Teaching and Learning

The consistent face of Teaching and Learning at Haywood Academy

Teaching and Learning Priorities 2016-2017

Teaching and Learning ‘non-negotiables’ 2016-2017

Aims and Mission Statement

The Academy strives to create a motivating environment in order to encourage positive and creative relationships between staff, students, parents and the wider community and to stimulate the highest possible standards. We want our students to leave us academically well qualified, confident and caring about the world in which they live.

Learning is our Core Business

Learning and teaching is at the heart of everything we do. Practitioners across the Academy endeavour to foster wonder and curiosity in our students to create vivid learning.

At the heart of the Academy’s learning philosophy is “FACE” and the Consistent FACE of Teaching and Learning. FACE represents four key principles and by focussing on these principles, our learners are developing their capacity to thrive in any situation.

F– Feedback: the Academy strongly believes that it is crucial we develop assessment-capable learners.  Fundamental to this is strong practices of Assessment for Learning, probing questioning, regular, timely and challenging marking by staff with high levels of responses for all of these aspects by our students.

A – Autonomy: We strive through our work to develop self-supporting, self-reliant, respectful, determined, independent and resilient young people.

C – Challenge: The Academy want all of its students to be successful and challenged throughout their time with us. Colleagues know how their students are progressing and use this information in their planning. Planning for the individual needs of students has also been a focus through our extensive staff development programme. The Academy has developed the consistent and challenging use of levels success criteria in lessons and a whole school passionate approach to literacy including extended writing, marking for literacy and reading.

E – Engagement:  One of the Academy’s priorities is to ensure students develop a love of learning. Research and staff and student development has been focussed on ensuring an engagement in learning through the concepts of Visible Learning, Behaviour for Learning and Cooperative Learning.
These core principles are supported by our teaching and learning priorities and Haywood ‘Essentials’.

The Academy’s shared Language for Learning.

We have an ingrained shared Language for Learning across the Academy’s community which includes the proficient use of the principles within the “The Consistent Face of Teaching and Learning”. We have also embedded other key, internationally proven successful concepts such Carole Dweck’s Growth Mind-set and Nottingham’s “The Pit”. The Academy wants students to work hard, be resilient, not be afraid of failure and enjoy the challenges that lie ahead. Failure should be viewed positively as the First Attempt in Learning!

Of course, stamina is needed to sustain the effort and hard work required to prepare for the demands of the GSCE examinations, and our challenge is to ensure that we have strategies in place to support students in completing the marathon that lies ahead of them. This involves a team effort, and at Haywood Academy, and we encourage parents to get involved at every stage of this long distance ‘race’.

“Learning Keeps Us Motivated”

All teachers at Haywood have a learning and teaching toolkit, consisting of practical strategies developed through our commitment to keeping up to date with the latest research and studies in educational pedagogy, then adapting and applying the most effective ideas to our own classroom practice. As a result, our students are empowered to make great progress over time. Cooperative and independent learning are key to the learning buzz generated by the desire to succeed.

We are particularly proud of our extensive and advanced CPD programme which ranges from inviting high-profile, motivational educators into school such as Barry Hymer, Phil Beadle, Guy Claxton, Jim Smith, Leah Kirkman and Visible Learning to small groups working together to research and devise practical classroom strategies and solutions – the Haywood Learning Communities: Visible Learning; Questioning and Thinking Skills; Cooperative Learning; Twenty-first Century Technologies, Stretch and Challenge; Thinking Hard and Engaging Students With Attachment Difficulties. Our next exciting project is to involve parents in this programme by creating the Parent Engagement Learning Community, extending the work and training that we have already begun with you, on areas such as Growth Mind-set and “The Pit”.

Valuing Staff Voice

 “Teaching and Learning at Haywood is a staff priority.”

“Teaching and Learning is active and inclusive.”

“I have been teaching for 20 years, but I am always looking to try a different way of engaging students.”

“The learning community has enabled us to establish an environment where concepts and ideas are shared and discussed in a relaxed environment. I have been able to pick up new strategies and have the support of others to implement them.”

“I couldn’t have dreamed of starting my teaching career in a more supportive and forward looking environment.”

Valuing Student Voice

 “At Haywood, teachers challenge you, but there are always strategies for support when you are in “The Pit”.”

“I love being able to choose the activity that is most challenging for me.”

“Being able to get out of your seat and share ideas when we do ‘Mix Pair Share’ or ‘Chocolate Bar’ is fun, but really helps me to develop my thoughts.”

“The work is interesting and every lesson is different.”

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  • Strong and trusting relationships consistently create a calm and purposeful working atmosphere.

    Ofsted

  • Students have access to a wide range of exciting resources and learn specific skills through well-paced and sequenced activities.

    Ofsted

  • Behaviour around the school is consistently orderly and students are polite and helpful.

    Ofsted

  • Without a doubt, my time at Haywood firmly placed me on the path to Oxford.

    Jordan Williamson, Trinity College, Oxford