Teaching & Learning is built around these core areas; click on the links below for further information on each area:
The focus of questioning at Rastrick High School is structured around the following areas:
1. Importance of raising questions and the questioning environment
2. Methods of framing questions
3. Methods of delivering the question
4. Collecting Responses and evaluating progress
As a minimum once per term, teachers are expected to grade and record a set piece of work. This should be standardised across the department and be recorded in the form of National Curriculum levels, GCSE or GCE grades. This data is collected and analysed by the department to assist planning/interventions.
This may be done in the form of an assessment test, piece of coursework, assignment etc…
Some subjects may do this on a more frequent basis, particularly in Key Stages 4 and 5, where levelled tests and assignments are more frequent.
Student keeps a record of these termly levels and grades in the front of their class book and this should be updated throughout the year.
Climate for Learning
The creation of an outstanding climate for learning is the basis for outstanding teaching and learning. Creating an environment in which students feel secure but challenged allows progress for all.
Students must be directed to become effective learners through developing effective relationships with each other.
A good starting point for this is using an effective seating plan.
Research shows that students who are not challenged become bored and lazy and are less likely to reach their potential.
Lack of challenge can lead to disruptive behaviour, lack of enjoyment in learning and can even result in lack of belief in self.
At Rastrick our aim is to ensure that challenge is appropriate and evident for all learners and lessons are pitched high to support down were necessary.
The fundamental ways to introduce challenge are:
- By task
- By resource
- By outcome
- By support
Literacy can be defined as the ability to understand and use words in different contexts. Students should have the ability to cope confidently with the literacy needs of adult life. All teachers have a responsibility to deliver literacy within their curriculum areas. Students should be able to draw links between different subject areas and be able to apply these skills throughout the curriculum.
Literacy can be separated into three different areas:
Numeracy is much more than just knowing about numbers and number operations, it requires practical understanding. Students should have the ability to cope confidently with the mathematical needs of adult life. It is the responsibility of all staff to deliver numeracy within their subject areas to help students develop these skills and put key concepts taught in mathematics into real life contexts.
There are four key areas of Numeracy:
3. Shape, Space and Measure
4. Data Handling and Probability