St. Mary’s Catholic High School, Dubai – Muhaisnah

TEACHING AND

LEARNING POLICY

Written by: Head of Section

Reviewed: June 2019

Endorsed by: SLT

Next Review: June 2020

Approved by: Board of Governors

Teaching and Learning Policy (Years 1 – 8)

Rationale The Teaching and Learning Policy of Saint Mary’s High School Muhaisnah is underpinned by the mission statement of the school which states:

“We provide holistic, quality, affordable, and inclusive education that develops innovative, globally aware and lifelong learners who are capable of making good moral judgments, guided by the values of respect, honesty, compassion, and excellence in a multicultural environment.

All teaching and learning in the school is based on a belief that every student is unique and will be treated equally. All relationships in the school: teacher to student; student to student; teacher to teacher and those involving members of the extended school community are built on respect, honesty, compassion, and excellence. We believe in striving for excellence through fostering a sense of responsibility and empowering all members of the school community to think critically and creatively. This is a collaborative learning environment where students, teachers, school leaders and parents cooperate together with the aim of enabling students to become globally aware and lifelong learners prepared to face the challenges of the 21st century. As a result of these core values we believe that:

● Students are entitled to a broad and balanced curriculum, which offers a range of experiences that are relevant to their lives and which provide a foundation for their future learning.

● All aspects of each student’s development are equally important and are interconnected. ● Students learn best through active/visible learning and when they are interested and

involved as participants in the learning experiences presented to them. ● They should have opportunities to experience success and achievement as well as

learning through their mistakes in a secure, happy and caring environment.

Aims

● To ensure a consistency of the standards of teaching and learning across the school. ● To encourage students to develop and thrive as confident, secure learners who are able

to fulfill their potential. ● To enable students to develop enquiring minds and the ability to question, make informed

choices, apply themselves to tasks and to reflect upon their own learning and experiences.

● To enable students to be independent, self-motivated and able to work and play cooperatively with others.

● To enable students to appreciate, respect. and understand others and the world in which they live.

● To provide a curriculum that meets the requirements of the English National Curriculum

and Early Years Foundation Stage (EYFS) guidance.

Objectives

● To foster a love of learning. ● To develop each student’s self-esteem and sensitivity, tolerance and understanding

towards the needs and feelings of others. ● To provide a safe, happy and stimulating place to learn. ● To encourage students to develop an understanding of moral values and different ways

of life. ● To ensure equal opportunities in relation to gender, race, class, special needs, culture,

and belief. ● To promote, celebrate, and value the diversity of the school and the wider community. ● To demonstrate a commitment to high expectations and high standards of achievement

for all. ● To use assessment to identify abilities, strengths, and successes and to form the basis for

all teaching and learning experiences. ● To provide high-quality resources which ensure access to all aspects of the curriculum for

all and which reflect the diversity of the society in which we live.

Equal Opportunities and Arrangements for Inclusion

● All students are to have equal access to the curriculum regardless of gender, race, cultural background or any specific physical or sensory needs.

● Teaching is organised to enable pupils of all abilities to access the learning. ● Activities are differentiated in order to meet the different needs and abilities within the

class. ● Teachers have high expectations of all students.

Learning Experiences Students learn best when they:

● Are valued, happy and active; ● Are interested and motivated to learn; ● Evaluate their progress; ● Are engaged in problem-solving and investigative; ● Learn through first-hand experiences and through experimentation; ● Listen, talk about their work and record their experiences; ● Communicate their learning to others; ● Evaluate their own work and discuss their progress with adults and their peers; ● Practice and consolidate newly acquired skills; ● Talk about what they have learned at the end of a session and anticipate what they

might learn next; ● Ask questions and suggest solutions to problems through their own learning; ● Engage in meaningful practical activities which help them to clarify and make sense of

their experiences;

● Use their imagination and their own ideas to develop and achieve their potential; ● Make choices, take risks, and manage their own time to complete tasks set; ● Plan and participate in co-operative learning; ● Learn to value the work of others; ● Work individually and as members of a co-operative group.

