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Parliament Hill School

High achieving and happy

Learning & Curriculum Introduction

Curriculum Principles|PDF 

Our aims for Learning & Teaching at Parliament Hill

Parliament Hill School is a high-achieving and happy school. We strive to be a world-class centre of learning for all of its learners and to promote a culture of lifelong learning. We plan to provide every learner with the highest quality of teaching and opportunities to excel in their learning.

See the Learning and Teaching Policy
See the Assessment Recording and Reporting Policy

Their learning experience in the classroom includes:

  • Consistently high expectations, whatever their background or need;
  • Having well-planned and designed lessons which meet the needs of all learners;
  • Relevant and detailed subject knowledge communicated clearly and in interesting ways;
  • Having their prior learning activated and built on, making links to other areas of the curriculum;
  • Receiving timely intervention and support which enables learners to catch up if they fall behind;
  • Making excellent progress, demonstrating pride in their learning and achieving well;
  • Receiving constructive  feedback so they know how to improve;
  • Equality of opportunity and recognition of diversity;
  • Skills development, including English and mathematics, to thrive as an adult.

Learning and teaching at PHS: the vision:

PHS recognises that outstanding learning is active, collaborative, interactive, reflective and deep. Learning is not a passive process of teachers transmitting knowledge to learners: it is about equipping learners with the skills, strategies and confidence to become proactive, adaptive learners in a rapidly changing society. Learners need to be able to learn independently of the teacher, drawing on resources both internal and external. All members of the school community talk about learning with excitement and enjoyment.

Learners at Parliament Hill School:

  • Have a ‘growth mindset’, believing everyone ‘can do it, will do it’; 
  • Have the confidence, skills and language to collaborate effectively in groups; 
  • Have expert listening skills;
  • Can reflect and be reflexive (acting on reflection and implementing improvements); 
  • Are resilient, open to challenge and risk, and see mistakes as learning opportunities; 
  • Can lead learning;
  • Value and celebrate their own and others’ achievements;
  • Know their current level, how much progress they have made, their challenge target level and steps to achieve it;
  • Make rapid progress;
  • Assess learning (their own and others’) accurately;
  • Use formal standard English accurately, confidently and powerfully to accelerate learning;
  • Sustain independent learning, demonstrating resourcefulness.

Teachers at Parliament Hill School:

  • Have excellent relationships with learners; 
  • Know learners’ starting points, strengths and weaknesses, and targets;
  • Plan (collaboratively and independently) differentiated learning based on their knowledge of learners to meet all needs and challenge all learners;
  • Plan lessons which are active, interactive, engaging and challenging, and model risk-taking;
  • Are skilled in planning, organising and facilitating group work, including the use of roles and language;
  • Plan frequent and varied opportunities for learners to learn collaboratively;
  • Use ‘The Golden Five’ teaching strategies in lessons: explaining, modelling, questioning, facilitating and intervening;
  • Stimulate learning and thinking beyond the syllabus;
  • Use questioning to deepen thinking, accelerate learning and challenge all;
  • Model meta-cognition and meta-language for learning outcomes at all levels;
  • Explain clearly and accessibly;
  • Use Assessment for Learning at key points in the lesson to intervene swiftly and effectively;      
  • Use frequent, precise and constructive verbal and written diagnostic feedback to empower learners and provide opportunities for them to improve their learning and make rapid progress;
  • Record key assessments and progress against aspirational targets over time, intervening with Wave 1 and 2 interventions when progress slows;
  • Reflect on their practice and take action to improve their practice;
  • Actively share excellent practice;
  • Ensure the learning environment stimulates and supports learning (layout, display, resources).

Pedagogy and practice:

Parliament Hill School recognises and caters for the particular learning needs of girls and young women, and professional development models excellent practice in girls’ pedagogy. 

In particular, PHS provides opportunities for learners to:

  • Learn collaboratively;
  • Overcome the barriers to learning and achievement;
  • Develop resilience and a “can do, will do” attitude to challenges;
  • Cope with failure confidently with the determination to try and try again;
  • Develop a positive self-image;
  • Develop leadership skills through the opportunity to lead learning in groups / classrooms.

Homework should:

See the Homework Policy.

  • Be clearly related to on-going classroom work;
  • Be challenging but not too difficult for each learner in the class (differentiated appropriately);
  • Have clear success criteria;
  • Allow for individual initiative and creativity;
  • Promote understanding and self-confidence;
  • Be acknowledged by self and peer-marking between detailed teacher marking;
  • Support individuals’ progress;
  • Be rewarded by displaying their work, Parli Points, letters and postcards home; 
  • Be time-limited.