Teaching and Learning
Teaching and Learning at Hatfield Academy is based on the belief that teaching should maximise the learning potential of all pupils. The Academy aims to accomplish this through
- Clear and defined roles and responsibilities
- Appropriate teaching and learning strategies
- Tailored support packages for individual teachers
- Rigorous professional performance and development cycles
- CPD tailored to the schools and individuals needs
- Clear procedures for tackling underperformance
At Hatfield Academy, our Teaching and Learning bulletin is a platform for sharing, collaboration and celebration of outstanding T & L. It also signposts staff to education in the news, relevant articles and wider reading.
You can access our Teaching and Learning bulletins here:
What Makes Great Teaching?
The following is taken from a report by the Sutton Trust ‘What Makes Great Teaching?’ (Review of the underpinning research , Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major). Here they describe six common components that research suggests contribute to ‘great teaching’. At Hatfield Academy, we have used these as a starter kit for developing our teachers.
- (Pedagogical) content knowledge
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.
- Quality of instruction
This includes elements such as effective questioning and use of assessment by teachers. Specific practices, like reviewing previous learning, providing model responses for students, giving adequate time for practice to embed skills securely and progressively introducing new learning (scaffolding) are also elements of high quality instruction.
- Classroom climate
Covers quality of interactions between teachers and students, and teacher expectations: the need to create a classroom that is constantly demanding more, but still recognising students’ self-worth. It also involves attributing student success to effort rather than ability and valuing resilience to failure (grit).
- Classroom management
A teacher’s abilities to make efficient use of lesson time, to coordinate classroom resources and space, and to manage students’ behaviour with clear rules that are consistently enforced, are all relevant to maximising the learning that can take place. These environmental factors are necessary for good learning rather than its direct components.
- Teacher beliefs
Why teachers adopt particular practices, the purposes they aim to achieve, their theories about what learning is and how it happens and their conceptual models of the nature and role of teaching in the learning process all seem to be important.
- Professional behaviours
Behaviours exhibited by teachers such as reflecting on and developing professional practice, participation in professional development, supporting colleagues, and liaising and communicating with parents.