Teaching and Assessment Strategies Teachers will:

● Prepare and plan lessons and resources adequately. ● Provide differentiated activities that extend each student’s learning and progress. ● Mark and assess each student’s work in accordance with the marking and assessment

policies. ● Convey high expectations of behaviour that encourage autonomy, trustworthiness, self-

respect and respect for others. ● Observe and assess all students in the class, being especially aware of the needs of

students. ● Use effective questioning techniques. ● Provide a balance of teaching styles including exposition, practice and reinforcement, and

discussion. ● Provide a balanced variety between individual, group, and class work. ● Provide a balance between teacher and student-initiated activities. ● Provide encouragement, positive reinforcement, and praise. ● Regularly assess the achievement and progress of every student using formative

assessment strategies ● Periodically provide a summative assessment of each student’s attainment.

Differentiation

Every lesson will be planned with differentiation of tasks to suit all ability levels.

● Learning objectives and experiences will be differentiated by

o Varying tasks o Varying the expected outcome o Varying the time constraints o Varying the amount of work given o Offering extra support o Offering extension activities o Various types of questioning

● Differentiation will make particular provision for students with special educational needs, more able pupils, and newly-arrived students.

● Differentiated experiences will be detailed in the weekly planning.

The Learning Environment

The learning environment will be managed so that students will have the opportunity to:

● Achieve academically to their potential; ● Work individually, in groups, pairs, or as a whole class; ● Work with students of a similar ability to themselves and in mixed ability groups; ● Work collaboratively; ● Develop independence; ● Use initiative; ● Learn through active participation in their learning.

Display Displays are used not only as ways of acknowledging and valuing the work of the students but also as a teaching tool. They should:

● Be attractive and stimulating; ● Reflect and celebrate work from students of all abilities; ● Reflect the process of learning as well as the finished product. ● Be interactive ● Reflect the key words and themes being studied at the time.

● Act as a support for learning - e.g. key words. main ideas for learning, stimulating thought and discussions etc.

Behaviour Management: Routines and Rules

● Having clear rules and routines contributes to a healthy learning environment. ● All members of staff must follow the agreed guidelines in the school’s Positive Behaviour

Policy. ● The school rules should be on display in each classroom and around the school. ● It is the responsibility of each teacher to discuss the school rules regularly with their class

and apply them according to the age of the students. ● Teachers are expected to ensure that students tidy the class and leave furniture in an

orderly manner at the end of a lesson and the end of the school day. ● Students must be accompanied when moving around the school. ● It is the responsibility of every member of staff to encourage, praise good behaviour and

challenge bad behaviour choices around the corridors and in shared spaces.

Planning

● Planning will take place in the year group and/or subject teams, with reference to the English National Curriculum, the curriculum for the EYFS, and the School's Medium Term Plans.

● Teachers and support staff will meet regularly in year groups and/or subject teams to discuss planning.

● An agreed, Individual Lesson Plan sheet is used by teachers appropriate to the stage and subject.

Resources

● Each classroom will be equipped with a basic set of resources and books appropriate to the age range.

● Specialist resources will be stored in the appropriate curriculum resource area and will be regularly audited by the Subject Leader.

● Students will be taught how to use all resources correctly and safely, with care and respect, and with regard for Health and Safety and environmental awareness.

● Care will be taken to ensure that resources reflect the cultural and linguistic diversity of our society and that all students have equality of access.

We are at your service!

Classroom Guidelines - EYFS Early Morning Routine

On arrival all children will go to their respective classes where activities will be laid out with for them to get busy with. The teachers are expected to interact and play with the children. Observation notes could be taken too during this free flow time. End Day Routine

The home – time sign will be posted on the door to signify to all fetchers that the children are ready for dismissal time. 2 minutes before 12:00 children are expected to line up near the door area of the classroom. Children who are not picked up by 12:30 PM will be collected and brought in the Learning Stations (EYFS Lobby). Ms. Jean and Ms. Cathy will attend to the children. Children are not hand over to people who are not the assigned persons. Parents must give written intimation if there is a change in the person picking the child from school or if there is a change in their home time plan.

Kids Club (Day Care) Parents are provided with this service at a charge. Teachers and Assistants will supervise the club using a set planned programme. Kids Club children will remain in their classes until 12:30 until they are picked up by the staff responsible for the Kids Club. The After School will remain as Day Care where the child stays with Ms. Jean and Ms. Cathy.

