Learning and Teaching Policy

Learning and Teaching at The Bishop Wand Church of England School

At The Bishop Wand Church of England School we seek to ensure that every student achieves their God given potential throughout their learning.  This document sets out the standards expected of all teachers in every lesson in order to ensure that students make the progress they need to in order to be successful and achieve.

Schemes of Work

Heads of Department are responsible for ensuring that schemes of work are in place for all year groups.  Schemes must be designed to allow teaching staff to quickly access all the information they require to plan engaging and differentiated lessons as part of a longer term framework.  All schemes must meet the needs of the National Curriculum at each Key Stage.

Learning objectives and success criteria

These should be planned and derived from the scheme of work. The learning objective will outline what the teacher wishes the students to learn and why they need to learn it. Success criteria will enable students to identify their own strengths and weaknesses in any lesson.

Lessons will usually include a starter activity to settle students, engage them and link their learning to previous lessons. A range of development and consolidation activities are key as part of the main body of the lesson and will develop learning and understanding of both knowledge and skills.  Learning should be reviewed with a plenary activity.  This can take place within or at the end of the lesson.


Teachers should use prior data to identify which students will need support and extension.  This must be planned to enable every student to access the learning activities and be engaged in developing their understanding.  Students in need of support or extension should be identified in the lesson plan and the strategy intended to support the student identified.  Some students will have a Learning Support Assistant assigned to them, and their support must be planned by the teacher of the lesson.  All students should be stretched and challenged within their lesson regardless of ability.


To maintain engagement lessons should have sufficient pace to keep students’ attention.  Longer periods should be sub-divided where possible, and times related to the students.  Shorter blocks of time give the chance for mini plenaries and on-going feedback to recap and develop students’ learning.

Variety and engagement

Students learn in a variety of ways and respond to different stimuli.  Lessons therefore must address these styles and include, over a number of lessons, opportunities for students to learn through different media.  Wherever possible the students must be involved in active learning; learning tasks that are structured so as to involve the student fully, interacting with others, moving within the room, working creatively etc.

Assessment for Learning

Assessment for Learning is fundamental to effective learning for each student. Every student must be clear about where they are in their learning, where they need to get to and how to get there. This should lead to students who can articulate their strengths and weaknesses and how to improve. The use of personalised learning checklists can facilitate this process.

Teacher / student feedback

One of the most important ways of assessing learning is the feedback communicated between the teacher and the student.  Teachers must know how well the students understand the work being undertaken, and plan to secure areas of difficulty.  They must also know which students need extension and plan to provide that.  There are many active and interesting ways of doing this within lessons such as thumbs up/down, number fans, red/amber/green cards etc. One key area of this is through questioning which should be done carefully and involve different questioning techniques such as no hands, pose/p