Teaching and Learning Policy - Secondary
TEACHING AND LEARNING POLICY (SECONDARY)
SCHOOL AIMS:
- To promote a culture of excellence in teaching and learning.
- To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.
- To encourage internationalism and develop intercultural understanding, providing students with the skills, dispositions, and knowledge to participate in an increasingly inter-connected world.
- To ensure a supportive, happy and secure environment for learning.
- To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.
- To encourage the physical and emotional wellbeing of each individual.
- To use innovative pedagogy and technology to enrich learning.
- To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.
- To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.
*This policy has been developed for the specific needs of the secondary school and should be read in conjunction with the whole school's High Quality Learning and Teaching Statement.
RATIONALE:
Learning and teaching in secondary is underpinned by our Learning Principles. A key part of this is that - students are recognised as individuals, striving for personal excellence, and it is the duty of every member of staff to support all learners. Planning documents refer to our shared mission, values and aims, as these guiding statements underpin all aspects of school life.
As a school community, we recognise the rights of all students to progress in their learning and the entire school community's role in this development. The school also recognises the United Nations Rights of the Child, particularly the values in Articles 28 and 29.
CURRICULUM:
Serving as a crucial bridge between primary and secondary levels, our Years 5-8 curriculum empowers students when transitioning from primary. Our Years 7 and 8 program broadly follows the UK National Curriculum, with contextual adjustments made to ensure appropriate content. Within these year groups the curriculum is planned to strategically develop the core competencies required for a confident entry into IGCSE studies. An enquiry approach is considered and adopted where appropriate; the themes of Global Citizenship, Internationalism and Intercultural Learning are prevalent in certain aspects of the curriculum offering, where emphasis is placed on developing appropriate competencies.
In Years 9-11, students follow an IGCSE pathway, either over two years (Years 10 and 11) or three years (Year 9). English, Mathematics, and Science are core subjects. Students then select a foreign language and three additional subjects from Creative Arts, Performing Arts, Humanities, Computer Science, and Physical Education. In Years 12 and 13, students pursue AS/A Levels. Typically, they study three subjects in Year 12. Students who achieve high academic standards in their IGCSEs may take four subjects, narrowing to three in Year 13. Students demonstrating sufficient academic achievement, aptitude, and self-management skills may also complete the Extended Project Qualification in Year 12.
The school will continue to seek alternative education pathways to ensure the needs of all students are met. This includes BTEC for students following a mainstream pathway with vocational elements.
PRINCIPLES OF TEACHING AND LEARNING:
The Learning Experience at DBIS is:
- Enriched through Discovery
- Achieved through Personalisation
- Stronger through Community
Five Learning Principles underpin our approach to learning. These should be read and applied in conjunction with our High-Quality Learning and Teaching Statement.
Connected
The DBIS learning experience enables our students to make connections, transfer skills and develop a local and global perspective. Our students develop a strong sense of self-esteem and self-awareness, enabling them to lead sustainable and fulfilling lives.
Secondary Learning, in this instance, is realised through:
- Modelling approaches to Learning - provided appropriate scaffolding to enable students to engage in the learning episode
- Opportunities for students to reflect, ask questions and express their views
- Opportunities for students to assess their own learning and to identify strengths and areas for improvement
- Opportunities to apply and build upon prior knowledge, skills and concepts, and where appropriate, within and across different cultural contexts
- Developing and tackling Global Citizenship and Intercultural Learning competencies
- Supporting students to generate valid and aspirational targets and articulate their achievements and learning priorities
- Opportunities for ownership - demonstrating self-regulation, motivation and initiative
Intentional
Intentional learning at DBIS is the mindset of seeing every experience as an opportunity to learn. Learning opportunities are designed and facilitated to ensure that all students develop a love of learning and approach challenges positively with creativity and independence.
