Our Definition of High-Quality Learning:
 

1. What does a high-quality teaching environment look like?

Physical Environment:

• The learning spaces are accessible and reflect the age of the learners and their learning needs.
• The teachers and learners have access to high-quality equipment that is designed for and suitable for the task.
• Working walls and other relevant displays that celebrate students’ learning and support the curriculum.
• Classrooms are well-lit and well-maintained.
• The Library supports student learning and the curriculum.  It reflects the international character of the school through its provision of multi-cultural, diverse and inclusive material on all levels of ability across a variety of formats, with diversity of appeal, representing many different points of view.
• Learning is enriched with technology and appropriate resources.
• There is space for play and physical activity.

Non-Physical Environment

• The learning environment is a welcoming, safe, orderly, inclusive, calm, purposeful and supportive environment where learners trust one another, feel respected, learn and can take risks.
• There is respect between learner and teacher and between peers.
• Learners are encouraged to participate in their learning through asking questions, collaborative work, presentations, oral communication etc.
• Class sizes allow for individualized learning, learner discussions, questioning, exploring and taking risks.
• There is a partnership between home and school, and that the learners feels at the centre of a team focused on their achievement and wellbeing.
• There is effective staff collaboration and shared ‘best practice’ with respect to teaching & learning.
• Staff are supported through effective support networks and have access to relevant continuous professional development.
• There are effective home-school partnerships and communication between all the stakeholders.
• The learner voice is welcomed & encouraged.
• There is attention to learner attendance and punctuality; and appropriate behavioural interventions are taken.
• A growth mindset is encouraged.
• There is an inclusive, internationally minded and progressive teaching environment.
• There are policies & procedures which give a framework to the teaching & learning environment.
• The learners are motivated by their learning and are inquisitive; they can identify what they are learning and why via learning outcomes & feedback.

2. What does high-quality teaching look like?

The Learners

• are inclusive, make an active contribution to the lesson and are encouraged to ask questions;
• are motivated to work to the best of their ability and to develop an enquiring mind;
• are empowered to be excited by learning;
• are challenged to learn;
• are motivated by their learning and can identify what they are learning and why.

The Teachers

• are inclusive;
• use innovative resources, dynamic pedagogical approaches and a variety of methodologies;
• have a deep understanding of the curriculum, and provide carefully planned lessons with explicit teaching of knowledge and skills;
• are aware of the learners’ individual needs & differentiate learning material when required;
• use technology as a tool to support the learner experience;
• use both summative & formative assessment techniques;
• use assessment that is consistent, authentic, transparent, and never punitive;
• share the criteria for success, ensuring it is balanced and transparent;
• work with other departments of the College to ensure the learning & wellbeing needs of the learners are met;
• provide high and clear expectations for all learners;
• put an emphasis on language, literacy and communication.

The College:

• provides access to high-quality continuous professional development for all staff;
• provides time for planning and collaboration;
• sets high standards via the frameworks for teaching & learning:
  • Looking At Our School
  • School Self Evaluation
  • Digital Plan
• supports teachers;
• provides instructional and transformational leadership;
• builds trusting and strong relationships.

3. We can observe high-quality learning when :

The Teachers:

• differentiate across content, process, product and environment;
• observe learner work and give ­­­­­feedback in a verbal and written format;
• set goals & targets to help them gauge the learner progress;
• use continuous assessment to inform the next learning steps
• reflect on their practice, updating classes and subject plans
• track academic progress of learners
• employ inclusive classroom strategies:
• • Define clear minimum standards for behaviour
  • Enforce those standards consistently
  • Deal with children who misbehave in a sensitive way.
  • Create opportunities to listen to all children
  • Develop a 'scaffold' approach to learning
  • Be aware of the specific needs of every child in your class.

The Learners

• are armed with choice, autonomy and self-reflection skills;
• engage with both formative & summative assessment practices;
• engage with peer and self-assessment to support learning;
• develop good habits for learning and study;
• are self-motivated;
• engage in well-planned and effective collaborative tasks;
• ask good questions;
• are courageous, step outside their comfort zone and take risks;
• are allowed to explore areas that interest them;
• take responsibility & ownership of their learning;
• develop resilience skills;
• have hands-on, real life learning opportunities.

4. A measure of our success in providing a high-quality learning is …

• having high levels of learner, teacher and parent satisfaction;
• having high rates of punctuality and attendance;
• having high levels of progress and attainment;
• having a strong reputation locally, nationally and internationally;
• having high retention rates and transition to the senior school & colleges of further education.