LEARNING AND TEACHING POLICY 
Introduction

This is considered to be one of the primary policies of Foyle View School.  It provides an overview of the school community’s collective understanding of what enables effective learning and teaching to take place.   While being very broad in scope it is important that it is read in conjunction with other important school policies.

This policy was developed as part of a Regional Training Unit School Leadership Training Programme.  A draft was presented to Staff, Parents and Governors for adjustment and ratification and the policy was formally adopted in October 2002.  It was agreed that this policy should be reviewed on an annual basis or as required.
Values That Underpin Learning

A child’s experience of being disabled is heavily influenced by the attitudes, views and beliefs of those individuals and organisations around him/her

Children learn best in a positive affirming environment that allows each pupil to experience success

All children can learn with varying levels of support

All children have a right to learn

A child’s needs must always come first

A child’s learning experience should be enjoyable

Learning is valued at this school for both children and adults

Pupils learn in an environment that promotes mutual respect

Student involvement in devising, monitoring and evaluating learning aims will enhance progress

Aims for Learning and Teaching 

To create an enabling, learning environment that fosters high self-esteem through high expectations

To promote self-determination (see policy)

To provide individualised planning for each pupil where appropriate

To provide educational opportunities that  meet individual and group needs

To meet the individual needs of the pupils, recognising the range of intelligences and learning preferences and use active and agreed approaches.  

To enable our pupils to be happy and autonomous learners    

To share good practice

To deliver the N. Ireland curriculum at an appropriate level

The Autonomous Learner

Where possible and where appropriate the school will aim to develop skills, attitudes and abilities associated with autonomous learning.   We aim to encourage pupils to

develop self-awareness;

explore their learning environment;

be questioning;

identify and solve problems;

work on his/her own;

work with others;

reflect on what has been learnt;

experience connected learning;

develop all intelligences;

be curious;

have developed a moral sense of being;

have good self-esteem and self-worth.

The school also recognises the interdependence of pupils upon specific adults and services.  (See Promoting Self-determination Policy and Personal, Social and Health Education Policy)

A Learning Environment For Staff, Pupils And Parents

The school aims, through partnership with parents, staff, pupils and other agencies, to facilitate the following:

a high level of awareness of the importance of self-esteem and promoting self-determination;

a happy, secure and relaxed environment;

a stimulating environment;

it is everybody’s responsibility within the school community to ensure an effective learning and teaching environment;

a commitment to learning;

a commitment to staff development (see school development plan);

access to resources and up-to-date information;

a readiness to learn new skills to meet new challenges;

learning together.

Leadership and Management Structures for Effective Learning and Teaching

It is the fundamental objective of school leadership to support effective learning and teaching within Foyle View School.

The school operates a traditional line management structure for the general maintenance of the school and to ensure effective communication. 

A collective leadership approach is promoted within the school that values the contribution and insight of each individual in to school development. 

Areas for development are pursued on a team basis, in consultation with the wider staff, and drawing on the strengths, interests and abilities of staff. 

The School Development Plan is reviewed regularly and annual targets are specified and evaluated within an annual management plan.

Agreed Teaching Approaches

The school takes an eclectic and varied approach to meeting the needs of individual pupils. Approaches are taken based on the identified needs of pupils through professional judgement based on partnership.  Approaches and interventions are assessed on their suitability for each pupil.  However, a range of approaches and emphases are commonly used in school.  These may include the following: 

age appropriate curricula;

child-centred;

one to one, group and whole class;

TEACCH;

Makaton;

Circle Time;

Reading Recovery

Icon to Ican;

PECS;

multi-sensory;

multi-disciplinary;

experiential and practical e.g. Work Experience and Travel Training;

community-based;

topic-based and cross-curricular.
Resources and Classroom Organisation  

Resources and classroom organisation are intended to facilitate the following

age appropriate resources and environment;

to provide an imaginative, challenging and stimulating educational experience;

to be appropriate to individuals’ needs;

to be progressive throughout the school;

to create an environment that reflects the learning and teaching aims of the   school;

to promote classroom organisation facilitating the teaching strategies outlined;

to provide choices.
Monitoring And Evaluation

The school values critical reflection as the main means of monitoring and evaluating the effectiveness of teaching and learning.  It has developed a range of tools both formal and informal to facilitate this.  These may include

management plan;

school development plan;

staff reviews;

see Assessment,  Recording and Reporting  Policy;

questionnaires;

parental meetings;

case conferences;

written reports;

annual report to parents;

teachers’ meetings;

department meetings;

whole school meetings;

behaviour management meetings;

senior management team reviews;
Community Partnerships

The school has developed a range of links and partnerships that are used to support the aims of the school.  Participation within individual links is tailored to meets the needs of pupils based on professional judgement and partnership.  Partnerships have included the following: 

links with local schools and churches

local firms

Training and Employment Agency

NWIFHE

Foyle Trust

Foyle Common Purpose

Health Promotion Agency

University of Ulster

Rotary Club and the Chamber of Commerce

Credit Union

Challenge Programme- Nairob

Barnardos

Young Enterprise                                                               

Youth Sport Foyle

Greater Shantallow Area Partnership

Disability Action

New Horizons                                                                     

N I U S E

P.S.N.I.

Fulbright International

Prison Service.

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