Secondary Learning, in this instance, is realised through:
- Clear and accessible learning objectives
- Appropriate planning and sequences of planning that accounts for students’ previous achievements/knowledge/skills and that meet the needs of the intended learning objectives
- Incorporation of assessment outcomes and descriptors (where applicable)
- Suitable learning episodes that enable learners to access, understand, enhance and articulate the purpose of the learning and the desired outcomes
- A broad, balanced and challenging curriculum
Enriched
The DBIS learning experience raises aspirations and creates personal pride in achievement. A greater meaning to learning is given through the cultivation of student's natural enquiring minds. They are encouraged to be curious and motivated to learn by exploring and expanding their experiences and broadening their interests.
Secondary Learning, in this instance, is realised through:
- Establishing a positive student work ethic through the highest expectations
- Establishing a learning environment that enhances and celebrates the student learning experience
- Effectively using technology to enhance the learning experience
- Initiating and facilitating student enquiry and discussion through effective use of prompts and provocations
- Effective questioning that promotes elaboration and flexible thinking
- Opportunities to explore and expand their learning within and/or beyond the specified curriculum
- Real-world application
Personalised
Every DBIS learner is valued as an individual. We celebrate students' strengths in order to identify realistic and challenging expectations that are uniquely tailored to each individual's learning journey and meet their specific needs.
Secondary Learning, in this instance, is realised through:
- Effective differentiation that accounts for current and aspirational achievement
- Opportunities to secure, consolidate, reflect and re-establish learning priorities
- Opportunities for intentional and directed learning conversations
- Co-constructing learning targets that are relevant, accessible and informed through achievement data
- Choice (appropriate tools, scaffolds or strategies) and voice (feedback on learning experiences)
Relational
At the heart of best practice and the development of the whole child lies strong and meaningful relationships. At DBIS we nurture positive environments where our students are safe and feel a sense of belonging and happiness.
Secondary Learning, in this instance, is realised through:
- Opportunities to actively engage in their learning, personally or collaboratively
- Opportunities to develop and model high standards of learning exhibited
- Opportunities to promote the students' moral, social, cultural, physical, mental and emotional development.
- Promoting risk-taking and the place of failure to support improved outcomes and achievements
- Opportunities to co-construct knowledge and ideas
- Celebrating and harnessing student strengths
- Effective deployment of Educational Assistants (EAs)
EFFECTIVE TEACHING & LEARNING
Whilst there are obvious connections to our approach in facilitating effective learning, it is important to present the relevance of effective teaching (and research-informed evidence to support this) as distinguishable yet fundamental components that cement our approach to secondary provision.
To enhance Teaching & Learning, teachers and leadership teams collaborated, developing a clear framework. DBIS L.E.A.R.N empowers teachers to create learning experiences that are both purposeful and responsive to individual student needs.
L.E.A.R.N
Learning Ready - Prepared, Learning Objectives are shared, Seating Plans and Engaging Starters.
Effective Modelling - Objectives are understood and learning is scaffolded effectively.
Assessment For Learning - Regular assessment of understanding to inform how the lesson evolves, intentional questioning and feedback, including plenaries.
Reinforcing knowledge and skills - Students are given opportunities to develop oracy. Students are engaged and apply their learning through focused tasks.
Needs driven - Learning is tailored to meet the needs of all students, including IN and EAL.
Secondary Learning is enhanced through our commitment to promoting and developing teaching strategies and competencies that can positively impact our learners and their ability to achieve their potential. Two primary components, Character and Culture and the DBIS Learner Profile Attributes ensure that students are developing the appropriate behaviours and learning habits within lessons.
