teacher’s may use.
Learning through Play
We firmly believe that play is an integral part of learning all the way through school. We recognise play as explorative and active, often collaborative learning. However at Miftah An Nur we further define play as the opportunity to take part in low stakes learning opportunities that enable pupils to consolidate, embed or develop mastery in their learning. It is where children find joy in the process of learning and not necessarily in the outcome.
2. Scope
This policy is applicable to all community members.
3. Unique Definitions
- Play - This is the opportunity to take part in low stakes learning opportunities.
- Metacognition - Thinking about thinking.
- Dual Coding - Using different types of stimuli to support learning e.g. visual and discussion.
4. Processes and Practices
4.1 Early Years
Unique Child
In Early Years we recognise that each child is unique and learns at their own pace. As such we use the objectives from the Birth to 5 Matters document to support our understanding of children’s learning within each phase identified. Learning through play in Early Years is child led. Adults utilise these moments to observe, assess and plan cycles of learning to support the development of each child. Teachers ultilise long, medium and short term planning in response to the children to identify their needs and interests and use these to enhance opportunities for them to develop their skills.
Relationships
We assign children to key adults as we recognise that at this age, building close emotional bonds with adults enables children to be engaged, resilient and secure in their environment.
Learning Environment
Our learning environments are specifically designed and are well resourced to facilitate continuous provision. They invite children to engage in open ended play and explore their interests. Smaller section are created within the wider environment to form communication friendly spaces where conversations are encouraged and language is intentionally developed.
4.2 Primary
Planning
Teachers are expected to use long and medium term planning to identify the knowledge and skills that need to be taught. Where appropriate, short term planning will be used to support teaching and learning.
Planning
1. Do Now - Daily Review
Lessons begin with a ‘Do Now’ to immediately engage students. This is often a short review of previous learning to support the transfer of information into long-term memory.
2. Main Teaching
Lessons should include explicit and direct instruction in small steps that explain key concepts and skills, using a variety of teaching techniques or dual coding to help students understand and retain information. These techniques could include modelling, questioning, summarising, and reinforcing. Carefully planned, targeted questions are asked frequently to elicit children’s understanding and allow for timely intervention from the teacher or assistant teacher. The use of Talk Partners should be utilised, where appropriate. Teachers should also provide opportunities for students to demonstrate their initial understanding of what they have learned through guided practice.
3. Independent Practise
During independent practice, children are focused on the deliberate practise of the task they have been set, overlearning the skills taught. This may be in the form of play based opportunities, collaborative work or open-ended activities. Teachers are expected to plan activities with scaffolds and challenges. We also expect staff to allow students choice in choosing their activities based on reflection and self-assessment. ‘Grouping and scooping’ may be used when the adults in the room have assessed that a number of children share a misconception or that a group of children have not understood the steps to success. Finally emphasis is placed on thinking hard when learning. The question of ‘have you understood?’ is reframed to ‘what have you understood?’. Children are expected to be able to reflect and articulate their learning.
4. Assessment & Feedback
During lessons formative assessment in the form of questioning should be utilised to help to identify misconceptions. Verbal feedback should be provided to create opportunities for improvement within the lesson.
5. Responsibilities
The Board will:
- Monitor and evaluate the school’s performance based on summative assessment summaries.
- Ensure this policy and all policies are maintained and updated regularly.
The Executive Principal/Heads of Schools will:
- Provide ongoing professional development opportunities to enhance staff understanding and implementation of this policy including workshops, coaching, and collaborative planning.
- Conduct lesson observations and learning walks to improve and maintain standards of teaching and learning across school.
Staff will:
- Build positive relationships with all pupils;
- Read and adhere to this policy
- Engage in all continuous professional learning opportunities
- Raise any misunderstandings or concerns regarding this policy with their Head of School
Students will:
- Be enthusiastic and focussed on their learning;
- Ask questions with confidence and determination;
- Make connections between current learning and existing knowledge;
- Actively use their prior learning to enable them to complete tasks.
Parents/Guardians will:
- Be aware of the school’s teaching and learning policy;
- Communicate their child's needs and interests effectively.
6. Associated forms and documents