FS Timings Sunday to Thursday

Expected Arrival: 7:00 - 7:15 Socialization & Play: 7:15 - 7:30 Class Time: 7:30- 12:00

P.E. Timings

FS 1: Every Thursday FS 2: Every Wednesday

Assembly All FS children will meet in the FS Hall every Thursday at 7:30 AM starting on the third week of September. Topics such as rules, discipline, activities, PSED, prayer and National Anthem will be done during this time. Every Thursday there will be one class who will lead the assembly. FS 2 A – September 21 FS 1 A – October 26 FS 2 B – September 28 FS 1 B – November 2 FS 2 C – October 5 FS 1 C – November 9 FS 2 D – October 12 FS 1 D – November 16 FS 2 E – October 19 FS 1 E – November 23 And then will repeat with FS 2 A and so on.

Toilet Routines

● FS 1 & 2 Children must use the washroom/toilet before the start of the class, before home time and during snack time.

● Discipline when using the toilets must be reinforced and reminded every day (wait for your turn, conserve the water and tissue, turn off taps when done, hand washing process)

● Children must wash their hands before and after snack time, after play and after any messy activities

● Children must be supervised when using the washrooms ● An adult must always be around to support the children using toilet/wash hands

Snack and Play Time Routines

● Children will have their snacks in the classroom or outside (depending on the weather) ● The children have one snack break but FS 1 can have two breaks depending on the

settling down in term one. ● The teachers must collect all the junk foods and treats (chocolates, candies gums) and

return to the children’s snack bags before they go home. ● Class Teacher and Teacher Assistant must coordinate in the supervision of children during

break time. One can take a break while the other one will stay in the classroom for the children, however the two must be together when supervising children during playtime, outdoor activities and messy play.

● Teachers may have their snack with the children if they choose to do so, but not during the children’s playtime as we need to be vigilant for their safety and continuous provisions. Our number one priority is the SAFETY of our CHILDREN.

● Children must be taught how to use the resources at playtime, FS Play Area, Learning Stations and Sand and Water Play. Teachers should not leave any of these areas unattended when there are children and impose cleaning and tidying up after playing. No one will be allowed to go back in the classroom unless everything in the play area is fixed. Let us teach the children to be organized all the time.

Attendance Children who have 100% attendance for the month and without any late will receive a certificate during our FS Assembly. Teachers must maintain the attendance register in the Orison Portal.

Partnership with Parents All parents are treated with respect. We do not shout or raise our voice in any circumstances, even when we know we are right. It is important we understand every family situation and work towards supporting the parents rather than judging them with or without evidence. Parent Involvement:

● Child’s Diary ● Planned Parent Teacher Conferences ● Arranged Meetings ● Parent Story Telling Day ● Parent Activity (Making a Christmas Décor with their children) ● Learning Journal (Parent Corner) ● Parental Checklist

It is not best practice to get develop personal friendships with the parents. Parents are not allowed inside the classrooms or help with any school-related work without permissions.

Appointment to the Class Teacher

● Parents are requested to write in the diary or email if they need to talk to the class teacher. Class teachers must answer the parents and at least sign the diary within the day to show them we prioritise their concerns and we care for what they have to say.

● Teachers are only allowed to communicate through email or diary. ● No one is allowed to give personal contact numbers to the parents for any reasons at all.

Care for the Children

● The children’s safety is utmost importance. Class teachers and/or teacher assistants must be with the children at all times. The ideal situation is to maintain a ratio of 1 adult per 12 children. We must coordinate among ourselves to make sure that we follow this procedure.

● Snack time, outdoor play, playing in the sand area and any other movements within the school building must be well supervised.

● Children are not allowed to leave the classroom or be left in the classroom unsupervised at any time.

● All children are treated with respect. Teachers must use positive language with children. Teachers do not shout or raise our voice at the children at any circumstances. Be stern but kind. If a child misbehaves or is difficult to handle we must try to understand why and help alleviate the situation. This may require time and definitely

a great deal of patience. We do not ridicule children or demoralise them. This goes totally against our objectives of helping their self-esteem and confidence. We support the strict observance of FS and school rules and ensure that children are supervised at all times while at school.

● If we feel the need to de-stress please leave the children in the care of the other adult (for not longer than 5 minutes) so that you are able to unwind and then return to the class composing yourself appropriately.