Character and Culture
- Promoting a climate for learning which is relationship-centred and characterised by trust, respect, empathy, care and encouragement
- Promote a climate where being sensitive to each other's needs, cultures, and emotions is paramount
- Having high expectations, high trust and high aspirations
- Ensuring that positive expectations and behaviours for learning are clear, consistent and reinforced
- Promoting purpose, individual autonomy, agency and motivation
- Establishing effective, productive learning routines to maximise opportunities to learn
- Empowering students in their learning through opportunities to collaborate, problem solve, think critically, challenge and question
- Inclusive practice - effective differentiation to challenge all learners, working in partnership with the Learning Enhancement Team as appropriate to support students with specific learning needs, facilitating intentions as outlined in Individual Education Plans (IEPs) and enacting guidance as outlined in the school’s Dyslexia Friendly Policy, where applicable.
DBIS Learner Profile Attributes
These attributes represent the aspirational learner profile at DBIS, outlining the qualities students should strive to embody throughout their educational journey. They serve as a roadmap for personal growth, encouraging students to become reflective, dedicated, articulate, inquisitive, purposeful, empowered, adaptive, and internationally minded individuals. These attributes are not merely academic goals, but rather a guide to developing the character and skills necessary to thrive as responsible, compassionate, and impactful members of a global community.
The Attributes of the DBIS Learner Profile are:
Reflective students who value their sense of self and are aware of their emotions and the impact they have on others. They understand the importance of physical, social and emotional balance to achieve personal wellbeing and know when to draw on the support of others. | |
Dedicated students who channel their curiosity and develop their intrinsic motivation to learn. As they take risks and learn from mistakes, they grow as resilient, lifelong learners who adapt to their learning environment, establishing mutual respect in pursuit of collective and individual excellence. | |
Articulate students who process, organise and coherently express their thoughts and opinions and actively listen and reflect on the views of others. They carefully consider purpose, audience and style when communicating, interpreting and expressing their ideas. | |
Inquisitive students who think creatively and imaginatively, ask great questions in order to inquire and make connections to further their understanding and satisfy their curiosity. They investigate their own lines of inquiry and demonstrate their learning in innovative and creative ways. | |
Purposeful students who work together towards a shared goal and promote a collaborative learning culture which is inclusive and celebrates diversity in the perspectives of others. They are confident when working independently but recognise they can be stronger when collaborating together. | |
Empowered students who build trust to activate and lead others to take action and make a positive difference in the world. They lead with kindness, integrity, honesty and a strong sense of equality and respect for all, nurturing an inclusive and respectful approach to leadership at all levels. | |
Adaptive students who think deeply and critically about their learning and apply logic and innovation to identify and solve authentic problems. They set goals, plan and prioritise their approach and keep solution focused as they explore and iterate to discover creative solutions and different strategies. | |
Internationally minded students who act proactively to make a positive difference in the lives of others and the environment. They are courageous change agents who understand the importance of their role and are proud of the positive contribution and impact they have both locally and globally through service. |
Secondary Quality Assurance of Teaching and Learning
To reinforce (and consistently frame) our commitment to effective teaching and capture the quality of the student learning experience, the following tools are used:
DBIS Secondary Learning Observation Proforma
DBIS Secondary Learning Walk Form
These tools are intended to provide insight into pedagogical practice, promote a shared language for learning (that reflects our commitment to high-quality teaching and learning, and to further validate and enhance the student experience.
Every secondary teacher will have at least one official Learning Observation (which will be recorded on the DBIS Secondary Learning Observation Proforma) from either their Head of Department or a member of the Secondary SLT. Colleagues will also experience regular Learning Walks (which will be recorded on the Learning Walk Google Form) from various colleagues within the secondary phase, which will either be focused on particular foci, such as assessment for learning, or more generic capturing effective learning strategies or learning dispositions that underpin our DBIS Learner Profile or L.E.A.R.N model. Staff will receive timely feedback from the learning observation/walk to recognise and celebrate effective practice and to encourage active reflection/application of impactful strategies that enhance the learning experience.
Secondary experiential learning and enrichment
Secondary experiential learning and enrichment opportunities, both in and outside of the classroom, are essential components of student learning. There are clear approaches to trips and activities within the school to ensure that these opportunities are valuable for students’ holistic development. It is also key that these activities are safe and risk-assessed. The relevant information for this can be found in the ‘Education Trips, Visits and Event Policy’ and the related Secondary Appendix.
