Learning and Teaching Policy 2015 in the Primary Schools (Primary Connections)

This article discusses the Learning and Teaching Policy 2015 in the Primary Schools (Primary Connections) and its implications for learner development. It covers communication, feedback, record keeping, moderation, assessment, planning, and professional standards.

Running head: PROFESSIONAL EXPERIENCE: LEARNER DEVELOPMENT
Learning and Teaching Policy 2015 in the Primary Schools (Primary Connections)
Name of the student:
Name of the teachers:
Author note:

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PROFESSIONAL EXPERIENCE: LEARNER DEVELOPMENT
Table of contents
An insight into the policy...........................................................................................................2
Communication..........................................................................................................................3
Feedbacks about the learning methods.......................................................................................3
Record Keeping..........................................................................................................................3
Importance of moderation..........................................................................................................4
Assessment and evaluation of teaching practice........................................................................4
Implication of planning..............................................................................................................5
Recommendations for planning.................................................................................................5
Teacher as a professional learner...............................................................................................6
Critique of the professional standards........................................................................................7
References..................................................................................................................................8

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An insight into the policy
Learning and Teaching Policy 2015 caters to the educational curriculum planned in
Primary Connections. All the professors, staffs, students and the personnel come under the
coverage of the policy. As a matter of specification, the policy deals with the nature,
structure, management and quality assurance of the education practiced within the teachers.
The aim of this policy is to upgrade the standards of education through assessments, quality
checks etc. The faculty members, Board panel, Committee members are entrusted with the
responsibility of monitoring the progress of the learner. The head of the teachers appoints
faculties for dealing with the education at the early childhood method.
The teachers is greatly concerned with making the different children learn. All the
parties in a teacher’s community belong to a learner category and that there exists a team
relationship between the parents, teachers and support staff. The Teaching and Learning
Policy of the Primary Connections teachers concentrates on the aims and objectives of the
teachers. The primary aim of the teachers is to get together all the community members of the
teachers and to ensure that the students are provided with an environment where learning
prospers and growth is achieved together.
The policy highlights the given objectives of the teachers:
 Achieving high standards of learning and exceeding the expectations of the different
students and parents alike.
 They want to remove any barriers to learning to ensure that the self-esteem and the
confidence of the students are quite high (Megginson & Whitaker, 2017).
 The different members need to learn how to respect one another, demonstrate fairness,
kindness and empathy towards one another.

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 They need to be respectful of their immediate and wider environment as well so that
they grow up to become responsible global citizens (Primary Connections, 2018).
 Learn tricks to stay safe and take risks at the same time.
 Learning strategies to resolve the different conflicts and work collaboratively.
 The teachers plans to match the different tasks with the individual needs of the
children. The values which are explicit and implicit in the task and the concentration
span of the children.
Communication
Surveys and feedbacks are taken from the parents regarding the learning given out to
the student. It is assumed that online learning has gained popularity among the students. The
use of visual representation has become increasingly popular. Face to face classes assist the
learner to understand the different concepts, which they encounter while learning. These
responses are used for preparing reports, which are sent to the Board of Directors. Meetings
are organized on the basis of these responses (Ebert et al., 2015). Communication is a
common characteristic of these meetings, where the Board panel is informed about the
progress of the learners. The brochures are also sent out to the different parents in order to
provide them the understanding of the curriculum and other plans.
Feedbacks about the learning methods
Timely feedback is provided to the parents of the leaders by the panel of the teachers
which comprises of the different teachers and the responsible parties (Messiou & Ainscow,
2015). This is in terms of maintaining the stability in the relationship with them. Assessment
is performed regarding the approach of the staffs towards fulfilling the needs, demands and

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requirements of the learners. Visual classes have also proved to be of great help to the
learners, which helps them to maintain their attention span. A learning communication
between the parents, students and teachers is created. In this community, experts are also
included for answering the questions of the learners (Carraccio et al., 2016). Adopting the
means of social media can be an effective means for reporting the learner’s progress to the
parents. The option of “contact” in the official website also proves to be effective in
establishing contact with the parents. Adhering to privacy cookies reflect conscious approach
towards customer relationship management.
Record Keeping
Record keeping is an essential component of this policy. There is a manual, which
reflects the specific details of the recordkeeping. Records are maintained by the staffs for
averting any illegal instances. The teacher’s board verify the records in the form of meetings,
reviews and presentations. These means act as an evaluation for the undertaken steps towards
the welfare of the learners (Kolb, 2014). The staffs are provided with a manual for executing
the task of record keeping.
Importance of moderation
Moderation enhances the judgmental power of the teacher’s staffs with respect to the
standards of the educational courses being provided. This is in terms of inculcating a shared
value within the staffs. Credits are awarded to the teachers based on the responses of the
students and the parents received. This is done through the means of classification of the
students into grades. Moderation is an essential activity within the assessment. This
assessment and moderation consists of several stages, where its reliability and validity is
assessed. The teachers attempt to maintain frequency in evaluation of the assessment. This
evaluation, in turn, helps in identifying the drawbacks within the planned curriculum.