Behaviour Management Procedures All concerns about behavioural challenges should be addressed with Sister Terry. Teachers are expected to fill in the anecdotal report if the child is continuously having challenging behaviour. If there are cases like this the teacher must communicate with Sister Terry and she will observe the child with you. If circumstances get serious the parents will be called to address our concerns.

● Sticker for good behaviour ● Green Circle ● No Playtime for three consecutive misbehaviour ● Visit Sister Terry’s Office ● Walk along the EYFS Hall to pacify the child ● Keep a log (anecdotal report) ● Call in the parents

Keep an eye on children who do not seem to earn rewards. We do not wish to lower their self-esteem and may need to address this immediately.

Incident Report

- There is an incident form in the EYFS Office every time there will be an incident or behavioural issues in the class the teacher should accomplish the form. Step 1 – Class Teacher accomplish the Incident Form Step 2 – Secure the signature of Sister Terry or Miss Princess Step 3 – TA will photocopy and submit the form in the EYFS Office Step 4 – if the incident has something to do with behaviour then we must give a copy to the Pastoral Care, SENCO, and Guidance.

- If the teacher needs to talk to the parents regarding the class standing, progress or behaviour of the child she should be sure that evidences are gathered accordingly to prove the claim.

- Send an email to Sister Terry and Miss Princess. Parents will be called in the office and we will talk to them (Sister Terry, Miss Princess, Class Teacher, TA).

- If and when faced with difficult and delicate matter then Mr. Derrick must be notified like what we did in the previous cases.

Anecdotal Report

- It is a confidential form made by the class teacher which you have to record your continuous observations about the child in terms of behavioural concerns. The form will be submitted with Sister Terry and Sister Alma our Head of the Pastoral Care.

Important Note: Sister Terry will be handling cases in terms of behaviour so if the parents complain or you have complains please email or talk to Sister Terry directly.

Medical Matters

● Any incidents must be recorded in the Incident Form and should forward a copy to the parents, EYFS Office and clinic.

● Parents must be informed via child’s diary or phone call. ● Nurse Diane and Nurse Julie are ready for immediate first aid needs. ● Children are encouraged to cough and sneeze into their arms (Folded at the elbow over

their mouth) rather than into their palm. ● We encourage parents to keep their children at home if they are sick. ● Medicines are only administered by our school nurses or doctor.

Requisition of Materials/Printing/Photocopy/Lamination Procedures Step 1 – The TA or class teacher will accomplish the requisition form Step 2 – Secure the signature of Miss Princess then Sister Terry Step 3 – Secure the signature of Sister Rosalie Step 4 –Follow up the request to Mr. Rommel for the materials, Mr. Alver for the printing and

lamination Requisition of materials must be two weeks ahead of time. Materials in the Classroom

- The list of materials will be given to the class teacher. The form must be signed by the

Class Teacher and Teacher Assistant. Teachers are accountable for all the materials in your own classroom. If the materials for teachers get destroyed or misplaced you have to replace them.

- Please return at the end of the year or when destroyed for replacement the following: -

✓ Pair of scissors ✓ Stapler ✓ Glue gun ✓ Ruler ✓ Plastic container of your stuff ✓ Other materials that Miss Princess had given you

On Borrowing:

✓ Borrowing is allowed however please, do return all items and other things

borrowed. ✓ If ever you misplaced the things you borrowed, do replace and return to the rightful

owner.

Birthday Celebrations

Birthday parties are strictly prohibited in EYFS but there could be a simple celebration in the classroom. However, EYFS Team expects the parents to comply with the following guidelines:

● The child will come in his/her SCHOOL uniform. No costume or other special attires will be allowed.

● The parents may hand over the goodie bags to the class teacher but they are not allowed in the classroom. The teachers will help the child distribute these goodie bags to his classmates before going home.

● No cake or we will return this to them. ● Failure to comply with the aforementioned guidelines would mean no birthday celebration.

Class Lists

● The sections of the children are already final and no one will be allowed to change sections for many reasons.

Displays

● Children must have an opportunity to do as much creative work as possible. Not everything

must be displayed. Remember that the process is as better as the product. Allow the children to explore and create their own artwork. Classroom Bulletin Board must be changed regularly (every Thursday) all displays must be removed and put in the Learning Journal of the children.