USE OF DATA
A wide variety of data is gathered and used to support and promote increased student achievement throughout their time in Secondary School. This data includes baseline testing through the University of Cambridge’s ‘Centre for Evaluation and Monitoring (CEM)’ systems. This includes MidYIS for students in Years 7-9, YELLIS for students in Years 10 and 11 and ALIS for students in Years 12-13. Additionally, we use tracking grades at least three times an academic year, as well as formative and summative assessments. Data to receive information about student attitudes towards school is also used, which is referenced against student performance and progress.
Data is used to identify individual learning needs, monitor progress over time, identify performance discrepancies and evaluate the success of teaching and learning strategies and intervention strategies. It is also referenced by tutors in their meetings. Staff are trained to analyse data to help identify academic and pastoral concerns.
More information can be found on the school DARRTS Procedures (DARRTS: DBIS Secondary Data, Assessment, Recording, Reporting and Target Setting Procedures
COMMUNICATION & HOME-SCHOOL PARTNERSHIPS
Communication between school and home has a key role in our student's academic and pastoral support. The standard approach for communicating with parents is for the school members to telephone parents directly to inform them of the current situation. This discussion should encompass details regarding the school's existing support for the child and any additional measures that are being contemplated. It should also address the appropriate steps for the child or family to take in order to progress the situation, as and when necessary. Furthermore, a summary conversation email should be shared with parents as soon as possible after the phone conversation, and relevant school parties should be copied into this email. Parents may be invited to the school for a more comprehensive discussion if necessary. Parents are also encouraged to initiate in-person conversations as desired.
Parents have a fundamental role to play in helping students to learn. We do all we can to inform parents about what and how their children learn by providing the following:
- Parent-Teacher-Student Conferences (PTSCs);
- Curriculum Documentation;
- Parent Option Evenings;
- Supporting Options Booklets and Videos.
Links to Curriculum Documentation
2024-25 DBIS Year 7–9 Curriculum Handbook.pdf
2024-25 DBIS IGCSE & BTEC Level 2 Curriculum Handbook
2024–26 DBIS IGCSE & BTEC Level 2 Options booklet
2025–27 DBIS A Level & BTEC Level 3 Options booklet
2024-25 Secondary Parent Handbook
Parents play a key role in supporting their children’s learning and the school as a whole. Parental responsibilities include supporting the importance of high attendance levels, being prepared and adequately equipped for learning, active participation in home learning, and supporting teaching and learning advice. We also emphasise the importance of clear and transparent communication between the school and home, and we expect parents and guardians to reciprocate this.
SCHOOL CLOSURE
Our Secondary students must have meaningful learning opportunities even on days when we cannot host them in school. Learning activities for each scheduled class on that particular day should be shared through the respective subject Google Classrooms by 8.30 am. In extended periods when all secondary students cannot come to school, parents will be informed about the available options, including the possibility of transitioning to live online learning. You should also refer to the 'Secondary Online Learning Guidance' for further information.
RELEVANT POLICIES, PROCEDURES & EVIDENCE-INFORMED RESEARCH CONSIDERATIONS
The Teaching and Learning - Secondary policy also references other pertinent school policies/procedures, in particular the following:
High-Quality Learning & Teaching Statement
Secondary Character and Culture appendix
Education Trips, Visits and Event Policy
Secondary Appendix for Education Trips, Visits and Event Policy
DBIS Secondary Learning Observation Proforma
DBIS Secondary Learning Walk Form
We have also used the following valuable, reliable and respected research to support the review and creation of our Teaching and Learning policy and associated quality assurance tools.
Evidence-Based Education: Great Teaching Toolkit - Evidence Review 2020
Created: 01.10.2017
Last Reviewed: 10.03.2025