Teaching & Learning

About Us

CPD

Learning Entitlement

Meet the Team

NQT

Talk ThursdaysWelcome to the Teaching & Learning page of our Academy’s website.

At The Gateway Academy, excellent teaching and learning is at the heart of everything we do. Students can expect to learn in a safe environment, with high expectations and excellent outcomes.

Together with the students, we have developed 10 Great Learning Behaviours that all students and teachers use daily, to inform and develop the learning for all of our students.

Feel free to browse this section of our website and learn about what teaching and learning looks like at our academy and how you can be apart of our journey.

Here at The Gateway Academy our focus is on teaching and learning. Together with the students we have developed 10 Great Learning Behaviours that all students and teachers use daily to inform and improve the learning of our students.

Click on the image to enlarge the Student's Great Learning Behaviours...

Learning Behaviours for website

We believe in sharing great practice and learning from one another. Each fortnight we release a 5-minute, five top tips publication to encourage staff to reflect and develop their practice, as well as share some great ideas and resources.

Please feel free to download one of our publications. Click on the download section on the left hand side of this page.


Talk Thursdays

As part of our continuing professional development, the academy hosts  ‘Talk Thursday’ once a fortnight. This is a professional forum to discuss ideas and share good practice.


Teaching and Learning Moments

We feel that it’s important to celebrate and share excellent practice. We often start meetings and briefings with ‘Teaching and Learning moments’ celebrating and encouraging a dialogue of pedagogy.

Here are some of the moments we have celebrated:

1 December 2014..."A fantastic differentiated lesson on Thursday with 8A, they were all on task and all keen to do better and get it all right so that they could move onto the next task. When talking to students they all wanted to show me their work and were all on task.  I thought it was lovely to see with such a difficult class, such a positive working attitude. JLL (lesson on classification)."

10 November 2014..."Nisha Bhaskaran’s maths class – Nisha was throwing a ball to students and asking them questions once they caught it.  Very engaging using kinesthetic learning."

"This colleague was able to create a ‘light bulb moment’ when she used a strategy of comparing rock formation to a crunchy bar and how they are made.  The students were physically handed a section of the chocolate bar and were visibly engaged by this comparison; instantly they were able to access the learning."

"I observed a year 10 PE lesson on Thursday. Due to the routines and expectations which had been reinforced in previous lessons, the girls were able to apply their learning in a variety of netball drills and game situations.  At one point, the teacher stood back and the girls ran their own drill and gave pointers to each other on how they could improve.  The teacher was more a facilitator in what was an outstanding PE lesson"

"Year 9 Business, students thinking ‘outside the box’ identifying what they could do with ordinary items selected and come up with original ideas.  Students were reluctant until one student took the lead and turned a foot pump into a leaf blower.  Later on, during feedback one student said to the class “the problem is we all give up too easily!”  From this point the ideas flowed and students had the confidence to come up with ideas, feedback and challenge one another.  Demonstrates ‘Driving Own Learning’ and ‘Perseverance’."

"From draft report of OAT Review, questioning was noted in one particular lesson, elements of scaffolding, definite challenge, teacher to student questioning was good, which led to constant questioning and assessment.  The key element to take away was peer to peer questioning, which was encouraged.  The OAT report quoted “good questioning, for example, in a Year 9 dance lesson, the teacher’s consistent probing questioning made the students realise the difference between the standards needed for a merit and distinction.  This led to outstanding progress.”