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Assessment and evaluation of teaching practice
The assessments often form an integral part of the learning procedure and when the
assessment of the children takes place then the focus should be on the fact whether these
children have been able to participate fully in the given program. The tool which has been
used in this is observation of leaning. An arena of opportunity must be created for the
children`s behaviour and activity in order to be able to respond to them appropriately. These
opportunities need to be supported by other assessments as well and progress reports so as to
ensure that the barriers to leaning are removed (Primary Connections, 2018). The school
needs to ensure that it is able to promote different learning styles and the relevant content is
provided to them which matches their capabilities.
Implication of planning
Planning is such an activity, which enhances the awareness about the appropriateness
of the undertaken steps. This is crucial in the workplace as in the field of education. Planning
is vital in the field of education, as it is the question of learners’ career. One wrong step
would deviate the learners from the identified and specified goals. Mention is to be made of
Primary Connections, where planning, is an inevitable part. Every department is involved in
the planning process, as it is a matter of career establishment for the students. Planning forms
an essential tool for discovering the changes, which are needed for upgrading the standards of
learning. Typical example of this is the substitute teachers, who are called upon in the
absence of full time teachers. Here, planning includes assessing the availability of the relief
teachers.
Recommendations for planning
Strategic approach is followed by Primary Connections staffs in the planning process.
Here, one of the primary steps is refining the government structures (Biasutti, 2015). Survey

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and feedback forms can be uploaded on the website. The response section needs to be tracked
by the staffs for gaining awareness about the specific needs, demands and requirements of the
learners. Here, privacy cookies are important in terms of maintaining the privacy of the
personal belongings of the learners.
Effective management of the teacher’s activities is a vital component of teacher’s
staff. The different teachers can be assessed only when a rigorous planning system is present.
The planning needs to involve the curriculum of the school and the needs of the different
individuals (Vangrieken, Packer & Kyndt, 2017). The school must constantly plan to enhance
the quality of the teaching and ensure that the planning is monitored effectively in order to
ensure that the clear plans are stated:
 Clear objectives
 The details of the different activities are given
 The needs are identified
 High quality stimulating resources are use effectively determination
The school tends to form different Curriculum Maps which will help in the planning
has to balance the courses being provided to the different children. All subjects are not
covered in each week and the sessions are divided into half term.
Curriculum brochures can be prepared which can then be sent out the parents and they
can be provided relevant information regarding the needs of the different children (Learning
and Teaching | Department of Education and Training, 2018). The parents can make use of
the brochure to understand the performance of their children.
The school also engages in medium term planning whereby the different operations of
the school with respect to the students are monitored and the weekly plans being formed by

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them need to be adaptable and need to be completed well before time. The planning needs to
be response in nature and adapt to the assessments as well.
Teacher as a professional learner
Education is a process, which results in the transfer of knowledge from the teachers to
the students. In this process of delivering the learnings, the teachers get to learn many things
from the learners (Vu et al., 2014). Herein lay the appropriateness of the statement that
“Knowledge is power”. The knowledge gained from the learners enhances the preconceived
skills and expertise of the teachers. Knowledge transfer from the students to the teachers is a
cyclic process. Discussions regarding the courses make the teachers learners, as they get to
learn new things from the students (Hilliard, 2015). This learning broadens the scope and
arena of the teachers, which expands the horizons of their thought process.
Critique of the professional standards
Quality assurance judges the professional standards of education practiced in the
premises of Primary Connections. The staffs responsible for the preparing the Qualification
Framework critiques the professional standards of the teachers. Critiquing is done in the form
of discussions, which brings to the forefront several questions related to the courses planned
in the curriculum. The head of the Teachers conduct surveys on the responses of the parents
and the students regarding their experience. This is done every time when a study course is
planned annually (Golombek & Doran, 2014).
The journal articles dealing with the educational perspectives of teachers are one of
the other parameters, which critique the professional standards. These articles uphold the
views of the researchers, dealing with social upliftment. Academic Board and UE faculty also

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possess the right to critique the professional education standards. In the critiquing process,
the clients adhere to the standards and protocols for averting any illegal instances.

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References
Biasutti, M. (2015). An intensive programme on education for sustainable development: the
participants’ experience. Environmental Education Research, 21(5), 734-752.
Carraccio, C., Englander, R., Holmboe, E. S., & Kogan, J. R. (2016). Driving care quality:
aligning trainee assessment and supervision through practical application of
entrustable professional activities, competencies, and milestones. Academic
Medicine, 91(2), 199-203.
Ebert-May, D., Derting, T. L., Henkel, T. P., Middlemis Maher, J., Momsen, J. L., Arnold,
B., & Passmore, H. A. (2015). Breaking the cycle: Future faculty begin teaching with
learner-centered strategies after professional development. CBE—Life Sciences
Education, 14(2), ar22.
Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language
teacher professional development. Teaching and Teacher Education, 39, 102-111.
Hilliard, A. T. (2015). Global Blended Learning Practices for Teaching and Learning,
Leadership and Professional Development. Journal of International Education
Research, 11(3), 179-188.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and
development. FT press.
Learning and Teaching | Department of Education and Training. (2018). Retrieved from
https://www.education.gov.au/learning-and-teaching
Megginson, D., & Whitaker, V. (2017). Continuing professional development. Kogan Page
Publishers.

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Messiou, K., & Ainscow, M. (2015). Responding to learner diversity: Student views as a
catalyst for powerful teacher development?. Teaching and Teacher Education, 51,
246-255.
Primary Connections. (2018). Retrieved from https://primaryconnections.org.au/
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a
context for professional development: A systematic review. Teaching and Teacher
Education, 61, 47-59.
Vu, P., Cao, V., Vu, L., & Cepero, J. (2014). Factors driving learner success in online
professional development. The International Review of Research in Open and
Distributed Learning, 15(3).