Headteacher's Welcome
COMPASS
Teacher Responsibilities
Make Lessons Personable
Through carefully planned, well structured (phased) and paced lessons
By making objectives and outcomes explicit to learners at the beginning of each lesson, task or topic (see department mid-term plans) and involving learners actively in their evaluation of learning achievement (not just a passive process)
By ensuring learners are aware of the success criteria for each lesson
Through explicitly checking understanding and reviewing work covered in each task or topic
By delivering mid-term plans which incorporate spiritual, moral and cultural elements to department deadlines
Make Lessons Interesting
By starting lessons on time and avoiding dead minutes at the end
By consciously showing enthusiasm and positivism for and about their subject and learning
By devising imaginative/creative approaches to the development of knowledge and skills
By varying teaching styles (Tactile, Olfactory, Visual, Auditory and Kinaesthetic), learning activities and the learning environment to maintain learners’ interest and take account of learning styles
By structuring lessons in a minimum of three parts (Starter, Learning Episodes, Plenary)
By incorporating Online tasks into their teaching
By using praise and positive reinforcement to foster self-esteem, motivation and confidence
By regularly displaying examples of learners’ work and other relevant stimuli
By encouraging learners to demonstrate their skills through formal presentations, drama, debate and role play
Using ICT and multimedia presentation when and wherever appropriate to enhance the learning experience and outcome
Create a Learning Environment
By matching teaching style to lesson objectives and group dynamic
By organising physical resources in ways which will promote orderly classroom management
By being consistent about classroom procedures and The Compass Behaviour Expectations that have been agreed by the whole staff
By keeping up to date and accurate records in mark books/SIMS and submitting assessment data for reporting in line with the published deadlines
By being flexible enough to adapt their lesson plan to take account of learners’ contributions and the mood of the group
By setting and achieving high standards of behaviour and motivation
Match Learning Activities
By using evidence of prior attainment to gauge learners’ individual capabilities
By using information on individual’s preferred learning styles
By testing understanding and acquisition of knowledge through a variety of means
By using appropriately differentiated materials and tasks which ensure learners’ active participation in lessons, for the most able learners as well as for those with SEN
By working proactively with Learning Support Professionals
By setting high expectations for all learners, rewarding achievements with praise and points in line with the behaviour policy
By using strategies suggested by learners’ Individual Education Plans​
Teachers will make their lessons purposeful
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Through carefully planned, well structured (phased) and paced lessons
-
By making objectives and outcomes explicit to learners at the beginning of each lesson, task or topic (see department mid-term plans) and involving learners actively in their evaluation of learning achievement (not just a passive process)
-
By ensuring learners are aware of the success criteria for each lesson
-
Through explicitly checking understanding and reviewing work covered in each task or topic
-
By delivering mid-term plans which incorporate spiritual, moral and cultural elements to department deadlines
Teachers will make their lessons interesting & stimulating
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By starting lessons on time and avoiding dead minutes at the end
-
By consciously showing enthusiasm and positivity for and about their subject and learning
-
By devising imaginative/creative approaches to the development of knowledge and skills
-
By varying teaching styles (Tactile, Olfactory, Visual, Auditory and Kinaesthetic), learning activities and the learning environment to maintain learners’ interest and take account of learning styles
-
By structuring lessons in a minimum of three parts (Starter, Learning Episodes, Plenary)
-
By incorporating Online tasks into their teaching
-
By using praise and positive reinforcement to foster self-esteem, motivation and confidence
-
By regularly displaying examples of learners’ work and other relevant stimuli
-
By encouraging learners to demonstrate their skills through formal presentations, drama, debate and role play
-
Using ICT and multimedia presentation when and wherever appropriate to enhance the learning experience and outcome
Develop Positive Relationships
Through confident and assured command of subject matter which is regularly updated.
Through appropriate professional development, observations, discussions, and CPD
By being clear with instructions, questions and explanations
By understanding and promoting the value of focused discussion and setting ground rules for speaking and listening
By fostering mutual respect, both learner to student, teacher to learner and teacher to parent
Through actively promoting equal opportunities through the teaching and learning process
By encouraging parents to support learners’ learning
By responding to all potential academic and pastoral concerns within 48 hours and making sure that appropriate follow-up is maintained.
By ensuring learners are prepared to complete GCSE controlled assessments/coursework by the agreed deadline (see school calendar)
Supporting learners by holding after school study sessions
Use Formative & Summative Assessment
By using a variety of formative in-class assessment, which relates to the subject area
By marking consistently and positively in line with the Compass Marking policy and departmental guidelines
By giving regular feedback, either through marking of work or verbally, to learners about their work and setting them achievable “SMART” targets
By encouraging self-assessment and peer assessment in the drive to strive for improvement
By encouraging and trusting learners to take responsibility for their own learning e.g. through guided study, self-assessment and small scale opportunities for them to teach the rest of a class
By checking progress against potential by critically using benchmark data
By statistically analysing individuals and whole class performance in relation to the provided benchmark data
Create Opportunities
All teachers have a responsibility to promote the school’s code of conduct and values with consistency (see relevant policies)
The school’s Behaviour Policy should be promoted in all lessons around the school and when learners are representing the school on trips and visits
Extra-curricular activities should be open and encourage all learners who wish to attend
All teachers should encourage and support learners to develop an interest in the subject outside of the classroom
Resources
Each classroom will be equipped with appropriate curriculum resources.
Departments will be allocated a budget based on their budget requests at the beginning of the financial year. The budget holder (Subject Leader) is responsible for the ordering of materials in line with the agreed procedures.
Learners will be taught how to use all resources correctly and safely, with care and respect, and with regard for Health and Safety and waste.
Care will be taken to ensure that resources reflect the cultural and linguistic diversity of our society, and that all learners have equality of access.