Teaching and Learning
Scroll below to find
our resources and more information
What is good pedagogy?
What kinds of frameworks or tools could help us to capture it?
How could this promote better learning and outcomes from our students?
Articles and research papers on education.
Here’s where you can access a range of articles on Teaching and Learning.
Blog of the week
Each week we will choose a blog to read to inform our CPL. We will post new blogs and a range of classic old ones here.
Faculty Teaching and Learning Groups
Find out more about the Faculty Teaching and Learning groups here. Copies of notes and reading will be found here.
Appraisal Documents and information can be found here.
Stepping Stones CPL
check out the latest information
The most effective teachers have deep knowledge of the subjects they teach, and when teachers’ knowledge falls below a certain level it is a significant impediment to students’ learning. As well as a strong understanding of the material being taught, teachers must also understand the ways students think about the content, be able to evaluate the thinking behind students’ own methods, and identify students’ common misconceptions. What makes great teaching (Sutton Trust report)
Teaching and Learning communities
Find out more about each Teaching and Learning Community – find resoucres and more information.
How can we make every lesson count? Can we use the 6 principles to develop our teaching?
How far can formative assessment improve students learning?
How do we build up behaviour management techniques to enable effective learning?
Grammar to Rhetoric
How do we best teach lessons to utilise the power of oracy and create philosopher kids? How do we unlock creativity in our students?
Why might we need more complex aunderstanding of how students learn? Is learning Ugly? Can Cognitive Science help?
Find templates, TLC FAQs and general resource related to TLCs including Calendar and timeline.
To create a collaborative, professional learning culture of improvement in pedagogy and subject knowledge so that we can improve student outcomes.
CPL aim 1
To put in place a culture and system that encourages ownership and empowers all staff in their professional development so that we can improve student outcomes.
CPL aim 2
To raise awareness of current research around learning and encourage staff to engage with research so that we can improve student outcomes.
CPL aim 3
To encourage debate around educational ideas and challenge of thinking about “what works” so that we are able to make wise judgements and decisions about what approach is right for our students
CPL aim 4
Such practical wisdom is not a skill or competence—and even less a matter of scientific evidence—but a quality or ‘excellence’ that permeates and characterises the whole person. This means that the question here is not how teachers can learn practical wisdom; the question rather is how they can become educationally wise.
“This is the key idea if we are to improve teachers’ practice—the realization that we need to help teachers change habits rather than acquire new knowledge” Dylan Williams
a school that enables students to leave with a wide range of interests and excitement about continuing the pursuit of wisdom.
Find some video resources and models here
This suggests that for teachers to be able to teach they need to be able to make judgements about what is educationally desirable, and the fact that what is at stake in such judgements is the question of desirability, highlights that such judgements are not merely technical judgements—not merely judgements about the ‘how’ of teaching—but ultimately always normative judgements, that is judgements about the ‘why’ of teaching.
While we might say that the question of the formation of the teacher should be orientated towards becoming a ‘virtuous’ professional, it is perhaps more informative to suggest that the question of the formation of the teacher should be oriented towards a certain ‘virtuosity’ with regard to making concrete situated judgements about what is educationally desirable.
Giving Teaching Back to Education: Responding to the Disappearance of the Teacher Biesta p45