Teaching is the most important profession for our nation’s future.
The Hayling College strategy of Embedding Formative Assessment is proven to work, backed by rigorous academic research and evidence from the classroom which drives high impact where it counts- in the classroom.
Developing a culture of high-quality teaching and learning in the school, Embedding Formative Assessment supports both progression and sustainability for pupils and our school; improving the quality of the College workforce, developing the knowledge, skills and mindsets of educators, irrespective of their role in the College.
Our Embedding Formative Assessment programme which is rigorously independently evaluated, delivers a thorough and sustained system for transforming teaching and learning, underpinned by our core beliefs:
- Teaching and Learning is complex
- Teachers are highly skilled professionals and learners
- All teachers and students have the talent and potential to grow
- Great teachers know, care and have time for their learners
- Learners should be on a journey towards co-constructing their own learning
- All learning should be an active process with challenge
Feedback is one of the most powerful single influences enhancing achievement is feedback. To be effective it needs to be:
- Clear, purposeful, meaningful and compatible with pupils’ prior knowledge, and to provide logical connections
- Directed at the right level, so it can assist students to comprehend, engage or develop effective strategies to process the information intended to be learnt
- Combined with effective instructions in classrooms and focus on what is being learnt (learning intention) and how students should go about it (success criteria).
- occur as the students are doing the learning
- provide information on how and why the student has or has not met the criteria
- Provide strategies to help the student improve
- In line with faculty feedback policy
We have high expectations in the classroom.
Presentation is in line with each faculty’s presentation policy and students taking pride in their work. Pride comes from having a sense of ownership and control of their learning.
Teachers are supported for the quality of teaching to ensure that learning is skilfully adapted and pupils have clear mechanisms and routines to demonstrate their learning. Monitoring includes dropping into lessons and through scrutiny of work and pupil voice. Our staff will experience regular training throughout the year to develop teaching practices.
At the Hayling College we are committed to meeting the needs of pupils to ensure that they make the best possible progress. As all pupils progress at different rates, there may be times when a teacher feels a pupil may benefit from intervention to help them reach their potential or address misconceptions.
Year 7 Learning Journey Year 8 Learning Journey
Year 9 Learning Journey Year 10 Learning Journey
Out of College Learning:
We encourage our pupils to engage with Out of College Learning. This helps to strengthen and extend pupils knowledge and help to develop their love of learning.
At KS3 (Years 7-9), we expect pupils to complete a full range of Out of College Learning. This could be through bespoke class-based homework, tailored software programmes such as Bedrock and Mathswatch or other provisions. These are uploaded to Google Classroom. In addition, will always actively encourage reading at home.
At KS4 (Years 10 – 11), we expect pupils to complete additional revision for each of their subjects, from the core subjects to their option choices. This extra study will supplement them well in their GCSE subjects and research has proved that starting revision early will lead to better outcomes in exams. Tasks can vary from using learning platforms such as Tassomai and Seneca, to completing exam questions, literacy tasks and independent revision. The motto is always little and often for revision!