Classroom Décor

● Our classroom must have the same areas such as Arts and Design Area, Reading Area, Role Play Area, Construction Area, Messy Area. These areas are for the children to

explore so that when they are done with the activity allotted to them you may teach them to be independent and choose their next activity.

● The design of your classroom is at your own discretion. However, we believe that a colourful, displays and artistic decorations contribute to the interest of children to learn. Therefore , your classroom is a place where “Home” is being felt by your children. Keep in mind and heart to modify and bring in something exciting from time to time inside your classroom. LET US TREAT OUR CHILDREN THE WAY YOU WANT TO BE TREATED-APPLYING THE GOLDEN RULE ALL THE TIME.

● Please have a portion in your big bulletin board inside the classroom where the following documents will be attached:

INFORMATION BOARD

● Focus Group ● Schedule ● Mid Term Plan (Term 1) ● Daily Plan

What are we learning today? (WALT)

● This should be beside the whiteboard. The objectives for All (Emerging)… Most

(Expected)…. And Some (Exceeding)… will still be written on the whiteboard beside the photos. We are just going to make the WALT more student-friendly and child-centered hence pictures will be included this time. You may just laminate a white bond paper then stick it on the wall so that you will just draw or stick the pictures as this might be changed on a daily basis based on your planned lessons. Thank You

● IT IS UP TO THE TEACHER HOW WILL THEY DESIGN THAT AREA THE PURPOSE

OF HAVING THESE DOCUMENTS IS FOR ALL OF US TO BE REMINDED OF WHAT WE HAVE TO DO AND WHAT SHOULD BE ACCOMPLISHED.

● THE NAMES AND PHOTOS OF THE CLASS TEACHER AND TA SHOULD BE POSTED OUTSIDE THE CLASSROOM.

● THE SCHEDULE AND CLASS LIST SHOULD ALSO BE OUTSIDE THE CLASSROOM - LESSON PLAN MUST BE SUBMITTED IN THE HEAD’S EMAIL TWO WEEKS BEFORE

THE IMPLEMENTATION. ● REMINDERS EVERY THURSDAY MUST CONTAIN THE FOLLOWING:

PARENTAL CHECKLIST - REMINDERS (WORK ACCOMPLISHED AND WORK PLANNED) ● PLEASE SUBMIT THIS EVERY TUESDAY SO THAT IF THERE WILL BE

CORRECTIONS WE CAN DO THAT AND PRINT ON WEDNESDAY. ● PARENTAL CHECKLIST MUST BE GIVEN TO THE STUDENTS TOGETHER WITH THE

REMINDERS CURRICULUM OF EYFS

Numeracy

Social

Studies EAD

UTW

Literacy/CLL

Theme

WE FOLLOW THE BRITISH CURRICULUM WITH THE FOLLOWING SEVEN AREAS:

AREA OF LEARNING AND DEVELOPMENT

ASPECT

PRIME AREAS

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

MAKING RELATIONSHIPS

SELF-CONFIDENCE AND SELF-AWARENESS

MANAGING FEELINGS AND BEHAVIOUR

PHYSICAL DEVELOPMENT MOVING AND HANDLING

HEALTH AND SELF-CARE

COMMUNICATION AND LANGUAGE LISTENING AND ATTENTION

UNDERSTANDING

SPEAKING

SPECIFIC AREAS

LITERACY READING

WRITING

MATHEMATICS NUMBERS

SHAPE, SPACE, AND MEASURE

UNDERSTANDING THE WORLD PEOPLE AND COMMUNITIES

THE WORLD

TECHNOLOGY

EXPRESSIVE ARTS AND DESIGN EXPLORING AND USING MEDIA AND MATERIALS

BEING IMAGINATIVE

ADDITIONAL LEARNING AREAS:

● SOCIAL STUDIES ● ARABIC CLASSES FOR FS 2

WE ALSO LOOK INTO THE FOLLOWING CHARACTERISTICS OF EFFECTIVE LEARNING.

