Teaching and Learning Statement

At St Chad’s Catholic and Church of England High school we believe that learning should be a lifelong process and a rewarding and enjoyable experience for everyone. Through our teaching we focus on inspiring children to learn and enable them to become confident, resourceful, enquiring and independent learners. In order to achieve this we need a coherent approach to teaching and learning. The TEEP model of effective teaching for effective learning is a framework with a strong pedagogical foundation, to support a consistent approach to teaching and learning. The TEEP (Teacher Effectiveness Enhancement Programme) model draws on significant research that has identified what is required of teachers and of learners in order for them to gain the best learning outcomes possible. It is expected that all teaching staff use the TEEP model when planning and delivering lessons and that Middle Leaders use the TEEP model when delivering CPD. Recently trained staff are expected to start embedding TEEP structures into their lessons following the initial 2 days training. In between days one and two and day three they should be using the TEEP cycle in at least one lesson per day.

The aims of TEEP are to:

  • Give staff a common language for planning, teaching and evaluating learning.
  • To develop a community of learners where learning is valued, enjoyed, supported and lifelong.
  • Encompass and build upon everything we do that we know makes teaching and learning better.
  • Promote challenging lessons which ensure excellent progression both within a lesson and across a series of lessons in order to raise achievement for all.
  • To improve teaching and learning so that all lessons are at least good.
  • Provide staff with excellent development opportunities.

The focus for Teaching and Learning in 2015-16 will be:

  • To ensure all newly appointed staff undertake TEEP training and embed TEEP structures into their lessons with the support of the TEEP champions
  • To ensure marking is formative and supports students’ progress and that time is planned in lessons for students to respond to feedback
  • To use the TEEP cycle and the underpinning elements to ensure pace and challenge in lessons which leads to progress over time
  • To ensure there are clear links between the learning objectives and the activities undertaken in lessons

The TEEP Model
The TEEP model of Effective Teaching for Effective Learning was developed in response to the needs of education systems, schools, teachers and students. It is a framework with a strong pedagogical foundation, to support a consistent approach to Teaching and Learning.

The TEEP model draws on significant research that has identified what is required of teachers and of learners in order for them to gain the best learning outcomes possible. The TEEP model, represented in the graphic above, is made up of three significant components each with important elements that are inextricably connected yet need to be recognised individually for their contribution to the teaching and learning process. ! See appendix 1

Appendix 1
Effective Teacher behaviours and Effective Learner behaviours (the outer circle)
Effective Teacher Behaviours

One of the most significant influences on the quality of student learning at school is the class teacher. The TEEP model nominates 4 areas where teachers will benefit from being explicitly aware of how the decisions they make can impact their students’ learning. TEEP explores:

Classroom climate: developing positive relationships in the classroom, setting high yet realistic expectations of the students, creating an inviting classroom environment which encourages student risk-taking.

Classroom management: using routines, motivation techniques and consistent behaviour management practices.

Interactive teaching: Using techniques such as stimulating and facilitating classroom discussions, the effective use of questioning by students and teachers, using a variety of reflection practices.

Learning Styles: exploring the use of a range of teaching techniques that will meet the needs of the different learning styles of students in the class, ways to differentiate the learning, small group work, whole class instruction, and fostering independent learning practices.

Effective Learner Behaviours
Equal value must be given to the significance of understanding more about what effective learners do. If we want students to be responsible and independent learners then it is important that they understand more about how to learn so that they can be empowered in the learning process. Teachers need to know how to support the development of specific active learning behaviours.

TEEP explores active and effective learning behaviours in the areas of collaborating, thinking and metacognition, decision making, and communicating. We look at ways to help students construct meaning in their learning, monitor their own progress and reflect on the whole learning process.

The 5 Underlying elements of effective practice (the middle circle)
Collaborative Learning
Collaborative Learning is an approach to teaching and learning that involves pairs or groups of students working and learning together to explore a topic, complete a task, solve a problem or create a product.

Effective use of ICT
Effective use of ICT can help students learn more deeply or quickly, usually when it does something they couldn’t easily do without it.
Assessment for Learning

Assessment for Learning implies that any assessment should lead to improved learning outcomes for students. The TEEP model explores strategies and techniques that support teachers and students to give and receive quality feedback, and use assessment in both formative and Summative ways. It involves sharing learning goals with students to help students to know and to recognise the standards they are aiming for.

Accelerated Learning
This is the term used to describe the techniques and strategies that teachers use to actively engage learners in learning. It includes making connections with prior knowledge and experiences, allowing opportunity for exploratory talk, experiencing the content of the curriculum through the senses and supporting students to take risks in their learning.

Thinking for Learning
Thinking is a process that invites the learner to make sense of the information at hand. It is the way to understanding. It involves the teacher encouraging students to think deeply rather than on a superficial level so that the learning that takes place is rich and long-lasting means being asked searching (higher level) and big questions.

The TEEP learning cycle ( the inner circle)
The TEEP Learning cycle is used by teachers as a guide to plan relevant, purposeful and stimulating lessons. The model includes a six part lesson planning cycle (in the centre) which is built on what we know about effective learning. The stages of learning are shared with students so they can reflect on how to improve their own learning. Teachers can be confident that if each of these elements is considered during planning, then the lesson or series of lessons will be more likely to actively engage students in their learning. By definition the cycle does not mean that each element is discrete or linear, rather it is intended to provide the basis for a strategic and cohesive sequence of activity that will enhance the students’ learning. It is expected that teachers will move back and forth using the cycle flexibly as they determine what is best to meet the needs of their students

Prepare for learning
To create a purposeful, working environment in which the pupils feel valued and confident from the outset. It is an opportunity to link learning. Are the students ready to learn?

Agree Learning Outcomes
To inform the pupils what they are expected to have learned by the end of the lesson and what the success criteria is. Useful phrases include: Pupils will be able to …, Pupils will know about … , Pupils will understand … . Why are students learning this?

Present New Information
This stage of the lesson is for students to be introduced to new ideas, concepts or themes through all the senses and mediums (VAK). The input may be directly from the teacher or from images, texts, video, internet demonstration, stories etc. What are students learning about?

Construct Meaning
This is the time for students to develop their understanding of the new information. Students are asked to make sense of it and explore it for themselves. The activities in this section should be designed to allow students to make progress towards achieving the learning outcomes. To do this they may have to consider different points of view, process information or work something out for themselves. You may need to make mistakes! What are students discovering?

Apply to demonstrate
This is the time for students to participate in a task or tasks that will allow them to demonstrate their developing understanding of the content that was presented and apply the new learning in a different situation. How can they use what they know?

This is an essential stage in the process of teaching and learning. It is a chance for the students to reflect on the process and content of learning. The teacher will have a Big Review and mini review points during the lesson where they can check students are making good progress in their learning. Have they really understood it?

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