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

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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PROFESSIONAL EXPERIENCE: LEARNER DEVELOPMENT
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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PROFESSIONAL EXPERIENCE: LEARNER DEVELOPMENT
 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