Learning, Teaching and Assessment Policy

| Getting it right for every learner | Key principles | Key characteristics |
| The Highland model of engagement |

This first revision of the Highland Learning and Teaching Policy reflects changes in educational thinking since the launch of our original version in 2003.  It now includes assessment and has been written for Education, Culture and Sport staff, parents, pupils and others involved in lifelong learning.

The revised Policy is complemented by a (refreshed) Learning, Teaching and Assessment Toolkit and also the Highland CPD Reflection Framework which informed the Future Learning and Teaching project undertaken in various Highland learning communities during 2005-8.  These are available as an integrated package on the Highland Virtual Learning Community www. hvlc.org.uk

Experience shows that this package is best used collectively.  School and establishment managers have a crucial role to play in this process.  In relation to continuous professional development, teachers and other staff are learners.  Managers and other leaders of learning, then, should apply the principles and foster the characteristics of the Highland Learning, Teaching and Assessment Policy when organising and facilitating the learning experiences of staff.  Cooperative and active learning opportunities will lie at the heart of these experiences.

Managers/ Leaders of learning should:

• Provide a strategic stimulus through LTA Policy development
• Encourage informal dialogue and peer observation amongst staff to engage with principles and improve practice
• Facilitate and resource various groups (learning communities) within the establishment and with staff from other establishments
• Organise and resource systematic ‘in-house’ observation and action research in order to improve individual practice and refresh collective policy
• Advertise and facilitate attendance at appropriate external CPD events followed by debriefing and identification of next steps.

Our LTA Policy endorses wholeheartedly for pupils and staff the educational purposes described in Curriculum for Excellence.  We aim to develop ourselves and those we teach as: Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors.  Our success in this aim will depend on how far all involved feel secure and valued, and the extent to which we all learn how to think effectively in different contexts.