CHARACTERISTICS OF EFFECTIVE

LEARNING

PLAYING AND EXPLORING – ENGAGEMENT (P&E)

FINDING OUT AND EXPLORING PLAYING WITH WHAT THEY KNOW BEING WILLING TO ‘HAVE A GO’

ACTIVE LEARNING – MOTIVATION (AL)

BEING INVOLVED AND CONCENTRATING K

G ACHIEVING WHAT THEY SET OUT TO DO

CREATING AND THINKING CRITICALLY – THINKING (CT)

HAVING THEIR OWN IDEAS MAKING LINKS CHOOSING WAYS TO DO THINGS

LIBRARY TIME

● EACH CLASS WILL HAVE ONE LIBRARY SCHEDULE A WEEK. ● TEACHERS MUST INTRODUCE TO THE CHILDREN THE PROPER WAY OF

HANDLING A BOOK AND THE GUIDELINES TO REMEMBER WHEN THEY ARE INSIDE THE LIBRARY. OUR TWO LIBRARIANS ARE MS. CECILLE AND MS.TERESA.

Minutes of the Meeting

● There will be a weekly meeting in EYFS and the secretary will be responsible for accomplishing this form. The date and time of the meeting will be announced by Sister Terry or Miss Princess

Risk Assessments ● Daily Risk Assessment of the entire FS Premises is conducted by Miss Princess.

Classroom Risk Assessment is conducted by the class teachers and teacher assistants. Any damage or broken materials must be reported to Sister Rosalie by securing a form and submitting it to her office.

● Entire Risk Assessment will be conducted twice a year. ● Activities and excursions will also be risk assessed.

Books ● There are books in the learning stations which are considered books for all however if you

want to borrow any books in this area kindly notify Miss Princess and write in the log book.

Absences and Tardiness ● If you will be absent from work please send an email to Sister Terry and Miss Princess.

May we request that the notifications will be done at least a day before so that we can prepare. Please refrain from being late. Let’s be an example to our students. 7:15 is our official time.

● We encourage everyone not to be absent as we always have broken every term.

Emergency Leave ● If there are emergencies or situations that you have to leave earlier then you must secure

a form in the Principal's Secretary Office, Mr. Joe Prabhu. ● Secure the signature of Sister Terry and Miss Princess

Dress Code ● Let's come in SMM in professional attire. Kindly refrain from wearing slippers, skinny jeans

T-Shirt except for P.E., tight clothes, sleeveless. No nail polish for the ladies. Colour of the hair must be not too bright. (Keep it dark brown or black)

● Ladies must avoid too tight dresses or blouses.

Professionalism at All Times - Let us address each other as Miss/Mrs. or Mr/Sir wherever we are. - Kindly do not indulge in conversations with parents if they do not have an appointment

with you. You can just answer simple questions. If you encourage talking with them the tendency is they will stay a longer time in the EYFS Building. Please be reminded that we are using the area for After School. It is okay to build a great relationship with them but please remember that you are the teacher of their children and much is expected from all of us.

We hope everyone will be guided accordingly to avoid always asking and going to the office for small matters. We are already on our third year let's devote our time to the children and make sure we come to school with grateful and optimistic mind and heart. If the teachers have concerns please see Sister Terry or Miss Princess after class not before or during your class time. We are all expected to be in our class at 7:15 AM please use this time in interacting with your children, avoid talking with your colleagues during office/class time. Please do that after class or during your break time. If this cannot be avoided and you need to ask or concerns that need an immediate response please send your TA to do this matter. Let us all be guided accordingly!

Tools for All Prior Entry Assessments Prior registration

Early Assessment (Diagnostic Exam) First two-three weeks

Children’s Observations

Formative Assessments

On-going

Classroom Assessments (Notebooks,

Worksheets)

Ongoing

Guided Reading Tracker Once a month for every reader

Report Card Once a Term

Learning Journal Ongoing

Achievement Form Every Month

Active Learn Progress Check Every Term

From Others

Parental Checklist Every Thursday

Parent’s Observations Every Two Weeks

Updates from the Professionals (SEND),

Guidance Counselor etc.

When applicable only

Regular Chats with other teachers and

other involved adults

On-going

Meeting Individual Child’s Needs

IEP’s – SEND Once a month

Differentiation in Lesson Plans On-going

Focus Child Observations On-going

Individual/Group Target Setting (Based on

Development Matters)

Once a week

Update on Children with Concerns As needed