Teaching and Learning

Teaching and Learning Strategies

Academy Aims and Objectives for Learning

The quality of learning is the most important aspect of St Wilfrid’s Academy whether in terms of modifying inappropriate behaviour(s) and/or developing in terms of academic progression, and the quality of teaching is one of the most important factors contributing to this.

Within national and local constraints, St Wilfrid’s Academy aims:

  • To allow learners to make progress in their learning which will be deemed good or better by national standards and also in relation their on-entry assessments;
  • To lay the foundations for a lifetime of learning through providing active, challenging and enjoyable learning experiences for learners who will be involved in and aware of the process of learning and become increasingly independently responsible for their learning;
  • To engender a positive approach to learning;
  • To train, develop and support teachers in their vital role of unlocking the fundamental skills, knowledge and potential in the learners;
  • To promote the use of resources which stimulate the motivation to learn;
  • To promote the organisation of appropriate learning situations which will bring about maximum learner involvement. 

The policies, procedures and plans for the curriculum, learning (objectives, resources, processes, organisation of learning situations) and assessment should complement each other in order to provide a cohesive experience for learners and teachers.

Assessment

Learner assessment is fundamental to safe and effective practice. By collecting and collating baseline data, teaching and learning staff are able to create accurate and stretching individual personalised learning plans and qualification pathways for each young person. Learner progression is monitored continuously and reported at a half termly and termly basis.

At St Wilfrid’s we use a variety of multi-disciplinary assessment tools to ensure a systematic process of identifying the strengths and needs relating to a young person, in order to decide on appropriate further action.

Key Stages 1 and 2

Baseline and on-going assessments include behaviour risk assessment, GL CATS Tests, Delta wide standardised tests in Maths and English, Phonics and teacher assessments against national curriculum and Early Years Foundation Stage (EYFS) levels.

Key Stages 3 and 4

Baseline and on-going assessments include behaviour risk assessments, GL Subject Progress Tests, half termly Delta wide Maths, English and Science standardised tests and teacher assessments. These can be supplemented with additional assessments where appropriate, such as dyslexia screening.

Following assessment, baseline information is generated and Individual Personalised  Learning Plans are developed for each learner. From these plans, educational and personal aspirations, goals and achievements are defined and improvements monitored for each individual.

Following assessment, baseline information is generated and Individual Personalised  Learning Plans are developed for each learner. From these plans, educational and personal aspirations, goals and achievements are defined and improvements monitored for each individual.

Reports

Using the comprehensive data collated (both baseline data and progress data), we are able to offer academies and schools in-depth and robust data reports on the progress and achievements of each individual they have referred and of cohorts of pupils and young people.

Reports can include information on demographics, attendance, behavioural progression, attainment progression, risk factors, offending behaviour, substance misuse (if appropriate) and destinations.